Developing Unit Plans

 

·       Unit Plan - Unit Plans are larger and more cohesive than daily lesson plans.  They can cover lessons from a couple of days to many days.  A Unit Plan is qualitatively and quantitatively larger than daily lessons, and it requires that the daily lessons be united by a rationale and Standard Course of Study goals and objectives.  T he Teacher Work Sample (TWS) is a type of unit plan, but it contains more specific requirements than most unit plans.  Lateral entry teachers may actually do their entire TWS in EDCI 617 as part of the practicum requirement or in EDCI 689 as part of the internship. You should be able to use your plans in your MAT portfolio.

 

·        Unit plans should give attention to modifications needed for individual students to achieve success.  Modifications must be made for a student with a learning disability, a student with a reading or writing problem, and a student with a behavior problem.

Unit Plan Components

Goals (Required) 

 

The NC Standard Course of Study goals must be identified by number and description.  The latest version of the Standard Course of Study is available at http://www.dpi.state.nc.us/curriculum/

Rationale (Required)

(This is the same as the instructions on the TWS.) In no more than 250 words, the teacher candidate should explain why the unit was selected and how it is relevant to the students to be taught.  Explain why the particular methods of teaching (e.g., individualized, cooperative learning, project, etc.) were selected and how the methods relate to the content and the students to be taught.

 

Daily Lesson Plans (one lesson plan is required for each period being taught)

 

Date/Period/Subject

NCSCS Goals

Objectives

Topics

Materials/Resources

Procedures/Activities

Student Role

Student Outcomes/Products

Analysis/Revision

 

Explanations:

1.     Objectives.  Stating what students will do (or be able to do) at the end of the lesson. Why is the lesson to be taught?  For example, “The students will identify and describe primary colors,” “The students will solve 2 step math problems using whole numbers,” or “The students will write a five paragraph persuasive essay of 250-500 worda with the following parts ….” 

2.     Materials.  List of materials to be used including those the teacher needs and those the students need.

3.     ProceduresActivities. To be followed for the lesson - Include estimated length of time for each activity. Use a variety of activities. Specify activities that are focused on factual knowledge (fk) critical thinking (ct), creativity & imagination (ci), and application (app).  Plan activities that encourage students to be engaged in learning, exploring, thinking, etc.

 

4.     Student Outcomes/Products.  Assessment methods indicating how student learning and progress will be determined.

5.  Analysis/Revision.  Briefly, what worked; what changes are needed?

See Kellough text, Module 4, esp., pp. 92, 93, and 100.