ESE Phoenix Unit Plan

Develop and complete a unit plan. The preparation and presentation of this unit plan demonstrate your pedagogical and professional knowledge, skills, dispositions, planning, and assessment abilities as stipulated in state and national standards.

Directions for the Unit Plan:

Develop a comprehensive Unit Plan consisting of at least five consecutive lesson plans designed for the preschool level. Prepare five consecutive lessons using the lesson plan template provided in Appendix D. Review the grading rubric in Appendix E for additional details that need to be included.

  1. Begin by selecting a target group of at least three students at the setting where you did your field experience in Assignment #1. Provide a description of the developmental needs and characteristics of the target group (e.g., languages and special needs). Observe the students and informally talk with some of them to find out about topics of interest to them. Write down your findings. Based on your observations and interactions, prepare a list of the students’ interests.
  2. Meet with the classroom teacher and talk about concepts and themes related to each of the subject areas that would be appropriate for the target group of students. Review the content area scope and sequence provided by the school or school district and/or state department of education. Share your findings from the observations and conversations with students and consult with the classroom teacher about possible relevant topics for the five lesson plans.
  3. Considering the information from your observations and discussion with the classroom teacher, choose a theme or topic to serve as the focus for your unit. Provide a brief statement that describes the outcomes of your consultation with the classroom teacher, and how it contributed to selecting the theme or topic for the unit.

Unit Overview

  1. In a narrative, provide an overview of the unit. Include the following in your overview:
  2. Description of the theme or topic and how it was selected.
  3. Why the theme or topic is meaningful for preschool-aged students
  4. How the unit incorporates multiple developmental and/or subject areas.

2.. List the Unit Goals and your rationale for their selection.

  1. Identify the Instructional Standards (e.g., VPK or other state-adopted and DEC standards) that are met through the unit. (FEAP a.1.a/FPEC 1.2, 1.6/InTASC 4n.k, 6r.d, 7a.p, 7g.k)
  2. Provide a statement that describes why you believe that the students will be able to achieve the target goals. Comment on how activities and resources would allow students to meet the target expectations. (FEAP a.1.c/FPEC 1.3/InTASC 7b.p, 7i.k, 7j.k, 7q.d)
  3. Profile of Students and Alignment Matrix: Create and complete Tables 1 and 2 (include all of the students who will be part of your lesson implementation).

Table 1

Student Characteristics


Student
Age
Home Language
Special Needs
Interests
A








B








C








D








E








Note: [Explain any abbreviations you use here.]

  1. Complete Table 2

Table 2

Alignment Matrix

Lesson #
Objective #
StandardPrior Knowledge/ Skills Needed
New Concepts/Skills to be Learned
Assessment Activity/Method
1
#1 By the end of the lesson, the students will be able to …





2
#2 By the end of the lesson, the students will be able to …





3
#3 By the end of the lesson, the students will be able to …






4
#4 By the end of the lesson, the students will be able to …






5
#5 By the end of the lesson, the students will be able to …






  1. Include at least five consecutive lesson plans related to the Unit’s theme. For each lesson plan: Each Lesson Plan (Average is 1 page in length per lesson – 5 lesson = 5 Pages)
  2. Develop learning experiences that require students to demonstrate a variety of applicable skills and competencies. Be sure to include three or more types of skills or competencies.
    b. Incorporate cross-disciplinary activities in the instruction as a means to help students apply content knowledge and/or skills (e.g., an activity that incorporates language and movement). (NSU a.1.i/FPEC 8.3/InTASC 7h.k)
  3. Specify the accommodations and modifications that you are providing to support language development in instruction for ESOL students and/or students with special needs. (InTASC 2e.p, 2i.k, 2o.d, 7k.k, 7n.d)\
  4. Describe the materials selected that support the standards-based learning objectives and variety of learning needs. Include methods for incorporating technology. Include samples, as appropriate. (NSU a.1.j/FPEC 1.6).
  5. Describe the questions and standards-aligned materials that you will use to promote critical thinking (e.g., opportunities for students to make choices; to respond to open-ended questions; to solve “problems”).
  6. Describe the opportunities that students have to practice the use of academic language/ vocabulary in the content area that will lead to the students’ mastery of content and skills (e.g.,
    science or math terms). (NSU a.1.h/FPEC 8.2/InTASC 4h.p, 4l.k, 4r.d./InTASC 4h.p, 4l.k, 4r.d.)
  7. Identify appropriate formative assessments/activities to monitor learning during the implementation of the unit activities. (FEAP a.1.d/FPEC 1.1, 4.1/InTASC 6a.p, 6i.k, 6k.k, 7d.k, 7l.k).
  8. Each lesson plan must follow the template in Appendix C.
  9. Share your unit with the classroom teacher (and any specialists who work with the students) and request specific feedback pertaining to the following:

a. Data needed to appropriately evaluate learning outcomes

b. Recommendations or changes to improve the effectiveness of the lessons.

  1. Summarize the recommendations that you received from the teacher and any specialists with whom you consulted.
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