Spring 2016
Unit Plan Outline

For this unit plan, you will be creating a 15-day unit planto support a class of intermediate students at the grade level of your choice. You may manipulate the timing of the unit to fit your needs (e.g. a 7.5 day block schedule unit). You unit plan must include activities and assessments that help students develop all 4 language situations (listening, reading, writing, and speaking). Remember, as language teachers, we teach language through content, meaning you must align your unit with standards aligned content as language proficiency. The topic of your study is up to you as well, but must align with content standards that students would be studying in other classes with the main focus being language development. In this unit plan, you must assess that content standards and LEP standards have been met. These assessments should occur in various ways, including projects, self-assessments, peer assessments, games, etc. Do NOT limit yourself to only pen and paper tests.
This outline will guide the creation of your final project, the unit plan. It is a way to organize your plans for the unit as well as develop alignment. The unit plan outline your submit for the first round of feedback, will not be the same as when you submit your final unit plan because as you develop lesson plans and materials it will grow and change. The diagrams and outlines you will need to create will be tentative plans for how you create a cohesive unit plan.
It is required that you create a google doc to house your unit plan. This will lead to better organization as we continue to add components. You can have the unit plan outline be the home page and link to daily lesson plans, diagrams, and rationale as you add future components. See model and explanation video for more details.

You will be assessed according to the following rubric:
Exceeds Standard (3) Meets Standard (2) Approaches Standard (1)
Aligent
Standards, Objectives, and Assessments are well aligned, creating a purposeful unit where a picture of student learning can emerge. Standards, Objectives, and Assessments are somewhat aligned. Standards, Objectives, and Assessments are not well aligned.
Unit Plan Outline
(TESOL Standard 3.a) Outline is well organized and thoughtful in explaining overall purpose of unit plan. Analysis of different components are clear and insightful. Outline is somewhat well organized and thoughtful in explaining overall purpose of unit plan. Analysis of different components are somewhat clear and insightful. Outline is confusing. Components required are missing.
Unit Objectives
Unit objective are written in terms of what students will be able to do and are measurable in nature. Provide a complete picture of what students should be able to do after instruction and learning. Provide an incomplete picture of expected student learning. Some may not be written in terms of measurable behavior. Objectives are not written in terms of measurable behavior.
Unit Standards
(TESOL Standard 3.a; 3.b) Standards and performance indicators are well chosen to align to overall unit. Explanation of standards chosen is insightful. Standards and performance indicators are somewhat well chosen to align to overall unit. Explanation of standards chosen is somewhat insightful. Standards and performance indicators are poorly chosen to align to overall unit. Explanation of chosen standards and performance indicators is confusing.
Differentiation of Instruction
(TESOL Standard 3.a) Uses varied strategies to cover material. Engaging for students. Justification demonstrates understanding of how to alter unit plan based on individual needs of learners. Some variation among strategies to cover material. Does not make the material engaging or relatable to students. Most material is presented in the same manner, not sufficiently meeting the varied needs of learners.
Communicative Content Language and cultural skills are addressed in meaningful ways throughout the unit plan. Language and cultural skills are somewhat addressed in meaningful ways throughout the unit plan. Language and cultural skills are poorly addressed in ways throughout the unit plan and/or certain skills are not addressed at all.
Assessment (TESOL Standards 4.b and 4.c) Plan for assessment of language proficiency and content skill from lesson plan will provide clear information as to the students’ abilities in terms of meeting standards and objectives. Plan for assessment of language proficiency and content skill from lesson plan will provide some information as to the students’ abilities in terms of meeting standards and objectives, but plan for assessment could be improved. Plan for assessment of language proficiency and content skill from lesson plan will provide minimal information as to the students’ abilities in terms of meeting standards and objectives and needs to improve.
Clarity & Mechanics All aspects of the assignment are well written in a clear and concise manner. Writing is free of grammar and spelling errors. Assignment is written in a mostly clear and concise manner. Writing has a few grammar and spelling errors. Assignment is written in a somewhat unclear or difficult manner to read. Assignment is unorganized. Writing has grammar and spelling errors.
Any category can receive a score of 0 if deemed that poor or not completed.
Name:
Content Topic of Unit Plan:
Language Proficiency: Intermediate
Grade Level:

I. Unit Pan Map
a. Create an outline or a diagram overviewing your unit plan by day.
II. Unit Content
a. Ohio LEP Standards & Performance Indicators
i. Align your unit to at least 2 of the different ELP standards at the appropriate grade level. (See Ohio LEP standards here)
1. Include a brief explanation of why you picked this standard (s).
ii. Include a diagram or outline as to which activities and assessments address each of the performance indicators and standards you have chosen.
b. Ohio Content Standards
i. Align your unit to at least 1 content standard at the appropriate grade level in the content area of your choosing. (See Ohio content standards here)
1. Include a brief explanation of why you chose this standard.
ii. Include a diagram or outline to demonstrate which activities and assessments address the content performance indicator and standard you have chosen.
c. Unit Objectives
i. List overarching unit objectives
ii. Include an outline or diagram demonstrating how each of the daily objectives correspond to meet overarching unit objectives .
III. Communicative Context
a. Language Situations (Reading, writing, speaking, and listening)
i. All 4 need to be addressed in the unit.
ii. Include a diagram or outline of which activities and assessments address each of the 4 situations
b. Cultural Context
i. Which aspects of culture or authentic materials will be used to further students understandings of their new cultural situation?
IV. Prior knowledge
a. What do students need to know and/or be able to do prior to starting this unit?
i. In terms of communicative abilities?
ii. In terms of content knowledge?
V. Differentiation of Instruction
a. Write 2-3 paragraphs describing how the unit will be differentiated based on learner variables. How will you be able to alter this unit plan to meet the specific needs of ELLs enrolled in your course as it varies from year to year? Detail different ideas supported by course texts that would allow you to alter this unit plan based on varying student need in future usage .
VI. Assessments
a. Alignment of Assessment
i. Include an outline or a diagram that depicts how the assessments throughout the unit align with the unit objectives and the unit standards. Prove that you are adequately assessing the objectives and standards you set forth.
ii. Write 1 paragraph justification of how you will assess language skills acquired during the unit plan. Justify through the use of supporting course texts.
iii. Write 1 paragraph justification of how you will assess content skills acquired during the unit plan. Justify through the use of supporting course texts.
VII. References
a. Include all references used to create your unit plan. Make sure the material has a citation on it to match it back to the reference.
i. (If you prefer, you can also put the citation directly on each material instead of including a list here. This reference list will grow as you create each daily unit plan. )
ii. Needs to follow the conventions of APA 6th ed

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