Nov 19 – Unit Plans

Nov 19 – Unit Plans


UBC Instructor: Theresa Magee Monday, November 19, 2012

‣ How many total classes?

‣ How many shortened classes?

‣ When will planned disruptions or breaks occur?

‣ When are reporting periods? Marks cut off?

Marks due?

‣ Total length of classes?


1. Rationale for Unit

2. Essential Understanding for each lesson

3. PLOs for each lesson

4. Learning Objectives for each lesson

5. Assessment for each lesson based on learning

objectives (were they met) can be informal

(exit slips)

6. Lessons

7. Materials for each lesson

‣ One rationale for the entire unit

‣ Explains why the unit is being taught

‣ Explains why the lessons are relevant to the

age group of students

‣ Explains why the lessons are being taught

‣ Explains the instructional activities were

chosen for these lessons

‣ Main idea to be learned in each lesson

‣ In sentence form

‣ Clear and connected to all other components

of Unit

‣ Sequenced logically

‣ Includes grade and subject

‣ Directly taught in the lesson

‣ Connected to all other components

‣ Student Objectives

‣ Specific and Measurable

‣ Match the PLOs

‣ Connected directly to assessment

‣ Matches the instruction

‣ Connects to objectives and PLOs

‣ Includes the rubric or criteria

‣ Uses a variety of tools for assessment

‣ Connected to previous and subsequent lessons

‣ Build on essential understanding

‣ Contain a variety of instructional activities

encouraging active participation and the

opportunities for learning in different ways

and rates

‣ Includes a hook, development and closure

‣ Timing and pacing estimated

‣ All student and teaching materials listed

1. What is the ultimate yet specific goal of this


2. By the end of this class, what skills,

knowledge, attitudes, concepts do I want my

students to attain?

3. How does this lesson tie into the previous one

and the one that will follow?

4. How can I ensure that all students have a

positive learning experience?

5. Does this plan reflect at least one prescribed

learning outcome?

6. How will I know that the lesson was

successful? In other words, how will I assess

learning outcomes?

7. What specific concepts, skills, activities,

assessments will I employ in this lesson? In

other words, what instructional strategies and

learning activities will I incorporate?

8. What will my "Plan B" be?

9. What prior knowledge, skills, attitudes or

experiences will I need to be aware of before I


-entering behaviors: where are the kids at? What do

they know already?

How can I get the kids interested? How can I grab

their attention? How can I get them engaged?

What exactly are they going to learn? Why is this

lesson important?

What are they going to get out of this lesson?

New information

Explanations, demonstrations. Lecture, activities

demonstrate exactly what the students are supposed

to learn/do give examples

do the students have any questions or need


complete an example together

help those who are having difficulties; make sure they

all know what to do; (could do this in small


students practice on their own; students demonstrate

they have learned the objectives.

• call students together and review what was done or

learned - reinforce the objective

• introduce the next step…what is going to happen in

the next class.

• Informal/formal assessment/evaluation - depends

on where this lesson is on the unit plan continuum.

Not always part of lesson closure, though

assessment is a constant process.

• You cannot always avoid lecturing or giving

lengthy explanations, but you can conceive of

ways to make students listen and take notes

and then to check understanding

• Timing is the toughest part of a lesson to plan

and requires the greatest flexibility.

• Have a "sponge activity" for those times when

students are finished and there are still 10

minutes, or even five, left in the period. That

can also form an assessment tool.

• Assessment can take many forms: ticket out of

class; oral exit questions; thumbs up-down as a

true-false quiz ; ask me a question; post-quiz

and so on.

• A lesson plan in not a script; it is more like a

recipe, a set of directions to yourself to help

you achieve a goal (learning outcomes). You

have some ingredients, you have a concept or

final "product" in mind, you have some

"methods" or techniques you should/could

use, and you have a finite amount of time. The

"product" may be part of a meal or the whole

meal itself. You have many choices and

decisions to make.







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