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GCU College of Education

GCU College of

Education

LESSON

UNIT

PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name: Briana Jenkins


Grade Level: 3rd

Unit/Subject:

Title of Unit and Brief Summary:

Lesson 1: Visualizing Concepts

In this lesson, students will explore their preferred learning styles, focusing on visual and auditory preferences. They will engage in group activities to create visual representations, fostering a deeper understanding of ELA concepts.

Lesson 2: Storytelling Journey

This lesson centers around kinesthetic and reading/writing activities, encouraging students to embark on a storytelling journey. Through hands-on activities and narrative creation, they will enhance their storytelling skills and grasp the importance of narrative structure.

Lesson 3: Multimodal Mastery

The final lesson, “Multimodal Mastery,” integrates various learning styles and enrichment tasks. Students will create a creative project using visual aids, audio recordings, and written analysis, showcasing their understanding of ELA concepts through a multimodal approach—top of Form.

Classroom and Student Factors/Grouping:

The classroom is diverse, comprising students with various learning styles and needs. This includes English Language Learners (ELLs), students with Individualized Education Programs (IEPs), and gifted learners. Recognizing these differences is crucial for effective planning, teaching, and assessment, ensuring each student receives tailored support, accommodations, and enrichment opportunities to optimize their learning experience and outcomes.

Day 1

Day 2

Day 3

National/State

Learning Standards

List specific grade-level standards that are the focus of the lesson being presented.

English Language Arts Standard for 3rd Grade: RL.3.1 – Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers

English Language Arts Standard for 3rd Grade: W.3.3 – Write narratives to develop real or imagined experiences or events using effective techniques, descriptive details, and clear event sequences.

English Language Arts Standard for 3rd Grade: SL.3.5 – Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace.

Specific Learning

Target(s)/Objectives

Based on state standards, identify what is intended to be measured in learning.

· Students will ask and answer questions based on a text using visual aids.

· Visual learners will demonstrate comprehension through diagrams and charts.

· Auditory learners will participate in a class discussion and utilize audio resources.

· Kinesthetic learners will engage in hands-on activities to reinforce narrative writing skills.

· Reading/writing learners will demonstrate improved comprehension through written responses.

· Multimodal learners will create engaging audio recordings using various learning methods.

· Enrichment for advanced students: Produce an advanced written analysis of a text

Academic Language General academic vocabulary and content-specific vocabulary are included in the unit.

· General academic vocabulary: comprehend, infer, analyze.

· Content-specific vocabulary: diagram, chart, text evidence

· General academic vocabulary: narrative, technique, sequence.

· Content-specific vocabulary: hands-on, descriptive details, event sequence

· General academic vocabulary: engage, audio recording, fluid reading.

· Content-specific vocabulary: analysis, advanced, multimodal

© 2021-2022. Grand Canyon University. All Rights Reserved.

Unit Resources, Materials, Equipment, and Technology

List all resources, materials, equipment, and technology used in the unit.

· Textbook or reading material.

· Visual aids (diagrams, charts).

· Audio recording device (for discussions).

· They are writing prompts or narrative passages.

· Hands-on materials (e.g., manipulatives for storytelling).

· Writing tools (pencils, paper)

· Audio recording equipment (microphones, devices).

· Texts or poems for recording.

· Written analysis prompts for advanced students.

Depth of Knowledge

Lesson Questions

What questions can be posed throughout the lesson

to assess all levels of student understanding?

· Level 1: Recall

· Level 2: Skill/Concepts

· Level 3: Strategic Thinking

· Level 4: Extended Thinking

Lesson Questions:

· Level 1: What happened in the story?

· Level 2: How did the visual aids help you understand the text?

· Level 3: Can you analyze and interpret the information presented visually?

· Level 4: How might the story have changed if a different visual representation were used?

Lesson Questions:

· Level 1: What is a narrative?

· Level 2: How can hands-on activities enhance your understanding of a story?

· Level 3: Can you sequence events effectively in your narrative?

· Level 4: How might your narrative change if you incorporated a different technique?

Lesson Questions:

· Level 1: How can an engaging audio recording enhance storytelling?

· Level 2: What multimodal elements can you incorporate into your recording?

· Level 3: Can you analyze the effectiveness of your audio recording in conveying the story?

· Level 4: How might your advanced written analysis contribute to a deeper understanding of the text?

Section 2: Instructional Planning

Day 1

Day 2

Day 3

Anticipatory Set

How will students’ prior knowledge be activated, and how will student interest in the upcoming content be gained?

Activate prior knowledge by asking students about their favorite learning ways (visual, auditory, kinesthetic). Generate interest by introducing a short video related to the upcoming text.

Activate prior knowledge by discussing the importance of storytelling. Generate interest by introducing a hands-on storytelling activity.

Activate prior knowledge by discussing the benefits of engaging audio recordings. Generate interest by playing an engaging audio recording related to the day’s focus.

Presentation of Content

Multiple Means of

Representation

Describe how content will be presented in various ways to meet the needs of different learners.

· Visual: Display diagrams and charts.

