One goal that I have chosen for this unit plan was for students to learn how linear equations, graphs, and tables relate to each other. I believe I can connect this to students’ lives because linear growth is commonplace in our world. I think one way to assess this would be to have students match up a series of equations, tables, and graphs. Another interesting way that I could assess them is to have them choose whether they want to start with an equation, table, or graph. I would then ask them to find the other two using the one they chose. I think this goal connects to language demands because it provides multilingual learners with multiple perspectives on one important concept. If they aren’t able to make sense of a function through an equation, the visualization of the graph might provide them with a better avenue for understanding. Also, thinking about functions in terms of equations, tables, and graphs is equipping students with valuable cognitive skills like evaluating, analyzing, and applying.
The most important thing that I’ve had to consider while building a unit plan is how I am going to build the level of cognitive demand as the unit progresses. I think this connects to lesson planning because we as teachers need to identify which standards should be met in which order. We also must consider how we are going to craft our learning objectives for students based on the level of cognitive demand. For example, when looking through my standards, I am looking for the cognitive phrases used. I can then understand more where this standard should be taught in the unit. A standard that is asking students to create or evaluate should usually take place later in the unit. It’s something that we should build up to. These cognitive phrases that are found in the standards are also obviously helpful in crafting our learning objectives.