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Multi-Level Unit Plan Template
Name: Kiara Fernandez
Content Area:
Grade Level:
NARRATIVE
Knowledge of Student Characteristics/Academic Performance (Rubric Criterion 1, 2)
The students in my classroom are 100% African American and are eligible for free or reduced lunch.
All the of the students in my classroom have an IEP in place. The disabilities of my students vary and
are listed, Autism Spectrum, Other Health impaired, significantly developmentally delayed and ADHD.
My students require frequent breaks, preferential seating, adaptive paper and writing utensils, and
sensory items. Various students are currently receiving occupational therapy and therefor have
difficulties with letter formation, number formation and drawing. In addition to writing difficulties
several students are receiving speech therapy which can affect their pronunciations. These students
show an area of need in decoding and letter sounds.
According to my students MAP growth scores they score in the 1% of the nation.
Among my students their learning modalities are varied but they seem to retain the most information
when lessons include a mix of visual/auditory and kinesthetic aspects. My students do not have any
behavioral objectives, but have objectives in math, reading and writing. Among their goals they have
goals to add and subtract, read sight words, or decode single syllable words.
Knowledge of Student Needs is Used to Inform Instruction (Rubric Criterion 3, 13)
Given the information that was available to me by the MAP growth scores, I was able to identify the specific
needs of each student. With the needs of each student identified I was able to create specific groups and create
targeted interventions for each group.
The MAP Growth assessment for math, identified students who need to learn their shapes and other who are
working number identification, which is reflected in some of their IEP goals. My lesson plan includes grade level
instruction and then a specific allotted time for targeted intervention.
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My students' accommodations include preferential seating, extra time for completion and frequent monitored
breaks.
All these accommodations are built into my lessons daily, my students know that they can grab any flexible
seating option around the room and we have a classroom timer that is used for the monitored breaks.
Unit Goals/Objectives (Rubric Criterion 4)
The Big Picture Provide a summary of what the students will know upon completion of the unit stated as
student outcomes that are observable and measurable (SMART Goals/Objectives). Provide a listing of the
Georgia standards/benchmarks that you address in your unit and how the student outcomes link to Georgia
standards.
Upon completion of this unit, students will be able to count and associate that amount to its number with 80%
accuracy.
MGSE1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and
represent a number of objects with a written numeral.
Upon completion of this unit, students will be able to identify 2D, 3D shapes and their prepositional place in
space with 80% accuracy.
MGSEK.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of
these objects using terms such as above, below, beside, in front of, behind, and next to.
Instructional Planning: Overview (Rubric Criterion 5, 6, 7, 8, 9, 10, 11)
Instructional Approaches
 Provide a clear overview of the instructional cycle (Continuous Teaching
Model) as it pertains to your unit. Include information on routines and
practices that support classroom procedures.
 Address the variety of approaches used and how they promote higher
order thinking and problem-solving skills.
 Describe each of the research-based instructional strategies you will be
using. Include: (1) the name of the strategy; (2) a description of the
strategy; (3) a synopsis of the research, appropriately cited, supporting
its use. Note: This section informs the rationale in your lesson plans.
Literacy
 Provide a comprehensive summary on how you have demonstrated
systematic integration of literacy strategies to scaffold comprehension
(think-alouds, questioning strategies, etc.) and vocabulary development
(academic language). Cite accordingly.
Universal Design for Learning
 Provide a description of how you have incorporated the elements of
Universal Design in your Unit. Describe specifically how you have
differentiated instruction to meet the needs of all students with a clear
connection to the learning needs of students with disabilities. Cite
accordingly
 Provide a comprehensive description of the accommodations used in
your unit. Include why they are needed linked to specific student needs
they address and possible benefits for other students. Cite accordingly.
Accommodations/Modifications  Provide a comprehensive description of the
accommodations/modifications used in your unit. Include why they are
needed and the specific student needs they address. Cite accordingly.
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Diversity

Families

Colleagues

Technology (Rubric Criterion 7, 9)
Use of Instructional Technology 
(including Assistive Technology)

