Posted: January 29th, 2024

Benchmark – Cross-Curricular Unit Plan

Benchmark – Cross-Curricular Unit Plan
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Paper instructions:
Data should drive instruction and as a best practice teachers should gather formal and informal data before, during, and after every lesson. This is especially important when integrating cross-curricular content into English language arts (ELA) lessons. Students who face learning challenges related to literacy skills often have similar struggles in other content areas such as math, social studies, and science. Since students’ reading, writing, speaking, and listening skills and abilities vary widely in all classrooms, it is important to identify how poor literacy skills can negatively affect performance in other curricular areas and select intervention, remediation, and differentiation strategies that can be applied across disciplines. This can support teachers to meet the unique literacy needs of each student and help them work toward becoming proficient in literacy and more successful in all the content areas.

From the “Class Profiles” topic Resource, select the grade level you are most interested in teaching. Carefully review the data for each student in the profile and then complete the “Cross-Curricular Unit Plan” template as directed.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

MED in Early Childhood Education (2022)

2.2: Apply appropriate curriculum, content standards, and early learning standards to plan, implement, and evaluate developmentally meaningful and challenging learning opportunities for each child. [NAEYC 5c; InTASC 4(a), 4(f), 4(h), 4(l), 4(n), 5(f), 5(k), 7(a), 7(g)]

Choose one of the profiles to complete the cross-curriculum assignment.

Cross-Curricular Unit Plan
Directions: Develop a five-day cross-curricular unit plan (math, science, or social studies) for the students in the class based upon grade level literacy standards. The unit plan should include the following:
• Reading, writing, speaking, and listening standards appropriate for the selected grade
• Cross-curricular standards (math, science, or social studies) appropriate for the selected grade
• Integration of creative arts in at least three lessons
Section 1: Instructional Planning
Grade Level: Content Area: Unit Title:
Lesson Titles: Provide a title of each lesson in the unit. Lesson Summaries: Write 1-2 sentences that summarize each lesson and identify the central focus based on the content and skills you are teaching.
Lesson 1:
Lesson 2:
Lesson 3:
Lesson 4:
Lesson 5:
Classroom Factors: In 1-2 sentences, describe the important classroom factors (demographics and environment) and the effect those factors have on planning, teaching, and assessing students to facilitate learning for all students.

Student Factors/Grouping: In 1-2 sentences, describe the student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. Consider these factors to plan the differentiation components of the lesson.

Day 1 Day 2 Day 3 Day 4 Day 5
State Literacy Standards
List specific grade-level literacy standards that are the focus of the unit.
State Cross-Curricular Standards
Select one content area standard (math, science, or social studies) as the focus of the unit.
Learning Objectives
Develop a unique learning objective for each daily lesson.
Objectives should scaffold learning from lesson to lesson and align to the state literacy and cross-curricular standards.
Academic Language
General academic vocabulary and content-specific vocabulary for the unit.
Explain where in the lesson vocabulary will be taught (i.e., Multiple Means of Representation, Multiple Means of Engagement, or Multiple Means of Expression).
Integration of Creative Arts
Describe how creative arts (dance, theatre, art, music) will be integrated into at least three lessons.
Explain where the integration of creative arts will be included (i.e., Multiple Means of Representation, Multiple Means of Engagement, or Multiple Means of Expression).
Unit Resources, Materials, Equipment, and Technology

List all resources, materials, equipment, and technology to be used in the unit.

Section 2: Instructional Planning
Day 1 Day 2 Day 3 Day 4 Day 5
Anticipatory Set
Describe how students’ prior knowledge will be activated and how you will gain student interest in the upcoming content.
Presentation of Content
Multiple Means of
Representation
Describe how content will be presented in various ways to meet the needs of different learners.

Multiple Means of
Representation
Differentiation
Explain how content will be differentiated for each of the following groups:
• English language learners (ELL):

• Students with exceptionalities (classroom students with IFSPs, IEPs, including students with gifted abilities, and 504 plans):

• Early finishers (classroom student who may need opportunities to extend their learning):
Application of Content
Multiple Means of
Engagement
Describe how students will explore, practice, and apply the content.
Multiple Means of Engagement Differentiation
Explain how application of content will be differentiated for each of the following groups:
• English language learners (ELL):

• Students with exceptionalities (classroom students with IFSPs, IEPs, including students with gifted abilities, and 504 plans):

• Early finishers (classroom student who may need opportunities to extend their learning):

Assessment of Content
Multiple Means of Expression
Describe formative and summative assessments that will be used to monitor student progress and modify instruction.
Multiple Means of Expression Differentiation
Explain how assessment of content will be differentiated for each of the following groups:
• English language learners (ELL):

• Students with exceptionalities (classroom students with IFSPs, IEPs, including students with gifted abilities, and 504 plans):

• Early finishers (classroom student who may need opportunities to extend their learning):
Section 3: Reflection
In 250-500 words, address the following.
• Describe how you analyzed the performance data from the class profile to develop the unit plan. Explain how the unit is developmentally meaningful and provides learning opportunities to meet the unique needs of students in the class.
• Explain how you will use the information from the informal and formal daily assessments to adjust instruction in subsequent lessons.
• Describe three ways the content of the cross-curricular unit strengthens student literacy skills.
• Discuss one strategy you could recommend to families to extend the cross-curricular unit at home.

