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EDU 603 Final Project: A Pre-K Blending Letters’ Unit

Krystal Jeffries-Johnson

Post University

© 2021 Post University, Waterbury, CT

ALL RIGHTS RESERVED
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EDU 603 Final Project: A Pre-K Blending Letters’ Unit

Part I: Executive Summary

Objective:

Summary of Findings:

Analysis:

Recommendations:

Conclusions:
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Part II: Rationale of Curriculum

This is where you explain the following:
 A complete picture of the students you teach and their backgrounds.
 An explanation of the rationale behind your curricular choices and the sequence of
your choices. (Why have you made the choices concerning instructional strategies and
content that you have made?)
 A discussion of student variability within your teaching and learning context and the
UDL principles that you will employ in this context.
 Always include references to support your choices (They will go in the reference list at
the end of your project.)
 Remember, you have completed much of this throughout your discussion board
postings and blog postings. Be sure to review this information as you write this section
0f your project!
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Part III: Unit Plan

Stage I

Grade or Level: Unit Title

Description of unit…

STAGE 1- STANDARDS/GOALS
What should students understand, know, and be able to do? Stage one identifies the desired
results of the unit including the related state content standards and expected performances,
enduring understandings, essential questions, knowledge and skills.

Content Standard(s)

Generalizations about what students should know and be able to do.

Content Standards Primary Expected Performances

Enduring Understandings Essential Questions

Insights learned from exploring
generalizations via the essential questions
(Students will understand THAT…)
K-12 enduring understandings are those Inquiry used to explore generalizations
understandings that should be developed
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over time, they are not expected to be

mastered over one unit or one year.

Overarching Enduring Understandings:

Unit Specific Enduring Understanding

Knowledge and Skills

What students are expected to know and be able to do

Knowledge
The students will know…

Skills
The students will be able to…
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Stage 2

Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings,
knowledge, and skills? (describes the learning activity in “story” form. Typically, the P.T.
describes a scenario or situation that requires students to apply knowledge and skills to
demonstrate their understanding in a real life situation. Describe your performance task scenario
below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G – Goal
What should students accomplish by
completing this task?
R – Role
What role (perspective) will your
students be taking?
A – Audience
Who is the relevant audience?

S – Situation
The context or challenge provided to
the student.
P – Product, Performance
What product/performance will the
student
create?
S – Standards & Criteria
for Success Place your rubric in your appendices following your reference list.
Create the rubric for the
Performance Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, How will students reflect upon or self-assess
observations, quizzes, tests, journals or other their learning?
means) will students demonstrate achievement
of the desired results? Formative and
summative assessments used throughout the
unit to arrive at the outcomes.
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Stage 3

Learning Plan (Stage 3)

Where are your students headed?
Where have they been? How will
you make sure the students know
where they are going?
How will you hook students at the
beginning of the unit?
What events will help students
experience and explore the big idea
and questions in the unit? How
will you equip them with needed
skills and knowledge?
How will you cause students to
reflect and rethink? How will you
guide them in rehearsing, revising,
and refining their work?
How will you help students to
exhibit and self-evaluate their
growing skills, knowledge, and
understanding throughout the
unit?
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 unit?
How will you organize and
sequence the learning activities to
optimize the engagement and
achievement of ALL students?

# Lesson Title Lesson Activities Resources

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Checking for UDL Principles

Assess and Reflect (Stage 4)
Considerations Comments
Required Areas of Study:
Is there alignment between
outcomes, performance
assessment and learning
experiences?
Adaptive Dimension: For struggling students:
Have I made purposeful
adjustments to the
curriculum content (not
outcomes), instructional
practices, and/or the
learning environment to
meet the learning needs and
diversities of all my
students?
For students who need a challenge:

Instructional Approaches:
Do I use a variety of teacher
directed and student
centered instructional
approaches?
Resource Based Learning:
Do the students have access
to various resources on an
ongoing basis?

FNM/I Content and

Perspectives/Gender
Equity/Multicultural
Education:
Have I nurtured and
promoted diversity while
honoring each child’s
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identity?
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References

Cohen, D.B., & Souza, M. (2008). Cultural literacy: An arts-based interdisciplinary pedagogy for the

creation of democratic multicultural society. In R. Mason & T.T. Pereira de Eca (Eds.),

International dialogues about visual culture, education and art (pp. 21-32). Intellect Ltd.

Freire, P. (1973). Education for critical consciousness. Bergin & Garvey.

Goble, J.S. (2010). Not just a matter of style: Addressing culturally different musics as social praxes in

secondary school music classes. Action, Criticism and Theory in Music Education, 9(3), 1-34.

http://act.maydaygroup.org/articles/Goble9_3.pdf

Splitter, L. (2007). Do the groups to which I belong make me, me? Reflections on community and

identity. Theory and Research in Education, 5(3), 261-280.

http://dx.doi.org/10.1177/1477878507081790

This is an example of what a reference list in APA 7th edition looks like...

Remember ALL of your references go in the references list... this includes the references for your

philosophy statement, your rationale statement, your unit plan, and any resources you used to develop

your unit plan.... or any resources you use within your learning plan!

APA requires the use of digital object identifiers. Almost all articles that you can find in

electronic databases have DOIs. Current conventions require the use of the DOI URL (see the

Splitter example). You can cross-reference your articles and DOIs, by going to:

http://www.crossref.org/guestquery/

 A DOI is not the proxy address, etc…

 When in doubt, use your APA manual, ask your instructor or reference the following

website: http://owl.english.purdue.edu/owl/resource/560/18/
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Appendices

Include all of the information required for the Appendices such as infographics, planning

pyramids, rubric and worksheets.