Unit plan

Module 4 Virtual and Blended Learning

Background information
The unit plan that I designed for the virtual and blended learning assignment was
to take a 3rd grade class, make an ELA unit using a science based theme ( zoos)
and formulate it around case study option B
Case study option b
● 28 Students.
● Uses a traditional schedule 5 days with 50 minute periods.
● 18% of your student of population is known to have a disability.
● The most common concern is reading and writing at least 4 students read 3-4 grade levels below; most
● other students read 1-2 grade levels below.
● Two students have been identified with behavioral disorders. They generally like your class but don’t do the
● homework. If off-task, they can become behaviorally difficult and quickly oppositional.

Please see detailed list for complete breakdown of case study option B
Framework Used : Universal
design for learning (UDL)
UDL Breakdown
The idea is to support students learning with not only mastery of content knowledge and technology but
the mastery of the learning process. The idea is to turn our students into master learns no matter their
struggle or disability. We as educators should be able to instill in students their own way to learn, how to
learn, and why. This will make our students lifetime learners. UDL helps us educators promote that by
giving us a framework for how to create that while meeting the needs of each our our students.
 Three principles of udl that i
used to formulate my unit plans
1.Provide multiple means of representation ( The What)

2.Provide multiple means of action and expression ( The How)

3.Provide multiple means of engagement ( The Why)

Principle #1:Provide multiple means
of representation
( The What)
Students learn in all different ways, especially students who have disabilities. Material should be
presented for students in a few ways so that they can gravitate to the one they feel comfortable using.
Since this is a blended unit, I used a range of materials with technology, discussion, hands on, and
group/peer influence. Please see my provided lesson day-by-day breakdown for task and modifications
for alternative methods/strategies for students should they not be able to use the provided technology.
The goal was to visually connect the essential questions of the mini, one week lesson to the concepts of
zoos. By incorporating videos that students will take the ownership of watching, evaluating and creating a
response to they are making their own connections within and between concepts of my mini-unit.
Principle #2:Provide multiple means
of action/ expression
( The How)

As all students learn differently, all students can show what they obtained differently. Each student in the
class has numerous ways to express the knowledge they learned. Some students with disabilities are
stronger in written then verbal and vise versa. It is important to allow students to be able to express what
they learned in a way in which suits their needs and showcases their strengths to build on their
weaknesses. Please see my provided lesson day-by-day breakdown for task and modifications for
alternative methods/strategies for students should they not be able to use the provided technology.
Principle #3: provide multiple means
of engagement
( The Why)

My unit plan has numerous means of engagement through alone work, peer interaction, whole class
interaction and conferencing one-on-one with the teacher to support and meet the needs of each student
in the classroom room. Please see my provided lesson day-by-day breakdown for task and modifications
for alternative methods/strategies for students should they not be able to use the provided technology.
Case Study B rational
The students in this class are a total of 28 students who have 50 minute periods. Students range from gifted, behavioral
and Aspergers. I picked a ELA because I decided that this unit will be a writing/project based unit that is themed in science
since some of the students have interest in science. Some students are missing so having the information formated from
Youtube videos will help allow the students who are absent catch up when they attend. The school has funded technology
to use and the students in this class come from an urban setting and might not have their own technology to use at home.
Most of the student family members are not “well educated” so the homework task are less rigorous but students are able to
have support at home if needed. Majority of the more rigorous work is done in the classroom through class work task so
that the teacher (me) can support and guide students who could be struggling and need assistance. This will also allow me
to be able to target the needs of my students. My mini-unit is hands on and engaging with the use of technology, which will
target all of the students in the class and eliminate majority of the students who might feel “bored”.
Day 1: breakdown and
modifications
Teacher will introduce the unit, the technology and the task(s) of the day ( please see provided unit plan daily breakdown for task, link
to videos and what both teacher and students are doing.