Cross-Curricular Unit Plan
Section 1: Instructional Planning
Grade Level: 5th grade

Content Area: English/Language Arts, Social Studies, Science
Unit Title: Ancient Egypt – Land of the Pharaohs
Lesson Summaries:
Lesson 1: Students will be introduced to the geography and early history of ancient Egypt through maps, timelines, and illustrated texts.
Lesson 2: Students will learn about daily life, religion, and important figures in ancient Egypt such as pharaohs and gods through interactive digital presentations and role plays.
Lesson 3: Students will explore ancient Egyptian achievements in math, architecture, and engineering through hands-on demonstrations and model building.
Lesson 4: Students will analyze primary source documents like hieroglyphs and artifacts to make inferences about Egyptian culture.

Lesson 5: Students will synthesize their learning by creating a project to teach their peers about an aspect of ancient Egypt.
Classroom Factors: This unit is designed for a 5th grade classroom of 25 students including English language learners, students with IEPs for reading difficulties, and gifted learners. Flexible grouping and leveled materials allow for differentiation.
Student Factors/Grouping: Students will be strategically grouped based on their needs – ELLs and struggling readers together, on-level readers in pairs or small groups, and gifted learners in independent project-based work. This facilitates scaffolding, support in their zones of proximal development, and appropriate challenge.
State Literacy Standards:
RL.5.1, RL.5.2, RL.5.3, RI.5.1, RI.5.2, RI.5.3, RF.5.3, RF.5.4, W.5.2, W.5.4, SL.5.1, SL.5.2, L.5.1, L.5.2, L.5.4, L.5.5
State Cross-Curricular Standard:
SS.5.H.1.4 – Explain the development of ancient Egyptian civilization including the importance of the geographical location, the gift of the Nile River, and its relationship to other areas of Africa and the Mediterranean world.
Learning Objectives: See table below.
Academic Language: pharaoh, hieroglyphs, pyramid, mummy, papyrus, Nile River, afterlife, gods, Old Kingdom, New Kingdom
Integration of Creative Arts: Students will create Egyptian-style art (Day 1), perform a reader’s theater about Egyptian myths (Day 2), and choreograph and perform an Egyptian-themed dance (Day 4).
Unit Resources, Materials, Equipment, and Technology: Leveled texts, primary sources, graphic organizers, manipulatives, art supplies, computers, interactive whiteboard, Kahoot quizzes.
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Day 1 Day 2 Day 3 Day 4 Day 5
Learning Objectives
Identify key features of ancient Egyptian civilization like the Nile River, pyramids, and pharaohs.
Explain the importance of Egyptian gods and the concept of the afterlife.
Model how ancient Egyptians used math and geometry in architecture and design.
Analyze primary sources to make inferences about Egyptian culture and daily life.
Synthesize learning to teach peers about an aspect of ancient Egypt. Anticipatory Set Activate prior knowledge of Egypt through KWL chart. Gain interest with a video clip from The Mummy. Presentation of Content Show maps and images of Egypt’s geography. Read aloud leveled texts on early history. Differentiation
ELLs – Simplified text, partner reading IEPs – Audio recordings, extended time Gifted – Enrichment questions, independent research Application of Content Create Egyptian-style art incorporating symbols of civilization. Differentiation ELLs – Modeling, scaffolding IEPs – Step-by-step instructions
Gifted – Open-ended project Assessment Formative: Map quiz, exit ticket with 3 facts Summative: Art project rubric Differentiation ELLs – Translated instructions IEPs – Oral responses Gifted – Self-assessment
Section 2: Instructional Planning Continued
Section 3: Reflection
I analyzed the class profile data to understand students’ literacy levels and needs. The unit leverages their interest in ancient civilizations while targeting standards. Flexible materials and grouping allow differentiation. Daily formative assessments will inform adjustments to scaffolding, pacing or content.
This unit strengthens literacy by having students interact with various text types, make inferences from primary sources, and express understanding through speaking, writing and creative works. Focusing on a topic across disciplines deepens comprehension.
To extend learning at home, I would recommend families explore online resources together like virtual field trips to Egyptian museums. Having students teach their families about their project topics could reinforce understanding.
In closing, this cross-curricular unit on ancient Egypt is developmentally meaningful as it taps prior knowledge and natural curiosity about history in a way that supports diverse learners in building both literacy skills and content knowledge. Ongoing assessment will ensure instruction remains appropriately challenging and supportive.

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