delete

Unit Plan Documents Instructions

See the instructions below to help you fill in the Unit Plan Documents. If you are unsure how to

complete any part of the template, please refer to the materials in the course shell for guidance. If, after

reviewing the materials, you are still uncertain about how to complete a part of the unit plan, please

email me or call me.

EL Profiles Table

For the Unit Plan, you need to plan to teach four ESOL students. If you do not have four ESOL students

who fit the characteristics described below in your CCT’s classroom, 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, Beginning,

Developing, and Expanding.

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.

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.

Name – Insert student pseudonym.

First Language (L1) – List student’s first language

Academic achievement – State if student is at, above, or below grade-level in Math and Reading.

Other pertinent information – Include other information that would help you make instructional

decisions in your unit plan, including the ELs listed in b and c above.

10-day Unit Plan Template

Teacher Candidate’s Name - Insert your name.

Unit Theme – Write the theme of your unit here. Choose a topic that will easily include instruction for

multiple days, but be careful not to be too narrow or too broad. For example, if you were completing a

10-day unit based on 5th grade Social Studies’ standards, a ten-day plan just exploring the Declaration of

Independence would be too narrow for 5th grade, and a ten-day plan on the entire American Revolution

would be too broad. A ten-day plan on the events that led to the writing of the Declaration of

Independence would work well because you could focus on the various acts, the Boston Tea Party, and

the Boston Massacre that combined led to the colonies writing the Declaration of Independence.

Grade – Write the grade your plan is intended for

Subject(s) – Identify the subject(s) you will cover in this plan, e.g., Social Studies.

Plan for Each Day

Topic – List the topic for each day. Using the example of a unit on the events that led to the writing of

the Declaration of Independence, one day’s topic might be the Stamp Act.

Standard(s) – Write the standard number(s) and description that aligns with your topic for the day. Use

the B.E.S.T. standards for ELA and Math. All standards can be found at www.cpalms.org.

Content objective – Write a specific, observable, and measurable content objective that aligns with the

standard you have chosen.

ALO – Write an academic language objective that indicates a language skill that will help students meet

the content objective.

Student activity(ies) – List the activity(ies) students will complete to meet the content objective for the

day. Across the ten days, you need to include a variety of activities to differentiate instruction and

provide opportunities for students to show their learning in multiple ways. Keep in mind that students

are doing these activities for the first time. So, if you completed these activities - a good idea so you can

identify any issues with the activity, your students will need about three times as much time as you took

to complete the activity because they do not have the same level of experience that you have.

Required materials – List the materials you/students will need to complete the lesson.

Assessment – Briefly describe the formal or informal assessment you will use to assess student learning

of the content objective and ALO.

Accommodations for ELs – Include one accommodation for each EL (Entering, Emerging,

Developing, and Expanding) that will support them in their learning of the content objective for each

day of the plan. You must provide an accommodation for each EL for every day of the unit plan; this is

an opportunity to focus on best practices for supporting ELs at all levels even if students at a higher

level may not receive accommodations in a real classroom.

Do not include extra time as an accommodation; that is helpful, but there are other approaches that will

ensure students will be able to learn the content of your lessons through language supports. Do NOT

include translated materials, subtitles for a video, use of a bilingual dictionary, or Google Translate as an

accommodation; these materials can be helpful but only if the student is literate in their first language.

And, even though it’s possible that your ELs in your profile table are literate in their first language, the

purpose of this portion of this plan is to focus on best practices of supporting ELs. See the WIDA Key

Uses for your grade level and other course materials to help you determine effective accommodations.

An example from the Writing Accommodations presentation, in MyCourses, is below.

Content objective for 3rd grade science: Students will be able to distinguish between liquids, solids, and

gases and provide an example of each.

ALO – Students will be able to orally describe characteristics of liquids, solids, and gases to a partner.

• Level 1 - Entering (preproduction) – Answer a wh-question about states of matter while being

shown images (e.g., Teacher says, “What state of matter is ice?” Student says, “Solid”.)

• Level 2 – Emerging (early production) – Restate simple facts about states of matter. (e.g., Ice is a

solid. Water is a liquid. Steam is a gas.)

• Level 3 – Developing (speech emergent) – Provide simple descriptions of liquids, solids, and

gases. (e.g., Water is a liquid. When it gets hot, it becomes steam which is a gas. When it gets

very cold, it becomes ice which is a solid.)

• Level 4 – Expanding – (intermediate) – Provide descriptions of liquids, solids, and gases and

describe how water moves from one state to another in detail.

Accommodations for ESE(s) – Briefly how you will make accommodations for the EL with a high

incidence disability. If you are basing your unit plan on your Practicum 2 classroom, feel free to include

the accommodations you would provide for any other students who receive accommodations.

Additional Materials to Include in Submission

Teacher-Made Test - Create a paper and pencil test based on your unit to give to students that would be

recorded as a grade. You should plan to give this test sometime around the middle of the two-week unit.

Note: You MUST create your teacher-made test. Do NOT submit a pre-made test; you will be required

to re-submit the unit plan if you do.

Authentic, Summative Assessment & Rubric – Create an authentic, summative assessment that

students would complete at the end of the ten-day unit (e.g., a project – individual or group,

performance, or presentation). This will probably take 2-3 days to work on in class/present or share with

the class. Write the directions and an analytical rubric you would use to evaluate the work the students

did. (See the materials from EDF 4430 if you need assistance on how to write a performance assessment

and rubric.) Note: You MUST create your authentic, summative assessment and rubric. Do NOT submit

a pre-made summative assessment; you will be required to re-submit the unit plan if you do.

Supporting documents – Include all content materials (scanned pages of textbooks used will be OK),

worksheets you find online, assessments, rubrics, links to videos or online resources, and other

supporting materials necessary to teach this unit. The materials should be listed under headings (e.g.,

Day 1 Materials). Please indicate which day the materials will be used. Include references for all

materials you use that you do not create.