Directions for ONLINE Unit Lesson Outline and Lesson Plans (3 plans only):
Template that needs to be filled out
5 different Units of Math involving Addition and Subtraction
Student workbook pages for the units of math provided
Pre-assessment (please see note on template)
PowerPoints of Possible lessons to add to unit
Possible Formative Assessments (please see note on template)
Personal Philosophy (in the template at the very top)
CANVAS Information (attached document)
You will need to complete the template. In this there needs to be a 6-week unit created. That will be 30 lessons, however, you do not have to actually create 30 lessons. You will need to create the elements of all 30 lessons (keep in mind all lessons should be about 90 minutes long), but only need 3 actual lessons created in detail (details below of what is expected). For each lesson element, there will need to be a small justification for the lesson itself and the element. Please ensure that if you use any resources that are not provided, that I have access to those as I will need them to complete everything (i.e., using a worksheet you provide a link to the worksheet or a copy of the worksheet when this is finished). At the end of these directions will be a rubric of what is being asked/looked for-please ensure you are following that as well as the directions given. There is a project overview, scenario, and directions. I would advise to read all of it as it will help to better understand what is being asked and needed. Please also remember, this is for an online classroom, not a traditional Brick-n-Mortar, when creating the lessons/quizzes/tests/activities.
You will conceptualize and develop an online unit plan that includes a personal teaching philosophy and three lessons (the beginning, middle, and end of the unit) that are ready to be built in a learning management system (LMS). Each lesson will align to at least two state standards (in a 90-minute class session) within the content area and grade level of your current or anticipated teaching assignment.
You are an online teacher at Future eAcademy, an online school that serves a diverse community including a range of sociocultural backgrounds and learner needs (e.g., English language learners, hearing/visual impairments, and learning disabilities).
A new principal recently joined your school’s administration and proposed several initiatives for further improving the school. For example, within the ﬁrst few months of her tenure, she called a leadership retreat for redeveloping the school’s mission and vision statements. Her goal was to update the statements so that they better reﬂect a dynamic, twenty-ﬁrst-century online school that is uniquely positioned to support the success of diverse and underserved communities. The ﬁnal, adopted versions of the school’s mission and vision statements are as follows:
Mission Statement: Future eAcademy supports each individual student’s path to success by integrating innovative technology and empathetic, evidence-based instruction to personalize learning for our diverse students.
Vision Statement: To live our core values every day and strive for continuous improvement of our educational practices.
It is critical to your principal that the new mission and vision statements be considered more than just words on the page. She has required all faculty at the school to demonstrate their understanding of and commitment to the new statements by developing a mission- and vision-driven, exemplar unit plan covering a six-week marking period for their content area and grade level. The unit plan would be prefaced by a personal teaching philosophy that demonstrates their own interpretation and embodiment of the qualities and values in the new mission and vision statements. Then, in the rest of the unit plan, faculty must “bring their philosophy to life” within a unit outline and associated, example lessons (the beginning, middle, and end of the unit).
Your school employs the learning management system Canvas to host your course content and manage your online classrooms. The process for developing online courses at your institution requires that you document all student-facing learning materials, activities, and assessments (as well as internal build notes) within a blueprint template. In this way, the lesson designs are organized and clearly communicated for building in the LMS. Additionally, this template has been edited per your principal’s requirements to include space for your personal teaching philosophy, which you will need to reference throughout the unit outline and lesson blueprint sections.
To successfully complete this project, be sure to complete each of the following tasks outlined below.
Draft the unit outline covering a six-week marking period using the provided table in your unit plan template. Be sure to include the following:
Domain: Indicate the unit summary information and unpack the relevant state standards to identify the prerequisite skills, key concepts, and learning objectives for the unit.
Assessment Strategy: Develop an appropriate plan for the diagnostic, formative, and summative assessments for the unit.
Lesson Sequence: Deﬁne topics and concepts explored in each of the lessons, including a basic description of the lesson elements and their supporting learning resources. Then, identify a scaﬀolding strategy for activating prior knowledge, reinforcing key concepts, and drawing connections between lessons.
