I'm doing a unit plan for my sped 511 course and I need help conducting it below I have attached the documents I just need help with sections a& B

( Unit Planning Projectct Instruc... ('] 1 some ol your content sections are the same or support materials are similar! * Each person will submit their own unit planning form and student support materials. Each person will receive their own grade. There will be no group grade. * Use the provide rubric on Canvas to ensure each of your sections earn the maximum points. * Review the recorded project description video for description of each section of the planning form and examples of the content that should be provided in each section. * Reach out to your instructor in class, via email, or in office hours if you have any questions or want feedback on your work * Use the checklist below to monitor your individual progress on the assignment. Check When Component Full Credit Description completed (Each described component is worth 5 points) Section A State Standards Planning form includes one or more state standards that are clearly related to the content material provided for the unit. Access Three or more access skills or knowledge are identified for the areas of reading, writing, and communication. Skills/Knowledge One or more skills or knowledge are identified in the area of math. Unit Vocabulary 10-15 essential vocabulary words pulled from or related to the provided content materials are presented. Student specific learning objective reflect consideration of student descriptions and personal goals. It is OK to state the words do not differ for a student. Unit Knowledge 4 or more essential knowledge areas are pulled from or related to the provided content materials or selected standards are presented. Student specific learning objective reflect consideration of student descriptions and personal goals. It is OK to state the words do not differ for a student. AND At least one connection to an [EP goal or area of need mentioned in the student description is identified for each student. Section B UDL Components 3 or more means are identified in each or the three areas of UDL (Representation. Engagement, Expression) AND Each selected component includes a clear description of how the component is exemplified in the unit Assessment 2 or more means of assessment are identified and clearly explained for all students. AND There is a clear description of how you will assess the learning objectives (Vocabulary, knowledge, and IEP related) of the two students with [EPs. Writing Project A universally designed writing project is described. The project should show clear consideration of offering Description multiple means of written expression for students to show their grasp of the content from the unit. The description contains explicit description of writing tools and supports that will be available for students (e.g. graphic organizers, check lists, samples etc.). AND The description of the project makes a clear connection to at least one of the identified content standards. Section C Student At least one clear connection between a student characteristic and access, presentation, or expression of content preferences and is provided for each student. strengths, linguistic or cultural background Additional There is a clear description of additional materials (e.g., individual supports beyond UDL consideration) for Materials vocabulary, essential knowledge and at least one IEP goal or prioritized skill from the student description for cach student. It is ok if your UDL considerations meet the needs of the student and no additional materials are needed, however, to receive full credit, a description of how the student needs are met in each area are needed. (e.g.. no supports are needed in the area of vocabulary for Mike because all students were given access to a Spanish English vocabulary translation chart.) Specialized There is a clear description of supplemental support that will be provided to each student to reach their Instruction vocabulary, knowledge, and IEP/Prioritized Skill during the unit. These may include things like additional check-in from SPED teacher during independent work time; supports to peers to facilitate participation: pre- planned questioning by GE teacher to target prioritized goals. In order to receive full credit here it must be clear wha 1s providing the support, what the support is, and when the support would be delivered. Section D Material At least one attached material is described for each student. The described material is an adaptation or a description planned UDL support related to the writing project in the unit plan. The description is clear enough that a substitute could pick it up, know when, where, and how to use it to support the student. It is OK if some of the text here is taken from sections B or C. The description makes a clear connection to a student need and includes how the material will support success in the writing assignment. Created material Two materials (adaptation or UDL consideration) related to the writing assignment in the unit plan are included. The material clearly supports an area of need identified for the student in the unit plan or in the student description. The created material is accessible to the student's described communication mode and current access skills