Standards-Aligned Unit Planning Process: By Lucy Firment and Italia

Biondi

1. Unit Overview Content Area:

Grade Level: 5​th​, 6​th​, 7​th​,8​th

1a. Brief description of the - Students will be practicing math and English skills through various
unit of study different activities. The theme for each activity will be based
around the book “Diary of a Wimpy Kid.”

-Students will be identifying the names and values of coins through

word problems, creating their own number line with a tracker to
identify numbers with decimals and their values to help identify
and add coin values together, and identifying whether coins and
values are equal in value, or larger or smaller when compared.

1b. Grade level standard(s) to -Standard CC.2.1.5.B.2, extend an understanding of operations

be addressed in this unit of with whole numbers to perform operations including decimals

study
-Standard CC.2.1.5.B.1, apply place value to show an
understanding of operations as rounding as they pertain to whole
numbers and decimals

-Standard CC.1.1.5.E, read with accuracy and fluency to support

comprehension: read on-level text with purpose and
understanding: read on-level text orally with accuracy,
appropriate rate, and expression in successive readings: use
context to confirm or self-correct word recognition and
understanding, rereading as necessary.

-Standard 11.1.6.B, know the relationship of the components of a

simple spending plan and how that relationship allows for
managing income, expenses, and savings.

-Standard CC.1.2.7.C, analyze the interactions between

individuals, events, and ideas in a text.

-Standard CC.1.2.8.J, acquire and use accurately

grade-appropriate general academic and domain-specific words

2. ​Learning Targets
2a. Learning targets
(concepts and competencies)
for all students
​Concepts:
-Identifying numbers with
decimals on a number line
-Knowing the difference
between largest, smallest, and
equal
-Can identify each coin by
name and properly state its
value
Competencies:
-Can use coins in real life
situations
-Can provide a summary and
answer to word problems
and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression.
-Standard 11.1.6.B, know the relationship of the components of a
simple spending plan and how that relationship allows for
managing income, expenses and savings.
Big Ideas:
-Coins have a monetary value and can be used as a source of
income.
-Coins have different shape, color, and monetary value.
-Objects and numbers can be equal in value, or one object or
number can be smaller or larger than the other when compared
-When completing a word problem, you are able to use language
arts and English skills to analyze and comprehend the information,
so you can form an accurate understanding.
2b. Prioritized learning targets (concepts and competencies) for
students with complex instructional needs
Concepts:
-Accurately comparing and contrasting two objects or numbers to
identify if they are equal in value, or one is smaller/larger
-Fluently reading a word problem and understanding the concepts
-Can identify coins and their values
Competencies:
-Can accurately summarize the word problem that was read.
-Can verbally or physically compare and contract 2 numbers or
objects and identify which is larger, smaller, or if they’re equal.
-Can verbally or physically identify which coin has the greatest
value, and what that exact value is.
-Can create and manipulate their own number line properly.
 2c. Key vocabulary for all 2d. Prioritized key vocabulary and ideas for students with
students complex instructional needs
-Equal: being the same in quantity, size, or value.
-Quarter: 25¢
-Dime: 10¢
-Comprehension: the action or capability of understanding a
-Nickel: 5¢
concept.
-Penny: 1¢
-Number line
-Largest: a relatively greater size, extent, or capacity.
-Largest
-Smallest
-Smallest: a relatively lesser size, extent, or capacity.
-Equal
-Comprehension
-Number Line: a line on which numbers are marked at intervals,
used to illustrate numerical values.

3. Instructional Process

Universal Design for Learning

Principles:
Multiple Means of Representation,
Instructional Expression and Engagement Barri Accomm
Components ers to odations
Instru Material Asses Acces and
ction s, sment s Modificat
al Resourc ions
Practi es and
ces Tools

Students will read -Question “Diary of a -Students -For -Offer a larger

the book “Diary of and Wimpy Kid” will students version of the
a Wimpy Kid.” book complete a with vision book for
 discussion short oral loss, students with
as a class -Talking word quiz, reading the vision loss, or a
-Use of the processor answering physical braille version.
physical (text to questions book may -Offer an
book, and speech) about the be a adapted
the option -Voice main points challenge. version of the
of a digital recorder of the story -If a book for
audio after they student has students who
version have read hearing may need the
with the book. loss, they modification.
listening may not be -For students
center. able to use with
the communication
listening barriers, they
center. can use a
communication
board.