Provide a comprehensive summary of how you have addressed diversity
in your unit. (This includes ethnic and racial backgrounds, age, gender,
language, physical and cognitive abilities, family status, socioeconomic
status, religious and spiritual values, and geographic location [CEC,
2008]). Your plan should reflect culturally responsive practices focused
on student characteristics. Cite accordingly.
Describe how you will collaborate with and engage families in the
education of their children.
Describe how you will collaborate with colleagues throughout the unit.
Provide a comprehensive summary of how you have implemented
instructional technology throughout your unit. How does the
technology support UDL and student engagement? Cite accordingly.
If appropriate, provide a description of the assistive technology (High:
e.g., AlphaSmart, word prediction software, books on tape, or text to
speech on the computer; Low: e.g. pencil grip, timer, chart paper) you
have included in your unit, clearly connected to student need.
Assessment (Rubric Criterion 12)
Provide a detailed description of the assessment procedures (pre-post; for instruction, of instruction; progress
monitoring, etc.) you and your students will use to gauge needs, set goals, monitor progress, provide feedback,
assess thinking and processes, reflect on learning throughout the learning cycle, and change or enhance
instructional strategies and/or learning goals. (These might include graphic organizers, journal prompts,
anecdotal notes, checklists, conferences, questioning, and rubrics.) Also describe the artifacts of student
learning that you will assess, such as products, presentations, written documents, or performances and the
assessments you use. Cite accordingly.
References (Rubric Criterion 14)
Provide a reference sheet using appropriate APA format for all cited material and any other resources used to
inform your unit (e.g., lesson plan obtained from the Internet which has been adapted to meet the needs of
your students, evidence-base from peer-reviewed research articles).
Reflection 16 )
Provide an in-depth, insightful reflection of your conceptualizing and planning of the unit. Include challenges,
successes, lessons learned, how this experience will inform your future instruction, and connection to your own
professional development.
SUPPORTING DOCUMENTATION AND REQUIRED ARTIFACTS
Assessment Data
Copies of the district assessment report with all identifying information
(Rubric Criterion 1)
redacted
Class Profile to include:
 Eligibility for 504
 Eligibility for ESE
o Disability
o Academic objectives (if applicable)
o Behavioral objectives (if applicable)
 Other information (e.g., student interests)
4-Week Matrix
Comprehensive overview of how you have structured instruction over the 4(Rubric Criterion 5, 6, 7, 8, 9, 10, week period clearly demonstrating:
11, 12)
 Subject matter mastery
 Scope and sequence of instruction
 Systematic integration of scaffolding development of
comprehension skills and cognition (think-alouds, questioning
strategies, etc.)
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
Five Lesson Plans
(All criterion)
Progress Monitoring Probe and
Visual Representation (Rubric
Criterion 12)
Assessments (Rubric Criterion
12)
Demonstration of integration of major literacy strategies (reciprocal
teaching, rereading, etc.)
 Systematic integration of vocabulary development
In your Appendix include the following:
 Five fully developed lesson plans selected from your unit.
 Each lesson plan must be completed using the lesson plan
template.
Note the following:
 Lessons need to demonstrate a clear understanding of student
needs and characteristics through appropriate differentiation /
accommodations / adaptations and/or modifications.
 Lessons must utilize evidence based best practices (i.e., concept
maps, graphic organizers, flexible grouping, etc…) and the rationale
for strategy selection including supporting research.
 Lessons must contain knowledge of varied cultures and linguistic
backgrounds and culturally responsive teaching.
 At least one lesson must incorporate the use of technology by your
students (i.e., development of a PowerPoint presentation,
searching the Internet to research a topic, use of a spreadsheet to
analyze data, student publication in the form of a newsletter or
brochure).
In your Appendix include a sample of how you will do some type of progress
monitoring of a particular skill within the overall unit using some type of
daily probe and visual display (i.e., charting process). Describe how the skill
connects with your instruction. Specifically provide:
 A description of the skill
 An example of a daily probe for the identified skill
 An example of a completed chart
Sample rubric to assess one of the lessons in your unit plan.