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How To:
Write a
UNIT PLAN
“Planning is a process of
choosing among many
options. If we do not
choose to plan, then we
choose to have others
plan for us”
- Richard I. Winwood
What is a Unit Plan? A Unit Plan is a set of lesson plans that are linked around a specific lesson or
topic. Generally a Unit Plan is a detailed layout of your teaching map. This is
usually developed by the class teacher. Within the Unit Plan, it should indicate
the purpose, goals, teaching strategies and methods used to evaluate/assess
learning.
Why do teachers need unit plans?
It helps you prepare in advance for what you are teaching and how it
should be taught as well as the types of resources used and activities that
can be incorporated.
It develops your effectiveness as a teacher.
It helps you to stay on track with learning outcomes and duration of les-
sons.
Time is used constructively.
They can be filed, reviewed and reused
Types of unit plans:
Theme based unit
Content/Subject based
Field trip based
Project based
Writing the Unit Plan
HOW TO WRITE A UNIT PLAN
Title:
The title should be simple, encompassing, self explanatory, and arising from broad areas from
the syllabus, for example; Transportation, Addition of Fractions. The duration of the unit can
also be stated here.
Rationale for Subject and Topic:
Subject rationale
This is the reason/s in the form of a statement explaining why the subject is taught in the pri-
mary school. Most times, the rationales provided in the primary school syllabus for each sub-
ject area are a great foundation of ideas.
Topic rationale
A description of five to six lines which answers the question:
Why should students be learning this content?
(State at least 3 solid points which justify teaching a particular topic)
Theoretical Underpinnings:
The following examples are related to selected teaching strategies. However, theoretical un-
derpinnings can also relate to the choice of resources, set induction and assessment strategies.
Discussion: Social interaction develops emotional intelligence and builds social skills
(Goleman)
Brainstorming: Prior knowledge plays an important role in learning (Constructivism)
Questioning: Used to provide scaffolding in order to assist students in connecting their
prior knowledge to new content (Vygotsky)
HOW TO WRITE A UNIT PLAN
Class Information:
Class Information consists of the following.
Number of students:
Number of boys:
Number of girls:
Age range:
Average Age:
General Objectives:
General Objectives relate to the goal or purpose of the unit. Some questions you may want to
answer are:
What do you expect students to learn and understand after you teach this unit?
What skills do you hope they will gain after engaging in the activities of this unit?
What kinds of affective characteristics or attitudes do you expect to engender in students
after they complete this unit?
Some examples of General Objectives:
At the end of this unit, pupils will:
Develop an understanding of simple machines and the way they work
Understand the importance of a system of transportation to a country
Appreciate the need for different forms of transportation and their use
Previous knowledge:
This relate to the relevant experiences, skills and knowledge that pupils already possess
which would provide support for them in understanding the new content to be taught.
Two to three major and relevant skills should be stated.
HOW TO WRITE A UNIT PLAN
The following remaining elements of the unit may be presented in tabular format. However,
it may vary for some specializations.
Lesson topics
Specific Objectives
Teaching Strategies/ Pupil Activities
Resources
Evaluation
UNIT PLAN: Social Studies (Transportation)
Lesson Topics Objectives
Teaching/learning Activities Resources Evaluation
(Must be linked to objec-
Concept of trans-
portation
Explain meaning
of transporta-
tion
Discussion on ….
Questioning on …..
Brainstorming exercise
to…
Picture of ….
Recording of
……..
Computer
Chart depicting
…
Pupils will complete work-
sheet involving …
Land Transporta-
tion
Discussion on ….
Questioning on
…..
Brainstorming
exercise to…
Picture of ….
Recording of ……..
Computer
Chart de-
picting
Pupils will complete work-sheet involving …
Air Transportation
HOW TO WRITE A UNIT PLAN
Here is a range of methods to evaluate what students have learned:
Worksheets
Oral questions
Objective type questions
Completion exercises
Short answer questions
True/False questions
Text-based questions
Short essays
Quizzes
Observation
Diagrams/drawings/cartoons/graphic organ-izers
Stories/poems/songs/jingles/music/comedy
Displays
Critique of articles/art/music
Rating scales
Checklists
Discussion
Summary Games
Crossword/word search
Portfolio and journal en-tries
Dramatization
Demonstration
Documentation
Use of reference materi-als
Graphs and tables
Video presentations
Lab/experimental reports
Sample Unit Plan
TITLE: Pronouns (2 weeks)
RATIONALE FOR SUBJECT AND TOPIC:
SUBJECT RATIONALE
The main goal of Language Arts is to enable pupils to communicate effectively through speech and writing by means of Standard
English. The subject Grammar is taught in the primary school because it is the structural foundation of one’s ability to express them-
selves. It names the types of words and word groups that make up sentences which helps increase vocabulary and can improve the
quality of pupils’ writing, reading and thinking skills.
TOPIC RATIONALE
Pronouns are one of the main elements in our parts of speech. Its goal is to develop sentence structure, by extension Standard English,
which would empower pupils in their communication skills through writing and speaking by allowing them to easily express them-
selves.
THEORETICAL UNDERPINNINGS:
Discussion (Goleman):
Social interaction develops emotional intelligence and builds social skills
Brainstorming (Constructivism):
Prior knowledge plays an important role in learning.
Questioning (Vygotsky):
This is used to provide scaffolding in order to assist students in connecting their prior knowledge to new content.
SKILLS:
Listening skills
Writing skills
Reading skills
Speaking skills
CLASS INFORMATION:
Number of students: 30 Number of Boys: 18 Number of Girls: 12
Age Range: 7 to 8 Average Age: 7 ½
General Objectives:
At the end of this unit, pupils will be able to:
Define and understand pronouns.
