Sample Middle and Secondary Unit Plan Format

Middle Level and Secondary Education
Unit Plan-Preliminary Pages and Lesson Plan Format
Setting (Context)
Describe the setting in which this unit will be taught. What kind of school is it? Where is
it situated? What is its purpose and mission? For what grade will this unit be prepared?
What are your students like? (These decisions will be made within the "school"
meetings, and it should be obvious to the instructor that you are all "teaching" in the
same school.)
Standards
What North Dakota state standards for your discipline does your unit plan address? Note
specific benchmarks within the standards. Be sure to explain how your unit addresses
these standards. See the next section to attach the appropriate standards.
Theme, Topic & Rationale for T&T
Describe the theme that you have chosen and explain the topic, concept and/or skill
from your subject area which you will teach through this theme. Why was this theme
chosen? Why is it appropriate for an interdisciplinary approach? Why is it appropriate for
your learners? Why are the topics, concepts and/or skills in your subject area important
for students to learn?
Scope, Sequence, Diversity
How much will the unit include? In what order will it be approached? (Sequence, for
example, can be chronological, developmental, thematic, genre, or conceptual.)
Considerations for both unit and lesson plan should be included to appropriately address
student diversity.
Methods and the Learner
Are your methods appropriate for your learners? How and why? What accommodations
might you consider for students with special needs or other diversity issues? USE the
BLAKE case study OR pick a particular disability (physical, mental, emotional, learning)
and describe the accommodations you would provide in this unit for the student with this
disability. Be sure to include accommodations for every lesson.

Unit Goals and Objectives
Unit Goals and Objectives
What is the overall instructional goal (purpose) of the unit? (e.g. to provide experiences
that introduce students to a decade of the 50s) What are the specific learning objectives
of the unit as a whole? In other words, at the end of the unit, what will students know
and be able to to do? (e.g. English class-students will be able to identify themes within
literature of the 50s. Students will be able to analyze the issue of censorship related to
McCarthyism.) Establishing goals and objectives will aid in determining how students will
be assessed.
Unit Assessment Plan
Assessment Plan
Describe in detail how you will assess student learning in this unit and explain the
rationale for your choices, making certain that they fit with your philosophy and are
appropriate for the unit. Be sure to use the terms discussed in class when describing this
section (e.g. formative, summative, etc.). Prepare a point distribution plan and a grade
scale. Such a plan helps you to see the overall picture of your assessment plan. Provide a rubric
for at least one assignment.
Lesson Plan
Descriptive Data
Topic of Lesson:
Grade Level:
State Standards
Objectives
Assessment Guidelines
How will you know what the students know already--before your lesson? How will you
know that the students learned and what they learned? How will you check for
understanding throughout the lesson? Plans for how you will assess student should
occur before you plan the procedures. Remember to correlate your objectives with your
assessment. Be sure to choose the most appropriate form of assessment for your
lesson. Typically one type of assessment is chosen, not all three.
Formative, Summative, and/or Authentic
Procedures

Introduction
How will you introduce the lesson? What will you do? What will the students do? How
much time will each part take? In what order or sequence will the activities occur?
Activity
Activity
Conclusion
How will you wrap up this lesson?
Materials & Resources
What equipment, handouts, or other materials do you need to have prepared ahead?
UnitedStreaming
Diversity
Accommodations
This is a case study that you will need to read and provide accommodations for in relation to your lesson.
Blake
Blake's diagnosis consists of a central auditory processing disorder, mild sleep disorder, and Attention Deficit
Disorder. In elementary school, he received A’s and B’s and in the 5 th grade he received the Presidential Award
for academic achievement. A 504 plan outlining modification and accommodations was written and revised
every year since 3 rd grade. Throughout middle school his grades were typically C’s and D’s with an occasional
F. In the morning before going to school, Blake takes a time-released stimulant medication for his ADHD.
Blake’s teachers report that he does not appear to pay attention in class, but when they ask him a question, he is
able to give the correct answer. They also report that he is often seen “doodling”. He is disorganized and
appears to be sleepy. This is also affects his written work as he has difficulty organizing his thoughts. He
frequently forgets to use his planner and does not know when assignments are due. Additionally, Blake has
difficulty processing auditory information and sometimes mixes up directions. This is noticeable when there is a
moderate to high level of background noise.
Socially, Blake appears to have many friends. In the fall, he runs for the cross-country team and in the winter
months, he wrestles. During parent-teacher conferences, the teachers state that Blake in not turning his
homework receives no credit. The work he hands in, as well as his in-class assignments and tests, scores a B or
better.
Extensions (Optional)
Enrichment/Review/Activity
Technology: Audiovisual/Other