UNIT PLAN: CLASSROOM, GOALS, AND READING ASSIGNMENT INSTRUCTIONS OVERVIEW In thi

UNIT PLAN: CLASSROOM, GOALS, AND READING ASSIGNMENT INSTRUCTIONS
OVERVIEW
In this course, you will plan and prepare a complete Unit Plan. You will accomplish this in two 
separate assignments. In this first assignment, the Unit Plan: Classroom, Goals, and Reading 
Assignment, you will write a description of a mock or fictitious classroom. You will describe 
your mock classroom’s grade level or content area, the school’s demographics, and the students 
within the classroom and their variety of needs. You will also develop curriculum objectives and 
a reading assignment for this portion of the Unit Plan.
INSTRUCTIONS
Using the provided Unit Plan: Classroom, Goals, and Reading Template:
1. Complete the Class Summary portion of the template by providing the information in 
narrative form. Be thorough and professional in your composition. Follow the current APA 
style guidelines in your format. 
The summary must include:
 Grade level and subject area
 Type of school (urban, rural, private, public, etc.)
 Number of students and student population
o Male/Female ratio
o Cultural diversity
 Types of disabilities (physical, LD, ED, EMR, OHI, visual or auditory), setting 
(inclusion)
 Collaboration with regular education teachers and any other professionals (team-
taught, resource, etc.)
 Textbook(s) that will be used (reference these at the end of your assignment)
 Any other pertinent information
2. Create a seating chart for your mock classroom.
The seating you create must be organized and visually appealing. You must use the 
formatting tool in Word:  Insert>Shapes (or any other icon in the Insert window to complete 
the chart).  No hand-drawn charts will be accepted.  The seating chart must include:
 A chart that depicts technology readily available in the classroom, where each student 
is sitting, your desk, and any other pertinent information that would affect the layout 
of the classroom.
 A brief explanation of how/why you placed students in this manner (1–2 paragraphs) 
at the conclusion of the chart.
3. Complete the Unit Plan Form. 
This must be your basic plan for a minimum of five lesson plans; these lesson plans will 
comprise your unit. 
EDSP 410 
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 Ensure your objectives are observable and measurable and that you include the 
name or specific topic of your unit. For instance:  Given a 20-word spelling test, the 
student will spell accurately at 90% by the end of the lesson.
 SOLs can be found at the Virginia Standards of Learning website via the link 
provided (see Resources section). 
 Include your basic plan for teacher instruction, guided practice, and independent 
practice. Include any materials or technology you will be using.
 Include an appropriate evaluation or assessment for each lesson plan.
 Include a minimum of five (total) appropriate instructional accommodations for the 
disabilities included in your classroom. One of your accommodations will be the 
chapter you are rewriting in the next section of this assignment.
o For your instructional accommodations, consider the needs of all your 
learners in your classroom. Provide a brief explanation on how you will 
modify your instruction, activities, or assignments to meet the needs of each 
type of learner. Be specific, naming the disability and how you will 
accommodate.
4. Rewrite a page of the course textbook that you have chosen to use in your mock 
classroom.
This chapter must be one that is used in your planned unit. Rewrite the chapter for a lower 
readability level. Include:
 For what approximate reading level the text is rewritten 
 Highlighted key terms in the text
 Larger font
 Added pictures if possible
 Any other accommodations that would be appropriate based on the types of 
disabilities present in your fictitious classroom.
 Citation and reference of the text you are rewriting
Submit all components of this assignment in one single document.
Note: The materials and information used in this unit are excellent items to incorporate into your