Running_head_INSTRUCTIONAL_PLAN_ANALYSIS1INSTRUCTIONAL_PLAN

Running head: INSTRUCTIONAL PLAN ANALYSIS 1

INSTRUCTIONAL PLAN ANALYSIS 2

Instructional Plan Analysis

Your First Name Your Last Name

EDU 645

Date Submitted

Instructional Plan Analysis

This is where you need to introduce to the reader the focus of your paper. Introduce the essential elements, purpose, and value of creating and following a high-quality instructional plan. Include a thesis stating your intent to highlight key elements of each respective plan as well as your intent to identify what you find to be the most effective plan while justifying your reasoning. DO NOT USE FIRST PERSON. Here is a link from the writing center to support you with writing your introduction and thesis statements:

http://writingcenter.ashford.edu/introductions-conclusions

http://writingcenter.ashford.edu/writing-a-thesis

Common Core Aligned Instructional Plan

In paragraph form, you need to discussion the following:

· The key components representing most essential instructional plan requirements. So here, just talk about what the lesson plan includes such as standards, objectives, activities, what kind of assessments and anything else pertinent to this lesson plan.

· Discuss what was different about this lesson plan than the other ones…what were obvious things that were either missing or included in this lesson plan as compared to the others?

· Did this lesson plan have evidence of the Gradual Release of Responsibility Model? In your explanation, provide evidence from the literature to validate why it was or was not exhibited in the lesson plan. (Consider making reference to the Fischer and Frey article)

· Describe how assessments were embedded in the lesson plan. The only assessments available in these lesson plans are the formative assessments, so discuss how they are embedded in the lesson plan. Where was it included and how might these assessments help inform the teacher that students are mastering the objectives?

· Finally, explain how the lesson plan stimulates critical thinking. Give examples and evidence from the literature that validates your example(s) show critical thinking.

Understanding By Design-Backwards Design Lesson Plan

In paragraph form, you need to discussion the following:

· Discuss what was different about this lesson plan than the other ones…what were obvious things that were either missing or included in this lesson plan as compared to the others?

· Finally, explain how the lesson plan stimulates critical thinking. Give examples and evidence from the literature that validates your example(s) show critical thinking.

Madeline Hunter’s Instructional Plan

In paragraph form, you need to discussion the following:

· Discuss what was different about this lesson plan than the other ones…what were obvious things that were either missing or included in this lesson plan as compared to the others?

· Finally, explain how the lesson plan stimulates critical thinking. Give examples and evidence from the literature that validates your example(s) show critical thinking.

Conclusion

As you wrap of your paper, your conclusion must include the following:

· Make a selection between the three templates as to which one represents the best instructional plan to you. Discuss those key elements of the lesson plan that you feel make it particularly strong. Validate those points with evidence from the text and/or readings.

· Recommend two ways to make it more effective and high quality. Be sure to justify why your recommendations would make it better. This means, you should provide textual evidence to support your reasoning – what does the literature say that validates your thinking that this is an effective lesson plan and why your suggestions would make it more effective.

Reference(s)

You have to have FIVE peer-reviewed articles or web references (including the textbook). So this means you need SIX references. They must include

· Three of your reference will come from the references that the templates included since you are using them for your analysis.

· One reference must be your textbook

· One reference must come from sources provided during Week One or Week Two of this course

· The last reference is one that you find on your own using the Ashford library or a scholarly web references

Here is a link from the Ashford Writing Center to support you with proper formatting of citations and references: http://writingcenter.ashford.edu/apa-style

Running head: 21ST CENTURY INSTRUCTIONAL PLAN: PLAN DESIGN & DESCRIPTION 1

21ST CENTURY INSTRUCTIONAL PLAN: PLAN DESIGN & DESCRIPTION 6

21st Century Instructional Plan: Plan Design & Description

Your First Name Your Last Name

EDU 645

Instructor’s Name

Date Submitted

Common Core Aligned Lesson Plan Template

Subject(s): Science Grade: 4th

Teacher(s): School: Ashford University

LESSON ELEMENT

STUDENT-FRIENDLY TRANSLATION

( # 2,3,4 only)

1. Common Core Learning Standard(s) Addressed: YOU MUST USE A MATH OR ENGLISH LANGUAGE ARTS STANDARD FROM THE CCSS. HERE IS THE LINK: http://www.corestandards.org/read-the-standards/

Virginia SOL Science Standard 4.4: The student will investigate and understand basic plant anatomy and life processes.

