7. Introduction My class is a 7 th grade Science class which consist of 20 students total, 11 females-9 males, 4students are special needs and 2 are ELLs) disabilities include 2 diagnosed with ADHD, 1 with a SLD, 1 with epilepsy, 2 ELL students. I plan to arrange the class to where everyone is integrated so that everyone is connected. Because every student is unique and they learn in various ways, it is important to provide an inclusive classroom. This way everyone feels accepted by their uniqueness with no reservation. During this unit students will learn to manage self-motivation, personal goals, appropriate behaviour, and resourcefulness, sense of self and importance of heritage. The Big Picture "Because students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, the standards promote the literacy skills and concepts required for college and career readiness in multiple disciplines"(2014, CCSS). What is the content area? English Common Core State Standard: English Language Arts Standards Measurable Unit Objective: What you want the students to master at the end of the unit 1. The students will (demonstrate) by (reading comprehension activities) with (70% of accuracy) 2. The students will (explain) by ( writing essays) with (70% of accuracy) Evidence of learning through assessment  Pre-assessment: a way to determine what students know about a topic before it is taught. It should be used regularly in all curricular areas o To make instructional decisions about student strengths and needs o To determine flexible grouping patterns o To determine which students are ready for advance instruction  Formative Assessment: Summaries and Reflections Students stop and reflect, make sense of what they have heard or read, derive personal meaning from their learning experiences, and/or increase their metacognitive skills. These require that students use content-specific language. o Visual Representations of Information Students will use both words and pictures to make connections and increase memory, facilitating retrieval of information later on. This “dual coding” helps teachers address classroom diversity, preferences in learning style, and different ways of “knowing.”  Summative Assessment: Design a summative assessment that will measure the student’s level of unit mastery. You must include how this assessment addresses UDL principals, DI theory, and takes into account your diverse student population. Various homework assignments that include copying vocab and lit. Terms into their notes, vocab worksheets Completion of graphic organizer for each story pop quizzes individual story quizzes unit test written essay.

8. 7th grade English, Unit: Reading and Comprehension Unit Goal: Students will use Microsoft programs to write an analysis of Moby Dick. Who were the main characters, what was the story about, what was the motive behind Moby’s? Students must be able to comprehend as well as critique, Build strong content knowledge Day 1: Learning Objective: Students demonstrate understanding of a text or texts by working together to identify and ask significant questions to clarify various points of view. At the conclusion of this lesson, students will recognize by identifying the main characters of the story with 70% accuracy. Activity: Comprehension and collaboration Formative Assessment: Implement group discussions Technology Q: How will this technology tool be incorporated and how does it address differentiated instruction with supporting evidence from at least one scholarly citation, how it will be used to aid instruction, and how it is an example of universal design? A: Comprehension and collaboration (in Speaking and Listening) effectively highlights the importance of interpersonal communication and collaboration as a key aspect of mastering speaking and listening. Therefore, audiovisual activities will be implemented in the lesson plan. Day 2: Learning Objective: At the conclusion of this lesson, students will (measurable action verb) by (activity) with 70% accuracy. Activity: “Tuxedo writing” method while develop a presentation Formative Assessment Groups will develop an essay on main characters, Ask students to record what they have learned, at the end of the lesson. Technology Q: How will this technology tool be incorporated and how does it address differentiated instruction with supporting evidence from at least one scholarly citation, how it will be used to aid instruction, and how it is an example of universal design. A: Use technology and digital media strategically and capably. Students will develop a 5-minute presentation using Microsoft PowerPoint. The PowerPoint must be a minimum of 10 slides Split students into groups of three or four Provide students with a set of sentences, which they must arrange into a paragraph. Have students compare the responses that they wrote this time with their previous responses (written at the beginning of the unit) and try to account for any differences. Day 3: Learning Objective: At the conclusion of this lesson, students will measurable action verb) by (activity) with 70% accuracy. Activity: Formative Assessment: Distributing multiple choice testing. Evaluate what they have learned, at the end of the lesson. Technology Q: How will this technology tool be incorporated and how does it address differentiated instruction with supporting evidence from at least one scholarly citation, how it will be used to aid instruction, and how it is an example of universal design. A: Ask students to record what they have learned, at the end of the lesson.

11. Assessment Plan Elements Very Good 4 Acceptable 3 Developing 2 Undeveloped 1 Score For Each Element Student learning outcomes At least two SLO’s are clearly stated using the proper format. At least two SLO’s are stated but with some lack of clarity. SLO’s are stated but unclear regarding one or more critical aspects SLO’s are not stated in an acceptable format. Assessment method for each outcome Multiple assessment measures are identified for each outcome. At least one assessment measure is identified for each outcome. Assessment measures are identified for some outcomes. Assessment methods are not identified or inadequately described. One-half or more of the methods are direct measures At least one-half of assessment measures are direct. Less than one-half of the measures are direct measures. Groups to be included Groups are clearly identified. Groups are not identified. Timeline for assessment implementation for next three years There is a clear plan for assessment implementation over each of the next three years. The plan is somewhat clear but has some areas that are incomplete. Some parameters have been established but a clear timeline is not evident There is not a stated implementation plan. Process for data Presentation and discussion The process for the interpretation, presentation, and discussion of the data is clearly described, including who will be involved and timing. The process is addressed but is unclear or incomplete in some aspects. Some aspects of the process are described. There is no stated plan. Process for implementing revisions based on assessment results The process for implementing revisions based on assessment results is clearly described. The process is addressed but is unclear or incomplete in some aspects. Some aspects of the process are described There is no stated plan.