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Unit Plan (150 points)

For this assignment, you will create a cohesive, two-week unit plan that is appropriate for general education, ESOL, and

ESE students in a mainstream classroom. The unit plan can be based on a class you are observing this semester or on a

class you hope to teach in the future. Please see the Unit Plan Template Instructions document (in MyCourses) for more

information on how to complete the Unit Plan as well as the Unit Plan Development Activities feedback as you complete

the Unit Plan.

NOTE: ACCORDING TO STUDENTS, THIS ASSIGNMENT TAKES 25-30 HOURS TO COMPLETE.

Completing the Unit Plan

1. EL Profiles Table (15 points) – Fill in the table to describe the English learners in your CCT’s classroom. You

need to plan to teach four ESOL students. If you do not have four ESOL students who fit the characteristics

described below, please create fictional ESOL students to ensure you address the assignment requirements. The

characteristics of the students must include the following:

a. One student at each proficiency level using the WIDA descriptors: Entering, Emerging, Developing, and

Expanding. (Note: Accommodations must be provided for each student at each level for every day of the

plan.)

b. One of the four ESOL students must also be identified as ESE with a high incidence disability, such as

SLD, ADD/ADHD, or Speech & Language. (Note: Accommodations for language should be placed under

Accommodations for ELs, and ESE accommodations should be placed under Accommodations for ESE

on the 10-day unit plan template.)

c. One of the four ESOL students must also have limited formal schooling and limited L1 literacy.

d. At least two languages must be represented in your EL population.

2. Unit Plan template (90 points) – Create a two-week plan that is cohesive; it may be focused on one content area

or interdisciplinary with two or more content areas. You may complete this plan in one of two ways.

a. Expand the one-week plan you are completing for your Practicum II course

b. Develop a completely new plan based on lessons you hope to teach or that correspond to the lessons you

are observing in your CCT’s classroom

3. Teacher-Made Test (15 points) – Include a paper and pencil test you have created based on your unit to give to

students; it would be recorded as a grade. You should plan to give this test sometime around the middle of the

two-week unit. (Note: This assessment will be evaluated for the Evaluation Project –Teach-Made Test Self-

Evaluation assignment later in the semester.)

4. Authentic, Summative Assessment & Rubric (15 points) – Develop an authentic, summative assessment and a

rubric that is not a test for the Unit Plan, e.g., a project, performance, or presentation that would allow you to

assess your students’ learning of the unit content.

5. Supporting documents (15 points) – Separate all supporting documents with heading that indicate the day the

documents would be used. Include all content material (scanned pages of textbooks used will be OK),

assessments, rubrics, links to videos or online resources, and other supporting material necessary to teach this

unit.

Submission Requirements for the Unit Plan

1. Submit the plan in one file in the following order

a. EL Profiles Table

b. Unit Plan Template

c. Teacher-Made Test

d. Authentic, Summative Assessment description with rubric

e. Additional materials necessary to teach the content (texts, additional rubrics, etc.)

2. Submit the plan in one file to Anthology Portfolio.