Key concepts include

a) the structures of typical plants and the function of each structure;

ISTE-S Standards

ISTE Standard 1: Creativity and innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

b. Create original works as a means of personal or group expression

ISTE Standard 6: Technology operations and concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

a. Understand and use technology systems

b. Select and use applications effectively and productively

d. Transfer current knowledge to learning of new technologies

2. Learning Target (s): (What will students know & be able to do as a result of this lesson?) Comment by Adkins, Julie-Ann: These are your learning objectives. It might be helpful to bold your action verbs to ensure your objectives are measurable.

The students will identify the parts of a plant by labeling a foldable.

The students will describe the function of the plant parts by writing it in the foldable.

I can name the parts of a plant and describe what each part does for the plant. Comment by Adkins, Julie-Ann: In the student friendly version, you are simply rewriting what you have in the left column in terms that are easier for students to understand.

3. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these outcomes essential for future learning?)

It is important for students to know and understand the plant parts and their functions to gain a better appreciation for the environment and to recognize that plants provide humans with oxygen which we need to survive; that there is a mutually beneficial relationship between humans and plants since we provide them the carbon dioxide they need for photosynthesis to occur. Knowing this information will support them in better understanding the process of photosynthesis as this is a topic that will be discussed in the next lesson.

Plants are important to humans as they provide the oxygen we need to breathe. Likewise, plants need us because they need the carbon dioxide we breathe out to make their own food.

4. Formative Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met in a successful product/process? What does success on this lesson’s outcomes look like?)

Students will complete a plant foldable where they will label the different plant parts as well as their functions. This foldable will be used to ensure that students have properly labeled each plant part and can describe the function of each plant part. The creation of an iMovie will also provide formative assessment to determine if students are working towards mastering the objectives. At the end of the lesson, I will provide every student with an exit ticket that has them label each plant part and match the correct function with the associated plant part. If students can complete this exit ticket with 90% accuracy, I will assume that mastery towards these objectives has been achieved. (DOK 1) (Bold represent the 3 different ways to assess FOR learning, for Week 3 assignment, you only have to have two)

I can properly label each plant part and match the plant functions to each plant part.

5. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative assessment opportunities?)

Gradual Release Of Responsibility Model: Comment by Adkins, Julie-Ann: Since the Common Core Lesson Plan Template does not have the gradual release of responsibility embedded within the lesson plan, you must be sure you clearly label it as it is done here.

Direct Instruction (I do it): To begin this lesson, the students will ask the student to think about why they think plants are important for humans before they watch a video that provides a catchy tune to identifying the plant parts and its function. The video is located at: https://www.youtube.com/watch?v=ql6OL7_qFgU (Technology). Once the video is over, the teacher will ask the students to respond to the following question: “Why are plants important?” (DOK 3 ) After the students watch the video, the teacher will give each table a potted flower to examine all of the parts as the teacher goes over each one with the class. The teacher will ask the following questions that will engage students in critical thinking questions: Comment by Adkins, Julie-Ann: Be sure to clearly label the DOK levels that are evident in your lesson plan.

Critical Thinking Questions:

What would happen if there were no plants in the world? (DOK 3)

How are the roots, stems, and leaves alike? (DOK 3)

What is the purpose of the flower? (DOK 2)

Guided Instruction (We do it): The students, with the support of the teacher, will create a foldable. The students will take a piece of paper, fold it in half and on the front part, draw a picture of a plant that includes the following parts: root, stem, leaves, and flower. The students will then cut the front part of the fold into four parts so that each plant part has its own flap. The teacher will ask the students what each part does and then behind each flap, the students will write the function of each of the four plant parts. The teacher will be modeling how to complete the foldable using an Elmo to project on the screen. (DOK 1)

Independent Practice (You do on your own): Students will create an iMovie that shows the parts of the plant as well as a description of its function. Students will first create a slide for each plant part and then record their voice when describing the plant part functions. Students will then share their iMovies to the class website to share with friends and family members. (DOK 2, Technology)

6. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

Projector screen, Youtube, 5 potted plants with flower, colored pencils, white construction paper, laptops to access iMovie, and Elmo

7. Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student diversity.)

