Unit Plan Template1

Instructions

Schools do unit and lesson planning di erently. Below is the template for how I want you to complete a unit plan for this class, as some introductory prac ce. In
your career, you may use a di erent template or approach, depending on the school and/or discipline. The Unit Plan contains several elements, the Overview,
Lesson Plans, and the Assessment. You will develop a sample Unit Plan that is grade-level and subject appropriate for the students you intend to teach. The Unit
Plan will include all relevant components necessary to e ec vely teach a unit of instruc on. When you do unit planning in your career, your unit plans will
contain several days of full lesson plans (with introduc ons, re ec ons, projects, and assessments). We’ll keep it simple, here, and just include one lesson plans
that contains all of the objec ves listed in the rubric. You’ll get the gist. This unit plan will be included as a subpage on your Teacher Website for this class. Make
sure your unit plan has a blended learning approach. Please refer back to the Common Core website for your learning objec ves and sample ac vi es. The links
in this week's module will help you!

Hey - if you are a teacher and you do lesson planning, I am ne with you submi ng your real lesson plan or one in a di erent format. Just make sure to include
the required elements and put in a Blended Learning Approach.

Use the web resources above to help you. Your Unit Plan should be authen c. Do not copy another lesson or unit plan from another ins tu on.

Part 1 of this assignment will be a rough dra . I want your dra to be fairly complete. You'll have next week to nish the Unit Plan.

Criteria Exemplary Pro cient Developing Missing

Unit Overview (10 points) (8 points) (7 points) (0 points)

(10 points) All unit overview All unit overview All unit overview 2 or more unit overview
requirements are included/ requirements are included/ requirements are included/ requirements are missing
answered clearly and answered sa sfactorily answered, but some are
thoroughly unclear or disconnected

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 Lessons Plans (60 points) (54 points) (42 points) (0 points)

Intro 20 points All 3 lesson plans (Intro, Lesson plans are wri en Lesson plans are wri en 1 or more lesson plans are
Re ec ons 20 points re ec ons, project) are sa sfactorily and vaguely and are missing
Project 20 points wri en clearly, demonstrate demonstrate some underdeveloped; CCSS
CCSS teaching/learning, and connec ons to CCSS. A connec ons are limited
(60 points) are well-developed. A blended learning approach is
blended learning approach is sa sfactorily represented.
evident.
Assessments (10 points) (8 points) (7 points) (0 points)

Forma ve 5 points A forma ve A forma ve A forma ve 1 or more assessments are

Summa ve 5 points and summa ve assessment is and summa ve assessment is and summa ve assessment is missing
included; clear and included; connec ons to the included; confusing and lack
(10 points) connected to the overall unit overall unit plan are connec ons to overall unit
plan sa sfactory plan


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 Overview
Teacher: Rosemary Doyle
Grade/Course: 4th grade
Title of the Unit of Study: Frac ons

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 Common Core Standards Addressed
• CCSS Clusters | CA Content Standards to be integrated
• Copy and paste from the Common Core website.

( the websites posted did not have this area on it)

4.NF.A.2

4. NF.B.3.b

4.NF.A.1

 Learning Outcomes of the Unit:

Copy and paste from Common Core website.
Students will…

Compare two fractions with different numerators and different denominators, e.g., by
creating common denominators or numerators, or by comparing to a benchmark
fraction such as 1/2. Recognize that comparisons are valid only when the two fractions
refer to the same whole. Record the results of comparisons with symbols >, =, or <, and
justify the conclusions, e.g., by using a visual fraction model.

Decompose a fraction into a sum of fractions with the same denominator in more than one
way, recording each decomposition by an equation. Justify decompositions, e.g., by using a
visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8
= 8/8 + 8/8 + 1/8.

Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction
models, with attention to how the number and size of the parts differ even though the two
fractions themselves are the same size. Use this principle to recognize and generate
equivalent fractions.

 Lesson Plans

Balance Teamwork and Individual Work Throughout the Unit of Study:

Leverage collabora on as much as skills and content. Make sure to balance both teams and Independent work so that you are demanding a 21st
century collabora ve environment while allowing me to meet students on an individual basis.

