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.