Throughout this lesson, I will be providing visuals and extensive modeling of activities to ensure that all student have access to the content of this lesson plan. I will be continually questioning student knowledge to formatively assess if additional scaffolding is necessary to better support students. I will also give opportunities for students to share any experiences they have had in nature with regards to plants; this will allow my ethnically diverse students to share flowers that they may be more familiar with.

8. Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities in your class? Be as specific as possible.)

Student with ADHD: This student will have the opportunity to stand up while working on his or her tasks if needed and while working on the independent activity, will allow the student to work in a quiet place to minimize distractions.

ELL student: For the student who is not fluent in English, I will provide opportunities for the student to connect the parts of a plant with his or her first language to offer native language supports. Additionally, I will be modeling and providing a lot of visuals using pictures and the video to provide comprehension. When the ELL students need to label the parts of a plant during the independent activity, I will provide the labels in both English and their native language to support them. When writing the functions of each plant part, they can attempt to draw a picture to represent the function. Additionally, when I pair the ELLs with a peer to complete the iMovie, if possible, I will pair them with a student that speaks their native language, but is fluent in English.

Synopsis Comment by Adkins, Julie-Ann: Please make sure that your synopsis is written in paragraph from and double spaced

Under this heading, you should include the following (using evidence from the course material – at least three scholarly sources):

· Elaborate on areas that are difficult to show on the instructional plan, such as how you applied Webb’s Depth of Knowledge (DOK) to the activities and/or assessments. Explain where you labeled the various DOK levels with your activities and/or assessments and be sure to explain why you associated it with the levels of DOK you selected. This is where you should use evidence from the readings to support your points. This means there should be citations.

· Describe the stages at which you will assess students; when and how they will be assessed throughout the lesson plan. Then explain how you will use this data to adjust your instruction and provide students with feedback. For example, if you used an exit ticket for this lesson plan to formatively assess students, how would you then use the data you collect from their responses to guide your instruction and provide feedback to students?

· Last, discuss the technology you chose to integrate within your lesson and the purpose it will serve in helping students meet the learning objective. Again, have evidence from the readings to support your points; this is an important aspect of academic writing.

Here is a resource to help you with integrating the researching in your writing:

https://ashford.mediaspace.kaltura.com/media/GradWritesA+Integrating+Scholarly+Research+Webinar+Recording/0_6ry8cw4b/13952612

Reference(s)

You need to cite and reference the following:

At least three scholarly sources, including those prescribed for the week’s learning, CCSS and ISTE standards.

Here is a great link from Ashford’s Writing Center to support your efforts in ensuring you utilize proper APA formatting: http://writingcenter.ashford.edu/apa-style

Running head: 21ST CENTURY INSTRUCTIONAL PLAN: PLAN DESIGN & DESCRIPTION 1

21ST CENTURY INSTRUCTIONAL PLAN: PLAN DESIGN & DESCRIPTION 6

21st Century Instructional Plan: Plan Design & Description

Your First Name Your Last Name

EDU 645

Instructor’s Name

Date Submitted

Understanding by Design Unit Template

Teacher

(Your name)

Grade/Age Level

Curriculum Area

(Content/Subject)

4th Grade

Science

Date

Time Frame

(total minutes)

Identify Desired Results (Stage 1)

State Standard(s) (Math or ELA only )

Virginia SOL Science Standard 4.4: The student will investigate and understand basic plant anatomy and life processes.

Key concepts include

a) the structures of typical plants and the function of each structure;

ISTE-S Standards (not required for Week #4, Instructional Plan #2)

ISTE Standard 1:Creativity and innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

b. Create original works as a means of personal or group expression

ISTE Standard 6: Technology operations and concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

a. Understand and use technology systems

b. Select and use applications effectively and productively

d. Transfer current knowledge to learning of new technologies

Established Goals/Learning Objective(s): (grade level and content-specific (Math or ELA only)

The students will identify the parts of a plant by labeling a foldable.

