You will create daily lesson plans/learning guides for each day of your unit. This section should contain the following:
 A finalized unit overview with a description of the changes you made based on the results of the pre-assessment.

Daily lesson plans/learning guides for each day of your unit that include learning activities, assessments, accommodations and note on how the prior day’s instruction has shaped the lesson plan. It is not necessary to include all of the supporting materials in this unit, just the lesson plans.

Curriculum Standards
UNDERSTANDINGS
ESSENTIAL QUESTIONS
STUDENTS WILL KNOW…
STUDENTS WILL BE ABLE
TO…
ASSESSMENTS
How has the unit changed since your pre-planning based on the information gleaned from the pre-assessment and knowledge of students?

Course, Unit Theme and Grade
Level
Utah State Core Standard and
Objective
Essential Question(s)
How do activities, materials etc. connect to students’ prior knowledge?
(academic, interests, learning styles, motivation, Funds of Knowledge)
Assessments
(formative and/or summative)
Learning Activities:
(Include description and time frame for each activity)
Accommodations made for struggling and accelerated learners
(grouping patterns, content literacy strategies, etc.)
Resources
How has the prior day’s assessment shaped your instruction?

MAT 614 CONTENT LITERACY STRATEGIES
Student Pre-Assessment
Formal Pre-Assessment
 Prior Knowledge

Interests

Learning styles
 Funds of knowledge
Informal Pre-Assessment during a specific lesson
 Anticipation Guides
 Story Impressions

Student Generated Questions (key points during a lesson)
Vocabulary

Word Selection and Word Maps (Frayer Model and “other” attributes)

Select Activities – Modified Cloze Passage, OPIN, Magic Squares
 Exclude/Join Activities – Concept Circles/Categorizing, Word Sorts, Semantic Feature
Analysis grids, Vocabulary Triangles

Analogies
Discussion

Three Level Guides
 Discussion Webs

Intra-Acts

DRTA
Study

Text Pattern Guides
 Note-Taking Strategies

Selective Reading Road Maps
Writing

Shorter Writing Strategies – poems, letters, interviews, journals and dialogues

Major Learning Event Writing Projects – Pre-Write Strategies, Drafting Strategies,
Revision Strategies, Editing Strategies and Publishing Strategies

2(c) Teacher Candidate designs instruction that builds on learners’ prior knowledge and experiences.
Criteria Not Yet Acceptable At Target
Connection to
Prior Knowledge
Two or more daily lesson plans aren’t connected to students’ prior knowledge gleaned from the preassessment or student context
Connection to
Students’
Interest,
Motivation and
Learning Styles
Connections to
Students’ Funds of Knowledge
Learning
Activities
Understandings
Essential
Questions
Two or more daily lesson plans aren’t connected to students’ interests, motivations and/or learning styles gleaned from the preassessment or student context
Two or more daily lesson plans aren’t connected to students’ funds of knowledge gleaned from the pre-assessment or student context
Most learning activities are designed to support student learning in light of prior knowledge.
Accommodations are used in all but one daily lesson plan to support struggling students.
Your understandings focus on a set of facts, skills and procedures that must be memorized but not applied in meaningful ways beyond classroom applications.
Your essential questions do not get to the heart of your topic or they have a prescribed answer.
One daily lesson plan does not connect to students’ prior knowledge gleaned from the pre-assessment or student context.
All daily lesson plans are connected to students’ prior knowledge gleaned from the pre-assessment or student context.
One daily lesson plan doesn’t connect to students’ interests, motivations and/or learning styles gleaned from the preassessment or student context
All daily lesson plans connect to students’ interests, motivations and/or learning styles gleaned from the preassessment or student context
One daily lesson plan doesn’t connect to students’ funds of knowledge gleaned from the pre-assessment or student context
All daily lesson plans connect to students’ funds of knowledge gleaned from the pre-assessment or student context
All learning activities are designed to support student learning in light of prior knowledge. Accommodations are used intentionally to support struggling students, but no accommodations are made for advanced students.
Your understandings focus on providing students with the ability to take what they learn and use it creatively and flexibly in classroom applications.
Your essential questions get to the heart of your topic and encourage inquiry and openmindedness in their answers
All learning activities are designed to support student learning in light of prior knowledge.
Accommodations are used intentionally to support struggling as well as advanced students.
Your understandings focus on providing students with the ability to take what they learn and use it creatively, flexibly and in meaningful ways beyond classroom applications.
Your essential questions meet the requirement for
“acceptable” and also are relevant to the experience of students and their lives.

6 (g) Teacher candidate effectively uses multiple and appropriate types of assessment data to identify each student’s learning needs and to develop differentiated learning experiences.
Criteria
Formative and
Summative Assessments
Not Yet
Student does not include daily formative and/or
Acceptable
Student includes daily formative and/or
At Target
Student includes daily formative and/or
Differentiation of
Instruction summative assessments that meaningfully check for understanding of content knowledge.
Student uses daily assessments to inform instruction on all but two subsequent days of the unit. summative assessments that meaningfully check for understanding of content knowledge.
Student uses daily assessments to inform instruction on all but one subsequent day of the unit. summative assessments that meaningfully check for understanding of content knowledge and big ideas .
Student uses daily assessments to inform instruction in subsequent days of the unit.
8 (a) Teacher Candidate uses a variety of instructional strategies (including technology) to adapt instruction to the needs of the students.
Criteria Not Yet Acceptable At Target
Ten or more strategies used
Use of multiple teaching strategies, including, but not limited to:
 content literacy strategies
 differentiation of instruction

SPED, ELL and/or
GT accommodation
 grouping patterns used throughout the daily lesson plans.
Less than eight strategies used
Eight to nine strategies used
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