Intro Lesson:
Purpose: Engage students, spark curiosity, “hook” and necessitate. Outline an assignment that introduces your students to the subject. Have your students take wild guesses at
the result they expect at the end (if possible). Have them make judgements or asser ons. Later, in the re ec on, we will have them revisit their ini al assump ons.

Write "Comparing Fractions" in the middle of a piece of chart paper. Lead students in a think-pair-share about numbers, symbols, or
words they associate with this term. Provide the sentence stem, "When I think of comparing fractions, I think of..." to students as they
think and talk with a partner. Invite students to share their word/number/symbol associations and record them in the area surrounding
the word on the chart paper.

Validate students' responses as you record them.

Read aloud the content and language objective of the lesson and have students repeat them chorally.

Tell students that today they will practice comparing and contrasting strategies to compare fractions.

The ways to compare and contract fractions

1. Draw a model (pie, bar).

2. Draw a number line with benchmark fractions.
3. Find a common denominator (or equivalent fraction)

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 Student Reflection & Goal Setting:

Student re ec on is an essen al component. Throughout the Unit, Students re ect on their work and progress. Students set goals for further learning. Goal se ng is a great
opportunity for students to personalize learning goals and provides teacher speci c targets for di eren ated instruc on.

3-5 Reflection Activities:

Purpose: To develop speci c concepts, designed to sca old, outcome is a delicate (fragile) understanding. Build three to ve assignments that use a blended learning approach.

1. Worksheet on frac ons ( 8 ques ons)

2. Going out into nature and nding a ower ( the petals will be taken o )

3. Food frac on project

4. Discussion posts on how frac ons can be di cult and how to over come it

Then we will talk about it during the next class mee ng

5. Equivalent frac on strip

6. Online quiz on the material

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 Assessment

Formative Assessment Lesson:

Cra a project that will support your intended outcome. Recall our rst discussion board post. Remember that assignment you men oned as being your favorite? Use that sort
of thinking to come up with an assignment like the one you outlined. Make it real-world, hands-on, and engaging.

Students will go out into the world and nd a ower. This ower should be more like a daisy or sun ower, one that has petals on it that you take o from the middle. This will
show a vision of how frac ons can be made into a whole. They will gure out the frac ons of the petals that make up the whole ower.

In class student an index card and make sure they s ll have their whiteboards and markers with them. Have them write one
frac on on the card. Place students in a new partnership and have them work together using one of the four strategies of their
choice to compare the frac ons on the two cards.

Have students verbally state to the whole group the answer to their frac on comparison. Then have them explain the strategy they
used to gure it out and why they chose that strategy. For example, “ ____and I compared _ Frac on 1____ and ____
Frac on2____ We decided to use the ‘____ model' strategy and then explain how they gured out which of the frac ons were
larger.
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 Summative Assessment:
How will students demonstrate what they know as a result of this Unit? Please outline an assessment that is not a mul ple-choice exam. How will students demonstrate their
understanding?

How you will prove your understanding of the forma ve assessment, student will create a project. For this project are gonna make a food item that can be broken up into parts.
As an example, you can make a pizza or like an apple since you make slices that can taken away. Under each slice or sec on the student will right what part of the whole frac on
it represents.

1. By doing this project students will have a be er idea of the di erent sizes of frac ons.

2. They will be able to tell that some frac ons can be bigger, equal the same amount, or be smaller then another frac on

3. Another thing they will also learn is how frac ons can equal each other even if they are wri en di erently.

This ac on can also be known as simplifying a frac on to make the slowest terms.

4. By the end of the projects students will be able to order frac ons from largest to smallest.
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 Individual Student Reflection & Peer Reflection:
Students re ect on their end product: authen c performance tasks (project)
• How did my percep on change from the introduc on to this assignment?
• I like…
• I wonder…
• I now understand…
• In the future…

Remind students that it is essential to be exible math problem-solvers. By knowing multiple methods or strategies to solve the same
problem, they are growing their math thinking skills along with their brain exibility.

Exit Ticket with Questions

_____________________________

1. My favorite strategy for comparing fractions is the ____ strategy because…

2. How have the students thought have changed about fractions

3. What did you enjoy from this chapter

1. Adapted from OCDE Integrated Planning Template at h p://www.ocde.us/CommonCoreCA/Documents/Unit%20of%20study%20template_print11x17.pdf

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