Modifications for Day 1

● Student who can draw a quick picture or write out the words of their favorite zoo animal
● If student who might not be able to use the ipad on their own the video can be displayed on the SmartBoard for the student to
follow along with
● If a student can not answer the provided questions for the task on their own due to behavioral or sensory issues a teacher can
work in a small group with them and they can either answer the questions verbally or write together as a group and provide one
set of answers
● If students do not have use of technology at home they can write their response on paper, task will be provide to
each student on a printout to take home
Day 2: breakdown and
modifications
Teacher will introduce the unit, the technology and the task(s) of the day ( please see provided unit plan daily breakdown for task, link to videos and what both
teacher and students are doing.

Modifications for Day

● Teacher can show responses on Smartboard for task number 1

● Task 2 can be done with the teacher supporting a small group as well, teacher could provide an envelope filled with things (pictures, words, etc) that are
and are not associated with the term endangered and a small group could separate the things that will be used for the term endangered
● Sentence starters on the SmartBoard could be displayed for student to use when in discussion of what they are noticing for each groups chart paper
response
● Videos can have ords displayed so students who have difficulties with just visual display can read along. The videos are ideal for the students who are a
few grade levels behind in reading.
● Questions are formulated so that students can go back to the video and find the answers, they will also be displayed on the SmartBoard and printed for
each student. The gifted students could have additional parts of the questions for higher rigor
Day 3: breakdown and
modifications
Teacher will introduce the unit, the technology and the task(s) of the day ( please see provided unit plan daily breakdown for task, link
to videos and what both teacher and students are doing.

Modifications for Day

● Teacher can pull a small group for the two videos students will watch so that she can monitor the level of engagement should
their be behavioral issues, or for any student that could be struggling with the concepts of zoologist/zookeeper. One video is
around 17 minutes long but shows the day-to-day happenings of a zookeeper in a vlog style video. This video should be
engaging however if need be the teacher can move around the video and ask her group questions to keep students on track
● A T-chart could be used for the video for what I am noticing and questions I have for the more advanced students of the class
● Should students be not able to watch the homework video an article on why zoos are important will be given. That article will
be chunked in style and have pictures to support
Day 4: breakdown and
modifications
Teacher will introduce the unit, the technology and the task(s) of the day ( please see provided unit plan daily breakdown for task, link
to videos and what both teacher and students are doing.

Modifications for Day

● Teacher can conference with students after they pick what topic they want to do for their assessment portion of the mini-unit
● Teacher should provide each student with an article, pictures, etc to support each student’s project topic. This will be able to
give them a starting point, or an area of assistance should they get stuck.
● It may also be feasible to make a small group of students and have them work together on one of the topics
● Alternative project methods could be accepted such as a speech, a play, a skit, a poster board etc.
Day 5: breakdown and
modifications
Teacher will introduce the unit, the technology and the task(s) of the day ( please see provided unit plan daily breakdown for task, link
to videos and what both teacher and students are doing.

Modifications for Day

Presentations could be set up “gallery walk” style, presented on the SmartBoard or also presented through another method that may
not be technology based

Their should be a standard rubric used but also some modification for the higher/lower functioning students to assess them fairly
 Daily Lesson
Plan for Unit
This is the daily lesson plan for each day of this one week lesson.
You will see the description, standards covered and also the
breakdown for each day.
Information
3rd Grade ELA Unit: Zoo Unit
Blended Learning Unit (In class and online)
Skill: Knowledge, Comprehension, Analyzation and Synthesis

Essential Questions and task for this Unit:

● Why are zoos important?

● What is the role of a zoologist/zookeepers?
● What is an endangered animal?
● Show what you learned (Assessment)
Standards Addressed
Reading:
CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers.

CCSS.ELA-LITERACY.RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.

Writing:
CCSS.ELA-LITERACY.W.3.1.A
Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.