The students will describe the function of the plant parts by writing it in the foldable.

Understanding(s) Involves Big Ideas

(give meaning & importance to facts, can transfer to other topics, usually not obvious; an inference, not a fact, may provide a conceptual foundation to basic skills, deliberately framed as a generalization—do not end with an adjective-e.g.; “fractions are important”)

Students will understand that…

Essential Questions (Open-ended, no single “correct” answer/meant to be argued, provoke student inquiry & focusing learning & final performance, may address conceptual or philosophical foundations of a discipline, raise other important questions, naturally & appropriately reoccur, stimulate vital, ongoing rethinking of big ideas, assumptions, & prior lessons)

A mutually beneficial relationship exists between humans and plants since we provide them the carbon dioxide they need for photosynthesis to occur which then allows plants to provide us with the oxygen we need to breath.

What would happen if there were no plants in the world? (DOK 3)

How are the roots, stems, and leaves alike? (DOK 3)

What is the purpose of the flower? (DOK 2)

Knowledge What we want students to know

(Vocabulary, terminology, definitions, key factual information, formulas, critical details, important events & people, sequence & timelines)

Students will know…

Skills What we want students to be able to do

(Basic skills—decoding, math computation, Communication skills—listening, speaking, writing, Thinking skills—compare, infer, analyze, interpret, Research/inquiry/investigation skills, Study skills—note taking, Interpersonal/group skills)

Students will be able to…

The parts of the plants (roots, stems, leaves, flower) and their functions.

Accurately write the descriptions of the plant part functions as well as utilize technology to create an iMovie on plant parts.

Assessment Evidence (Stage 2)

Determine Assessment Evidence

Formative Assessments: Aligns with Stage 1: How will students “show what they know”?

student work samples/artifacts, student skill demonstration (informal, non-cumulative), group/independent activities, traditional quizzes, tests, observations, student self-assessment & reflection

List form—more specifically described in Stage 3 when sequencing the lesson

Students will complete a plant foldable where they will label the different plant parts as well as their functions. This foldable will be used to ensure that students have properly labeled each plant part and can describe the function of each plant part. The creation of an iMovie will also provide formative assessment to determine if students are working towards mastering the objectives. At the end of the lesson, students will complete the “L” section of their KWL chart which will serve as their exit ticket. (DOK 1) (Bold represent the 3 different ways to assess FOR learning. For Week 3, you are only required to come up with 2 different ways to assess FOR learning.)

Learning Plan (Stage 3)

Plan & Sequence Instruction and Learning Experiences

Teacher’s role: Facilitator of meaning making & a coach giving feedback & advice about how to use content effectively

Key:

Indicate within each stage of the Gradual Release process

a) where technology is integrated (T) (not required for Week #4 Instructional Plan #2) ,

b) formative assessments labeled (FA) with;

c) level of DOK (1:Recall, 2:Skill/Concept, 3:Strategic Thinking, or 4:Extended Thinking)

Anticipatory Set:

How will you hook students at the beginning of the unit?

The students will complete the “K” and “W” sections of a KWL chart to access prior knowledge. Students will be asked to write down what they already know about the parts of a plant and then list questions of things they would like to know about plants. (DOK 2, FA)

Instructional Input

(“I do”--Teacher does)

Approx.time:

Direct Instruction (I do it): To begin this lesson, the students will ask the student to think about why they think plants are important for humans before they watch a video that provides a catchy tune to identifying the plant parts and its function. The video is located at: https://www.youtube.com/watch?v=ql6OL7_qFgU . Once the video is over, the teacher will ask the students to respond to the following question: “Why are plants important?” (DOK 3). After the students watch the video, the teacher will give each table a potted flower to examine all of the parts as the teacher goes over each one with the class.

Guided Practice (We do together--I do, you help & You do, I help)

Approx.time:

Independent Practice (You do alone, I watch)

Approx.time:

Students will then complete their KWL charts by completing the “L” section that allows students to write down what they have learned, which will serve as an exit ticket. This will then be used as a way for the teacher to formatively assess the knowledge that students have gained and are working towards mastering the lesson objectives. (FA)

Differentiation:

Specify those areas of your instruction and student activities/assessments that show

how will you tailor and otherwise personalize the learning plan to optimize the engagement and effectiveness of ALL students, without compromising the goals of the lesson.

