Building a unit of study plans for intentional instruction, designed for the standards. Locating the most specific priority and supporting standards, creating a pacing guide, forming unique and inclusive activities, generating a lesson plan, and a rubric for a summative assessment went into the production of a seventh-grade poetry unit. I chose this assessment as an artifact for Standard Seven due to its intricacies of planning for instruction. While creating this unit, I employed my knowledge of accommodations, modifications, and differentiation. It was vital to include all types of learners in instruction. Using Gardner’s Theory of Multiple Intelligences, I found ways to change instruction to include all learners, including ML and Special Education students. I found that planning for instruction became easier when considering the perspective of the students and considering the learning objectives for the unit. With digital tools, the inclusion of all learners was made possible, due to its versatility and application to formative and summative assessments. Activities and assessments were mainly student choice, including group work and choice boards, with specific instruction to ensure students would meet the standards. 

This artifact extends upon my pedagogical knowledge of planning for instruction and what that looks like. Since I had no practice of this type of planning prior, it better prepares me for the future of my classroom. I also have a deeper understanding of how intricately the standards are woven into each element of unit designs. I look forward to creating more units in the future, as I was a bit daunted by the task initially, but now realize that it is something I rather enjoy. I now have a unique perspective on the types of instruction to be implemented in the classroom.