· Auditory: Conduct a class discussion and play an audio recording relevant to the topic

· Kinesthetic: Engage students in a hands-on storytelling activity.

· Reading/Writing: Provide narrative passages and writing prompts.

· Multimodal: Combine visual aids, discussions, and hands-on activities.

· Enrichment: Assign advanced reading or writing tasks

Multiple Means of

Representation

Differentiation

Explain how materials will be differentiated for each of the following groups:

· English Language Learners (ELL)

· Students with special needs

· Students with gifted abilities

· Early finishers (those who finish early and may need additional sources/support)

· ELL: Provide visual aids with labeled vocabulary. Simplify language in discussions.

· Special Needs: Offer additional time for processing information. Use visuals with clear contrasts.

· Gifted Abilities: Encourage advanced questions and deeper analysis during the discussion.

· Early Finishers: Provide additional related audio resources or reading material

· ELL: Simplify language in the narrative passages and offer support during writing.

· Special Needs: Provide manipulatives and additional support during the hands-on activity.

· Gifted Abilities: Encourage advanced writing techniques and complex storytelling.

· Early Finishers: Offer additional prompts for extended writing

· ELL: Provide visuals along with simplified language during discussions.

· Special Needs: Offer additional time and support during hands-on activities.

· Gifted Abilities: Assign more complex tasks during both multimodal and enrichment activities.

· Early Finishers: Provide additional challenging materials for further exploration

Application of Content

Multiple Means of

Engagement

How will students explore, practice, and apply the content?

Students will work in small groups to create visual representations of a part of the text. They will present their findings to the class.

Students will work individually to create a short narrative using the hands-on materials and then share their stories in pairs.

Students will work in pairs to create a multimedia presentation incorporating visual aids, audio recordings, and written analysis.

Multiple Means of

Engagement

Differentiation

Explain how materials will be differentiated for each of the following groups:

· English Language Learners (ELL)

· Students with special needs

· Students with gifted abilities

· Early finishers (those who finish early and may need additional sources/support)

· ELL: Pair with a proficient English speaker for collaborative work.

· Special Needs: Provide visual aids and additional support during group work.

· Gifted Abilities: Allow for more complex visual representations or analyses.

· Early Finishers: Offer additional challenges in the Form of advanced questions.

· ELL: Pair with a proficient English speaker for shared storytelling.

· Special Needs: Provide additional time and support during the individual writing.

· Gifted Abilities: Encourage advanced elements in their narratives.

· Early Finishers: Allow them to explore more complex storytelling techniques

· ELL: Provide additional language support during project creation.

· Special Needs: Offer modified project requirements and support.

· Gifted Abilities: Expect advanced analysis and creativity in their projects.

· Early Finishers: Allow them to explore more advanced multimedia tools

Assessment of Content

Multiple Means of

Expression

Formative and summative assessments are used to monitor student progress and modify instruction.

Use formative assessments during group presentations to gauge understanding. Summative assessment includes a short written reflection on the visual representations.

Use a rubric to assess the creativity and structure of their narratives. Provide oral feedback during the pair-sharing activity.

Use a rubric to assess the quality and coherence of the creative projects. Provide constructive feedback during the presentation.

Multiple Means of

Expression

Differentiation

Explain how materials will be differentiated for each of the following groups:

· English Language Learners (ELL)

· Students with special needs

· Students with gifted abilities

· Early finishers (those who finish early and may need additional sources/support)

· ELL: Provide additional language support during the written reflection.

· Special Needs: Offer a modified assessment format or allow oral reflections.

· Gifted Abilities: Add an extra analysis component to the written reflection.

· Early Finishers: Assign an additional short essay analyzing the visual representation

· ELL: Include language development feedback in addition to narrative structure.

· Special Needs: Offer a simplified rubric and provide positive reinforcement.

· Gifted Abilities: Expect advanced narrative elements and provide in-depth feedback.

· Early Finishers: Encourage them to experiment with unique storytelling approaches

· ELL: Consider language proficiency along with content quality in assessment.

· Special Needs: Adapt the rubric to accommodate individual learning needs.

· Gifted Abilities: Expect advanced analysis and creativity in their projects.

· Early Finishers: Encourage them to experiment with innovative multimedia approaches

Extension Activity and Homework

Identify and describe any extension activities or homework tasks as appropriate. Explain how

the extension activity or homework assignment supports the learning targets/objectives.

Students are encouraged to find examples of visual representations in real-world contexts, such as advertisements or informational graphics, and bring them to the next class. This extension activity reinforces the learning targets/objectives by promoting a deeper understanding of visual literacy and its application beyond the classroom.

Students are assigned to write a continuation of their partner’s story, incorporating a different narrative element. This extension activity supports the learning targets/objectives by reinforcing the understanding of narrative structure and collaborative storytelling.

Students are challenged to create a brief podcast summarizing the main points of their creative projects. This extension activity supports the learning targets/objectives by reinforcing multimedia creation and effective communication skills.

© 2021-2022. Grand Canyon University. All Rights Reserved

© 2021-2022. Grand Canyon University. All Rights Reserved

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