These are areas that recognize all levels of learners and modalities for learning.

Week #4 Instructional plan MUST deliberately plan for specific modifications to assessments and/or learning accommodations that would best support identified unique learners.

Throughout this lesson, I will be providing visuals and extensive modeling of activities to ensure that all student have access to the content of this lesson plan. I will be continually questioning student knowledge to formatively assess if additional scaffolding is necessary to better support students. I will also give opportunities for students to share any experiences they have had in nature with regards to plants; this will allow my culturally diverse students to share flowers that they may be more familiar with.

Other

Adapted from: Wiggins, G. and Mc Tighe, J. (2005). Understanding by Design 2nd Ed., Association for Supervision and Curriculum Development. Alexandria, VA.

*Modifications in BLUE by A. Gray, Ed.D August, 2014

Synopsis

Under this heading, you should include the following (using evidence from the course material – at least three scholarly sources):

Here is a resource to help you with integrating the researching in your writing:

https://ashford.mediaspace.kaltura.com/media/GradWritesA+Integrating+Scholarly+Research+Webinar+Recording/0_6ry8cw4b/13952612

Reference(s)

You need to cite and reference the following:

At least three scholarly sources, including those prescribed for the week’s learning, CCSS and ISTE standards.

Here is a great link from Ashford’s Writing Center to support your efforts in ensuring you utilize proper APA formatting: http://writingcenter.ashford.edu/apa-style

�YOU MUST USE A MATH OR ENGLISH LANGUAGE ARTS STANDARD FROM THE CCSS. HERE IS THE LINK: � HYPERLINK "http://www.corestandards.org/read-the-standards/" �http://www.corestandards.org/read-the-standards/�

��These are your learning objectives. It might be helpful to bold your action verbs to ensure your objectives are measurable.

�Be sure to clearly label the DOK levels that are evident in your lesson plan.

�Please make sure that your synopsis is written in paragraph from and double spaced

PAGE

Running head: 21ST CENTURY INSTRUCTIONAL PLAN: PLAN DESIGN & DESCRIPTION 1

21ST CENTURY INSTRUCTIONAL PLAN: PLAN DESIGN & DESCRIPTION 7

21st Century Instructional Plan: Plan Design & Description

Your First Name Your Last Name

EDU 645

Instructor’s Name

Date Submitted

MADELINE HUNTER LESSON PLAN MODEL

Lesson Date and Time: Teacher: Dr. Adkins

Grade Level: 4th Subject: Science

Grade level content standard(s) (Label and complete verbiage): Use your state’s respective learning standards and/or Common Core State Standards to align your objective, tasks, and assessments to. Must be either Math or ELA.

Virginia SOL Science Standard 4.4: The student will investigate and understand basic plant anatomy and life processes.

Key concepts include

a) the structures of typical plants and the function of each structure;

ISTE-S Standards

ISTE Standard 1:Creativity and innovation

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

b. Create original works as a means of personal or group expression

ISTE Standard 6: Technology operations and concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

a. Understand and use technology systems

b. Select and use applications effectively and productively

d. Transfer current knowledge to learning of new technologies

LESSON OBJECTIVE -Written in student terms. Considers more than one level of cognition (Bloom’s, Webb’s DOK). Is measurable, specific, and observable. The teacher clearly informs the student what to expect and what she/he will be able to accomplish by the end of the instruction. The objective should be specific in content and focus on observable behavior(s). The objective should let the student know what is going to happen in his/her own language (restate the lesson objective in simple words).

The students will identify the parts of a plant by labeling a foldable.

The students will describe the function of the plant parts by writing it in the foldable .

Anticipatory Set - An activity to focus the students’ attention, provide a brief practice, and/or develop a readiness for instruction that will follow. It should relate to some previous learning (helps teacher to avoid assumptive teaching). If successful, the anticipatory set helps the students get mentally and/or physically ready for the lesson.

Lesson Sequence & Duration

Gradual Release of Responsibility

Instructional Input “I do”- The information that the student must have so that she/he may reach the objective. The teacher needs to determine how the student is going to get this information and what the means of instruction will be. It is important that the teacher determine what new information is needed by the learner, and the most efficient and effective means of delivery.

