UPLANFINALROUGH

In my final rough draft of my UPLAN I added a title page, a table of contents, and a lesson overview (in calendar form). I also incorporated assessments and differentiated instruction throughout all ten of my lessons. I tried to make my objectives for each lesson more specific, but they definitely still could you some improvement. I also attempted to integrate my current event presentations so that they would scaffold with the following activity of each lesson (hopefully this turned out the way Dr. Sherry wanted it to.) In my vocabulary lesson I attempted to make the overall lesson connect more towards the words and their relation to the novel //Speak//. Although I do have some writing, grammar, and reading instruction throughout my lessons I definitely think that I still need to incorporate more (which I am currently in the process of working on for my final draft.) I also added more modeling such as "modeling how to make effective questions" and "modeling how to use a flip video camcorder."

My UPLAN addresses the criteria from our rubric in that it contains a variety of **diverse** lessons. The activities in my lessons range from literature circles, to group work, to individual work,to partner work, to discussions, to presentations, to stations, etc. I really tried to come up with activities that would meet the needs and learning styles of all of my students. My UPLAN addresses **relevance** in that I tried to create lessons that not only connect to the novel Speak, but also to my students lives. In each lesson, I really try to get students to think about the ways in which the events occurring the book apply to their own lives whether it's by having them discuss with a partner the relation between a character and themselves, or by having them look at the different ways in which the media tries to influence young adults. I really wanted students to see the connections between literature and their own lives. My UPLAN addresses **Alignment** in that the lessons in my activity align with my big question, and goals for the unit. The activities that I have provided all work towards trying to get students to understand the relationship between the choices we make and their outcome, and well as the factors that influence one's choices. I tried to place my lessons in an order that continuously builds off of the previous lesson. If the focus of my lesson is "factors that influence one's choices" I try to incorporate that within the next lesson so that students will be able to make connections and see how the new lesson **scaffolds** off of the previous one. I addressed **conventions** by keeping a consistent format throughout my UPLAN (font size, lesson outline, etc.)