Algebra Mini-Unit Plan Template
Part 1: Strategies
| Instructional Strategy | Strategy Summary | Appropriateness for Goals | Ability to Help Motivate | |
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Part 2: Mini-Unit Plan
Grade Level:
Date:
Unit/Subject:
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
| Day 1 | Day 2 | Day 3 | |
| National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented. |
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| Specific Learning Target(s)/Objectives Based on state standards, identify what the teacher intends to measure in learning. | |||
| Academic Goals and Learning Progressions
Goals to help students obtain achievements and accomplishments. |
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| Academic Language General academic vocabulary and content-specific vocabulary included in the unit. | |||
| Unit Resources, Materials, Equipment, and Technology, Including Assistive Technology
List all resources, materials, equipment, and technology you and the students will use in the unit. |
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| Anticipatory Set
How instructor will activate students prior knowledge, link to previous learning, and gain student interest. |
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| Multiple Means of Representation
How content will be presented in various ways to meet the needs of different students. |
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| Multiple Means of Representation Differentiation
Explain how you will differentiate materials 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) |
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| Multiple Means of Engagement
How students will explore, practice, and apply the content. |
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| Multiple Means of Engagement Differentiation
Explain how you will differentiate materials 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) |
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| Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction.
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| Multiple Means of Expression Differentiation
Explain how you will differentiate materials 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 resources/support) |
Part 3: Home Connection
Resources