Deployment Strategy: Develop an appropriate plan for diﬀerentiating instruction and leveraging technology tools to meet the needs of diverse students.
Justiﬁcation/Connection to Philosophy: For each of the unit elements, justify its inclusion and/or draw connections to your personal teaching philosophy, where applicable.
Finally, identify three (3) of the lessons within your unit plan to develop in the lesson blueprints section of your template. Your three lessons should reﬂect an introductory lesson (Lesson One), a mid-unit lesson (Lesson Two), and the closing lesson of the unit (Lesson Three). Remember that each lesson must align to at least two relevant state standards for your content area and grade level, and that the lessons should constitute approximately 90-minute class sessions.
For each lesson, provide a summary, including the unit title, sequence/day within the unit, applicable standards, and lesson title. (Your learning objectives for the lessons should come directly from your unit plan.) In each lesson blueprint, identify speciﬁc lesson elements and organize them in an appropriate sequence that demonstrates a scaﬀolded and pedagogically sound progression. Be sure that the list of lesson elements is comprehensive, including any pre-assessments, content delivery, formative activities, and assessments for measuring student mastery of the learning objectives.
Speciﬁcally, your lesson must include a variety of ways to check for student understanding (e.g., using diﬀerentiated and equivalent assessment options). All assessment options must reﬂect best practices for validly and reliably measuring student progress toward learning objectives. Note: The closing lesson (Lesson Three) should include the summative assessment(s) for the unit.
For each lesson element:
Indicate the applicable feature that would be used to build the lesson element in the learning management system. Note: Refer to this Canvas webpage for a list detailing the system’s basic features.
Note whether the element should be delivered via synchronous or asynchronous methods. Remember that interactivity is a cornerstone of eﬀective engagement in online courses, so you should be sure to consider all viable options for supporting interactive learning experiences in the LMS.
Develop the student-facing content that makes up each lesson element for each of the three lesson blueprints. This should include the following:
Content to be displayed using the rich content editor of the LMS feature—This would include plain text (e.g., “The purpose of this activity is to . . .”) and hyperlinked text (e.g., web-hosted articles, videos, etc.) as well as images. This content should be entered into the blueprint table; you should hyperlink applicable text to conserve space, instead of copying entire URLs into the table.
Associated ﬁles that would not be rendered using the rich content editor of the LMS feature—Examples of associated ﬁles include quiz question banks, downloadable templates/worksheets, detailed instructions documents, rubrics, etc. See the instructions within the template for submitting and making references to materials that do not ﬁt into the blueprint table.
Justify the inclusion of each lesson element in terms of:
Alignment: To which lesson objectives and/or state standards does the lesson element align? How will the lesson element support students in achieving these goals?
Design Principles/Values: To what extent does the lesson element integrate best design practices (e.g., Universal Design for Learning [UDL] and Understanding by Design [UbD]) and/or illustrate the values from your personal teaching philosophy?
Provide facilitation notes that plan for accommodations and modiﬁcations to meet the needs of diverse students in the online classroom. Speciﬁcally, how do you plan to diﬀerentiate the instruction and/or assessment for each lesson element? Your speciﬁc plans should align to the overall strategies in the diﬀerentiation plan from your unit outline.
Be sure to cite all references using APA format.
NEEDS OF THIS UNIT OUTLINE AND LESSSONS:
Unit outline indicates the unit summary information and unpacks the relevant state standards to identify the prerequisite skills, key concepts, and learning objectives for the unit
Unit outline presents an appropriate plan for the diagnostic, formative, and summative assessments for the unit
Unit outline defines topics and concepts explored in each of the lessons, including a basic description of the lesson elements and their supporting learning resources, as well as a scaffolding strategy
Unit outline includes an appropriate plan for differentiating instruction and leveraging technology tools to meet the needs of diverse students
Unit outline includes justification for each of the unit elements and draws connections to their personal teaching philosophy