Students will -Modeling -As the -Students -Provide an

create their own strategy: I Pipe students may have aide that will
number line using do, We do, cleaners, are loss of help with a
materials You do beads, creating mobility. hand over hand
provided. scissors, the number method for this
-Feedback paper, line, the student so they
and error writing teacher will can still
correction utensils ask participate in a
while individually hands on
students , “what will activity.
are you do
creating next?”
their “what
number number
line. will come
next on the
line?” This
will assess
what they
know about
numerical
order, and
will keep
 them on
track.

Students will -Modeling -When -​ Students -The teacher

create their own strategy: I Popsicle presented having could pre make
greater than, less do, We do, sticks, glue with 2 difficulty some of the
then, and equal to You do coins, the manipulati greater than or
symbols out of student will ng the less than signs
popsicle sticks. -Direct use the materials. so if a student
instruction greater has difficulty
than, less creating it
than, or themselves,
equal to they still have
symbols to the activity to
identify the use.
difference -Provide jumbo
or similarity sized popsicle
between sticks for
the values. students to
use, if they
have difficulty
using regular
sized popsicle
sticks.

​-Each
S​ tudents -Response Real or fake student will -Students - Provide a
will be able cards coins individually may have printed out
to identify (pennies, be asked to trouble paper copy of
the name dimes, verbally with the the coins to
and value of nickels, and identify a physical help students
coins. quarters) penny, means of with visual
-Flashcards nickel, using a impairments.
-Word Wall dime, and response
containing quarter. card.
the names -Students
of the putting
different coins in
coins their
mouths.

4. Individualized Student Planning

 Student Standards-Aligned Student-Spe Individualized
IEP Goals cific IEP Student Supports
Goals

A. Student A ​When given the The student will VisioBoard,

materials, the identify enlarged print on
student will vocabulary words worksheets and
comprehend and from the lesson activities
identify various using her
vocabulary words VisioBoard with
with 80% accuracy. 80% accuracy

B. Student B Braille, Voice

Given proper The student will Calculator,
adaptations student be able to identify Classroom aide
will be able to different coins (prompting
identify various coins using Braille with throughout each
and their values with 80% accuracy. activity)
80% accuracy.

C.

Lesson Plan Summaries

1. For the first lesson, the class will be reading the book “Diary of a Wimpy Kid.”
Throughout this time, materials such as an audio version or adapted book may be used.
Once the book is read, the class will have a discussion about the book. Points such as
plot and events may be talked about, and the student’s favorite part of the book as well.
From there, the teacher will discuss sequencing, and the ordering of numbers. As a
class, they will discuss which events were first, second, and last, which will introduce the
concept of sequencing.
2. The second lesson focuses on the identification and use of coins. This lesson will be
spread out over about a week, so students have the time to accurately understand the
name and value of a penny, nickel, dime, and quarter, and how we can use these in the
real world. The rest of the unit plan will revolve around the use and value of coins.
3. The next lesson is how to create greater than, less than, and equal to symbols. This will
be accomplished through the students taking popsicle sticks and gluing them together to
create the different symbols. Once this is completed, they will be able to use their
creations throughout different situations. For example, they will be presented with
 different coins, and will have to use the symbols to to identify which coin is larger,
smaller, or equal to in value. To take this a step further, the students will even combine
the coins to increase the difficulty. For example, they could have 2 quarters, compared to
a nickel and a dime. They will have to decipher which combination of coins is larger,
smaller, or if they are equal.
4. The fourth lesson we have created is for the students to create their own number line
with tracker. They will be creating a line that goes from 0-1, so they will be able to plot
the value of coins. For this, they will need paper, markers or pencils, scissors, a pipe
cleaner, and a bead. Once the number line is created, they can put it into action. They
will be able to track the value of coins, such as a dime is 0.1 on the number line. They
can take it a step further and add coin values together, and plot those points. For
example, they can add a dime, nickel, and quarter. They would then plot 0.4 on the
number line, to represent 40¢.

What we changed (Draft 1 to Draft 2)

There were a few changes that we made to our Unit Plan after receiving feedback from Group
2. The biggest change that we made was to add standards that were specific to the various
grade levels of the students. For Draft 1, we used standards for grades 5 and 6, but for draft 2,
we added grades 7 and 8. By adding standards this, the standards are at grade level. We also
added the accommodation of printing out all coins, as well as having the actual coins available.
This way students have the ability to become familiar with the actual coins that will be used in
real world situations, and the printed out version of the coin which will help students with visual
impairments and eliminate the worry of having the students put them in their mouths. In Section
4 of the Unit plan, we had originally stated the names of the students whom we were talking
about, although we found it more appropriate to remove their names and replace them with
Student A and Student B. This ensures privacy and the confidentiality of all students. Another
change that we made was to adapt the IEP standard for the specific student (Student a or
Student B) rather than simply stating the academic standard.