Chapter 1: Part 2, Unit Plan

It would directly connect to the students. The less confused that I am about where we are in a unit, then the more prepared the students are going to be feeling about what they are learning. If the students are “understanding” the content, I will know this by how they are displaying the things that they have been taught and reciprocating that onto an exit ticket, worksheet, or even an exam. The less confused that I am during the unit, the more that I will be able to be there for the students and give to their necessities, such as language demands for multi-language learners. Cognitive demand I will create some varying tasks for the students to complete, some of them being difficult, and other being slightly easy and needing to remember things. I will also follow the standards, as that is a baseline for what we should be doing for the students, and think of some ways that I can help them further their learning. One of the most important things that I thought about during this unit plan was Unit Topic Reflection, I think of this as my summary of a book or something along the lines of that. This is the summary of the whole unit, the big takeaways that you hope to get from students, and also thinking about some common misconceptions that are had when thinking about the lesson, or when we were taught this even! Lastly, this connects to lesson planning due to being the skeleton of the unit. This is just a basis for all of planning of a unit, once we start to getting into the nitty-gritty of things, that is what lesson planning is all about.