CCSS.ELA-LITERACY.W.3.7
Conduct short research projects that build knowledge about a topic.
Day 1 Objective and part 1
Objective:

Understand how technology will play a role in this unit which will be blended, in class and online usage
Understand the role of zoos and their importance through text, online websites, teacher made questions, writing prompts, graphic
organizers and a assessment project done with 80% accuracy

● Teacher will :
● Explain the unit that will be covered for the week
● Explain that it will be a blended unit- meaning class and online components
● Give out iPads that students will be renting out for the week long unit
Day 1: Part 2
Part 2:
● Teacher will ask to take iPads go to Google and Google image their favorite animal that could be found in a zoo (
excluding dogs and cats)
● Students will hold up their iPad with the image displayed
● Teacher will ask students “What if your favorite animal disappeared? How would you feel using an emoji ?
● Students will be asked to go back to Google image and type in their feeling with “Emoji” students will hold up their
emjoi emotion
● Students will be called upon to detail the reason for the feeling
● Students will be asked to go to the following link and watch this video that has no talking
● https://www.youtube.com/watch?v=yQ7LGvrJ-FQ
● Scholars will be asked to answer the following assessment question:
● What is the purpose of zoos? Scholars should site evidence from the video to support their interpretation of what
the purpose of a zoo is.
● Exit Ticket: What 3 animals do you like to see when you go to the zoo and why?
● Homework: Submitted through email answer the following question: How do you think zoos could help an animal that
is having a hard time surviving in the wild on their own? 3-4 sentences.
Day 2: Objective and Part 1
Objective:

Understand what an endangered animal is and why animals are endangered through text, online websites, teacher made questions,
writing prompts, graphic organizers and a assessment project done with 80% accuracy

● Teacher will go over 3 responses from homework submission and 3 from exit ticket from the day prior
● Teacher will break students up into small groups and give each group a chart paper with the word “endangered” on it
● Groups will work together to come up with words, definitions, phrases, pictures etc. to express what endangered it
● When timer is up the class will come together to analyze what each group wrote
● Class will have a short discussion and then come up with a class definition to what is endangered
● One student will be asked to go to Google and provide the class with a definition of “endangered” to compare
Day 2: Part 2
● Teacher will distribute all iPads and earphones to the class
● Each student will go to this Youtube link and watch the following video
● https://www.youtube.com/watch?v=7k8CcAU2Lt0
● After everyone has watched the video students will have 3 minutes to write on a sticky note the important details of
the video
● Students will then turn and talk with a partner about the important information they received from the video
● Students will share out
● Students will then be given a worksheet to complete
● What do scientist say are what defines an endangered animal?
● What kind of animal can be become endangered?
● How do animals become endangered?
● What is a habitat?
● What do animals need to survive?
● Exit Ticket: How can students like you help endangered animals?
Day 3: Objective and Part 1
Objective:
Understand what a zoologist are and why their role is important to animals (endangered and non-endangered) through text,
online websites, teacher made questions, writing prompts, graphic organizers and a assessment project done with 80%
accuracy

● Teacher will distribute iPads

● Students will watch two videos and fill a graphic organizers for the videos:

What is a zoologist
https://www.youtube.com/watch?v=-S4DnCKKW6A

What is a zookeeper/ what do they do:

https://www.youtube.com/watch?v=Ptjzsr0Vr3w
https://www.youtube.com/watch?v=-psyixcn0sU
Day 3: Part 2
Task:
On graphic organizer:

● Name of video(s):
● Purpose of video(s):
● Information learned though video ( five bullets to support)
● Describe what a zoologist does?
● Why are zoologist important?
● Exit ticket what was 2 things you learned from todays videos?
● Homework:
● Students will watch this video on why are zoos important
● https://www.youtube.com/watch?v=IQopD4_-bx8
Day 4: Objective and Part 1
Objective:
Research further an area that they would like more information on and be able to present it to the class through project
through text, online websites, teacher made questions, writing prompts, graphic organizers and a assessment project done
with 80% accuracy

● Teacher will tell students that they will pick from the following list of assessment idea and work on a mini-project that
will be done using, Power Point Google slides, or a video record
● Each student can choose what they would like to present from their topic
● Each student will be presenting to the class
Day 4: Part 2
Topics:

1. Why are zoos important for animals?

2. Why are animals endangered, what could we do to help make sure animals do not become extinct?

3. What is the role of a zookeeper/zoologist and why are they important to both animals and zoos?
Day 5: Objective and Task
Objective:
Finish all aspects of their presentation and present to the whole group their understanding of the zoo unit through text,
online websites, teacher made questions, writing prompts, graphic organizers and a assessment project done with 80%
accuracy.

● Class presentations on mini-unit

● Each student should present for 2-3 minutes