Direct Instruction (I do it): To begin this lesson, the students will ask the student to think about why they think plants are important for humans before they watch a video that provides a catchy tune to identifying the plant parts and its function. The video is located at: https://www.youtube.com/watch?v=ql6OL7_qFgU . (Technology) Once the video is over, the teacher will ask the students to respond to the following question: “Why are plants important?” (DOK 3) After the students watch the video, the teacher will give each table a potted flower to examine all of the parts as the teacher goes over each one with the class.

Modeling - This happens when the student sees an example or examples of steps in a process or an acceptable portion of a product or is exposed to what the new learning looks like. The teacher needs to focus on the essentials and label the critical elements.

The teacher will have a potted flower as she points to each part of the plant in addition to a poster diagram of the plant parts to further support student understanding. Additionally, as students complete the foldable, the teacher will be modeling each step in creating the foldable on plant parts. (DOK 1)

Check for Understanding - When the teacher checks for student’s demonstration of essential information and the skills necessary to achieve the instructional objective. Students show what they know.

Students will complete a plant foldable where they will label the different plant parts as well as their functions. This foldable will be used to ensure that students have properly labeled each plant part and can describe the function of each plant part. The creation of an iMovie will also provide formative assessment to determine if students are working towards mastering the objectives. At the end of the lesson, students will complete the “L” section of their KWL chart which will serve as their exit ticket. (DOK 1) (Bold represent the 3 different ways to assess FOR learning. For Week 3 assignment, you only needed to have 2 different ways to assess.) (DOK 2)

Questioning Strategies/Topical or Overarching Questions --This section enables teachers to ask the right questions to probe for higher levels of thinking. Again, teachers may find the Bloom’s Taxonomy of Educational

Objectives a valuable tool in questioning strategies.

The teacher will ask the following questions that will engage students in critical thinking questions:

Critical Thinking Questions:

What would happen if there were no plants in the world? (DOK 3)

How are the roots, stems, and leaves alike? (DOK 3)

What is the purpose of the flower? (DOK 2)

Guided Practice -- The students’ first attempts with new learning are guided so they are accurate and successful. The “We do” portion of the lesson. What and how will you assess here?

Independent Practice - The “You do” portion of the lesson. When students practice independently or with others without the guidance or help of the teacher. What and how will you assess?

Closure – Bring it all back to the lesson’s objective. Will you assess using an exit ticket strategy, whole group discussion? Ticket out the door, or some other closing activity?

Students will complete their KWL charts by completing the “L” section that allows students to write down what they have learned, which will serve as an exit ticket. This will then be used as a way for the teacher to formatively assess the knowledge that students have gained and are working towards mastering the lesson objectives. (DOK 2)

Differentiated Instruction

Synopsis

Under this heading, you should include the following (using evidence from the course material – at least three scholarly sources):

Here is a resource to help you with integrating the researching in your writing:

https://ashford.mediaspace.kaltura.com/media/GradWritesA+Integrating+Scholarly+Research+Webinar+Recording/0_6ry8cw4b/13952612

Reference(s)

You need to cite and reference the following:

At least three scholarly sources, including those prescribed for the week’s learning, CCSS and ISTE standards.

Here is a great link from Ashford’s Writing Center to support your efforts in ensuring you utilize proper APA formatting: http://writingcenter.ashford.edu/apa-style

� It might be helpful to bold your action verbs to ensure your objectives are measurable.

�Be sure to clearly label the DOK levels that are evident in your lesson plan.

�Since differentiated instruction not an included feature of the Madeline Hunter Lesson Plan, you must include it another box here to make sure you capture it for this assignment.

�Please make sure that your synopsis is written in paragraph from and double spaced

Modified 2014 by AU MAED Curriculum Design Team from Laurier, W. (2011). Madeline Hunter’s lesson plan format . [PDF file]. Retrieved from http://iicti-part1 fall2011.wikispaces.com/file/view/madeline+hunter's+lesson+plan+format.pdf

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Understanding by Design Unit Template

MADELINE HUNTER LESSON PLAN MODEL

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