UDL Unit Plan

Teacher Candidate’s Name: Mandy Blair

Date Created: 29 October 2021

Content Area: Social Studies

School: Siena Heights (Warner Elementary)

Grade Level: 2nd Grade

Unit Title: Exploring local services provided by the local government.

Total Time/Frequency and Duration of Lessons: 3 days (35 Minute lessons)

Michigan Academic Standards comprehensive of the unit: (include code and standard)
(Example: ELA.S.5.1a Come to discussions prepared, having read or studied required material; explicitly
draw on that preparation and other information known about the topic to explore ideas under discussion.)

● MAS.SS.2 – C3.0.3 Identify services commonly provided by local governments.

● MAS.ELA.SL.1.Participate in collaborative conversations with diverse partners
about grade 2 topics and texts with peers and adults in small and larger groups.

Performance-Based Learning Objectives comprehensive of the unit:

· Learners will be able to …
· Performance-based – conditions, target behavior, and criteria
· Aligned with Michigan Academic Standard(s)
(Example: Given two hours of instruction daily for five school days, learners will be able to accurately
play a new song on their individual musical instrument with five or fewer errors.)
● Given direct instruction, learners will be able to list and draw one service that is
provided by local governments with 100% accuracy.
● Given direct instruction, learners will be able to compare and contrast the police
department and the fire department with at least three differences and two
similarities.
● Given prompting, learners will participate in the discussion at least 2 times
throughout the lesson, using comments, questions, or nonverbal gestures (thumbs
up/thumbs down, raising of hands, or using communication books).
● Given direct instruction, learners will be able to identify and summarize one of the
two services discussed, with at least 80% accuracy.
 ● Given direct instruction, learners will be able to identify and describe five of the
services provided by the local government, with 80% accuracy.
○ Summative

Guiding Questions:
· Are open-ended
· Require higher-level thinking
· Support key concepts

● What would our community look like without these services?

● What do these services add to our community?
● What other services could be/should be provided by the local government? Why?

Knowledge of Students:
· What do you know about the students for whom the unit was designed including their
backgrounds, cultures, skills, language proficiency, interests, special needs, and approaches to
learning?
· How do you know about your students?
· How has your knowledge of your students shaped this unit plan?

● During the first lesson, we will be creating a K-W-L chart about what we already
know about services provided by the local government. This will help me determine
what the students already know, and what we need to focus on during our lessons.
● Right before the summative assessment (on day 4), we will add what we learned
about the services to the K-W-L chart.
● Throughout the lesson, we will be discussing the student’s personal experiences with
the different locations of the services that we are discussing throughout the lessons.
This is to help the students feel connected to the topics being discussed and to help
them connect the services to their own lives.
● Students have knowledge on creating books in writing and will use these skills to
create their book at the end of the unit.
● Accommodations-
○ Dominic and Harry receive accommodations, which will be included in the
accommodations section of each lesson plan. The accommodations may vary
depending on the demands of the lesson.
● I will review all accommodations for my students before the unit begins, and be sure
to incorporate them into the lessons.

Bibliography of Resources:
· Teacher research/planning
· Source of learning materials
· Includes web sites, textbooks, literature sources, relevant journal articles, etc.
· In APA format
Dictionary.com. (n.d.). Service definition & meaning. Dictionary.com. Retrieved October
20, 2021, from https://www.dictionary.com/browse/service.

Education presentation templates. Slidesgo. (n.d.). Retrieved October 20, 2021,

from https://slidesgo.com/education?page=3.

Facebook. (n.d.). Retrieved October 26, 2021, from https://www.facebook.com/firemillage/.

Google. (n.d.). Spring Arbor. Google maps. Retrieved October 20, 2021, from

https://www.google.com/maps/place/Spring+Arbor,+MI+49283/@42.203617,-
84.5578355,14.75z/data=!4m5!3m4!1s0x883d38dbdfaeff59:0x55e21763757b8fa6!
8m2!3d42.2050383!4d-84.5527387.

Houghton Mifflin Co. (2000). Share our world.

Jill, & Cathy. (2020, January 8). Blank books in writing. The Curriculum Corner 123.
Retrieved October 27, 2021, from
https://www.thecurriculumcorner.com/thecurriculumcorner123/blank-books-papers-
for-writing-workshop/.

Number talks hand signals. Teachers Pay Teachers. (n.d.). Retrieved October 27, 2021,
from https://www.teacherspayteachers.com/Browse/Search:number%20talks%20hand
%20signals.

Spring Arbor. Jackson District Library. (n.d.). Retrieved October 26, 2021, from

http://myjdl.com/spring-arbor/.

St. Louis Park, MN. Neighborhood Parks | St. Louis Park, MN. (n.d.). Retrieved October 26,

2021, fromhttps://www.stlouispark.org/Home/Components/FacilityDirectory/

FacilityDirectory/40/130.

Warner 5K. (n.d.). Retrieved October 26, 2021, from https://runsignup.com/Race/MI/Spring

Arbor/Warner5k.

Links-
 Link to data collection for participation-
Data collection Chart- Participation Elementary
Link to exit ticket lesson 1-
Exit Ticket- Lesson 1 EDU371
Link to Google Slides-
Services Provided by the Local Government
Link Jamboard-
Local Services Sort
Links to lesson plans-
Lesson #1- Elementary
Lesson #2 Elementary
Lesson #3- Elementary
Link to summative assessment-
EDU371- Summative Assessment
Link to Venn Diagram lesson 3-
Venn Diagram
Link to Dominic Venn Diagram sort
Dominic Sort for Venn Diagram

Materials Needed-
● Lesson #1
○ Teacher-
■ Exit tickets (26), data collection sheet for participation (1), sticky
notes (1), pen(1), Google Slide Presentation.
○ Student-
■ Pencils (1 each)
● Lesson #2
○ Teacher-
■ Exit ticket (26, digital copies on SeeSaw), participation chart (1),
pen(1),Google Slide Presentation, Jamboard sort.
○ Student-
■ N/A
● Lesson #3
○ Teacher-
■ Venn Diagrams (26), Venn Diagram Sort (Dominic) (2), sticky
note(1), pen(1), participation chart(1), glue stick (1), Google Slide
Presentation.
○ Student-
■ Pencils (1 for each student)
● Summative assessment-
 ○ Teacher-
■ Book template (26), Google Slides, sticky notes (2), pen (1),
checklists (26).
○ Students-
■ Markers (1 set each student), crayons (1 set each student), colored
pencils (1 set each student), pencils (1 each student), magazines,
access to a computer to print images.

Notes:

Regarding the Summative Assessment:

· Alignment: comprehensive of the unit’s guiding questions, standards, and objectives
· Design: chosen format is appropriately authentic and rigorous, looks professional, and is
ready for student implementation
· Criterion: clear, appropriate, and measurable; and answer key and/or rubric is included with
a “minimum cut score” indicated
EDU371- Summative Assessment

Regarding Conventions:
· Professionalism is reflected in accurate spelling, capitalization, punctuation, paragraphing,
and sentence structure.