Develop the ability to use language correctly and accurately.
Apply standard grammar to communicate clearly and effectively in writing.
Enhance reading skills and to read for meaning and pleasure.
Previous Knowledge:
Students are able to:
Define and identify nouns.
Identify the subject and predicate of sentences.
Use singular and plural nouns correctly with subject verb agreement.
UNIT PLAN: Grammar (Pronouns)
Les
son
To
pic
s
Ob
ject
ives
Stu
den
ts W
ill:
Tea
chin
g /
Lea
rnin
g A
ctiv
itie
s R
eso
urc
es
Eva
lua
tio
n
Co
nce
pt
of
pro
-
no
uns
Iden
tify
the
imp
ort
ance
o
f p
rono
uns.
R
eco
gnis
e d
iffe
rent
kin
ds
of
pro
no
un
s.
Eli
cit
fro
m s
tud
ents
wh
at a
no
un i
s, g
iv-
ing e
xam
ple
s.
Tea
cher
rea
ds
a sh
ort
sto
ry “
A D
ay a
t th
e P
ark”
only
usi
ng n
ou
ns
(to
str
ess
the
imp
ort
ance
of
the
imp
ort
ance
of
pro
no
uns.
) D
iscu
ssio
n o
n t
he
imp
ort
ance
of
pro
-no
uns,
evalu
atin
g t
he
sto
ry a
nd
eli
c-it
ing f
rom
pup
ils
app
rop
riat
e pro
-no
uns
that
can
take
the
pla
ce o
f th
e no
uns
in t
he
sto
ry.
Sho
rt s
tory
“A
D
ay a
t th
e P
ark”
Pup
ils
wil
l:
Act
ivel
y c
ontr
ibute
to
dis
cus-
sio
ns.
E
xp
lain
in t
hei
r o
wn w
ord
s th
e im
po
rtan
ce o
f p
rono
uns.
Sub
ject
Pro
no
uns:
I, w
e, y
ou,
he,
she,
it,
they
Def
ine
the
term
Pro
no
un
Id
enti
fy s
ub
ject
pro
-no
uns
in s
ente
nce
s.
Rep
lace
no
uns
wit
h p
ro-
no
uns.
Dis
cuss
ion t
o r
evie
w n
ou
ns.
P
rese
nt
pup
ils
wit
h a
def
init
ion.
Pre
sent
pup
ils
wit
h p
ictu
res
and
mat
ch
-in
g s
ente
nce
str
ips
to i
den
tify
sub
ject
no
uns
and
rep
lace
them
wit
h s
ub
ject
p
rono
uns.
Char
t d
epic
tin
g
Def
init
ion
of
pro
-no
uns.
C
har
t d
epic
tin
g
wo
rd l
ist
of
sub
ject
p
rono
uns.
S
ente
nce
Str
ips
Wo
rksh
eet
Pup
ils
wil
l:
Par
tici
pat
e in
gro
up
dis
cuss
ion
C
om
ple
te w
ork
shee
t b
y u
nd
erli
n-
ing a
ll t
he
pro
no
uns
fou
nd
in
the
sho
rt p
arag
rap
h.
Ora
lly r
epla
ce n
ou
ns
wit
h p
ro-
no
uns
und
er s
ente
nce
str
ips
by r
ead
ing.
Ob
ject
Pro
no
uns:
Me,
us,
yo
u,
him
,
her
, it
, th
em
Iden
tify
ob
ject
pro
no
uns
in s
ente
nce
s.
Rep
lace
no
uns
wit
h o
b-
ject
pro
no
uns
ora
lly
and
wri
tten
. D
iffe
renti
ate
bet
wee
n
sub
ject
and
ob
ject
p
rono
uns.
Ques
tio
nin
g o
n
Dis
cuss
ion o
n w
hen
ever
th
e su
bje
ct
pro
no
un
I o
r th
e o
bje
ct p
ron
ou
n
me
is p
art
of
the
com
po
und
su
b-
ject
or
ob
ject
, it
sh
ou
ld c
om
e la
st.
Char
t d
epic
tin
g
wo
rd l
ist
of
obje
ct p
ro-
no
uns.
S
ente
nce
Str
ips
Wo
rksh
eet
Pup
ils
wil
l:
Par
tici
pat
e in
gro
up
dis
cuss
ion
C
om
ple
te w
ork
shee
t b
y r
ew
riti
ng
all
the
ob
ject
no
uns
wit
h
obje
ct p
rono
uns
found
in t
he
sho
rt p
arag
rap
h.
Rep
lace
no
uns
wit
h p
rono
uns
und
er s
ente
nce
str
ips.
METHODS OF EVALUATION:
Worksheets
Oral Questions
Completion Exercises
Short Answer Questions
Text-Based Questions
Short Answer Questions
Short Essays
Quizzes
Observation
Checklists
Discussions
Dramatization
Demonstration
Documentation
Blank Unit Plan
TITLE: _______________________________
RATIONALE FOR SUBJECT AND TOPIC:
SUBJECT RATIONALE
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
TOPIC RATIONALE
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
THEORETICAL UNDERPINNINGS:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
SKILLS:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
CLASS INFORMATION:
Number of students: Number of Boys: Number of Girls:
Age Range: Average Age:
General Objectives:
At the end of this unit, pupils will be able to:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
Previous Knowledge:
Students are able to:
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
___________________________________________________________________________________________________________
UNIT PLAN: Grammar (Pronouns)
Les
son
To
pic
s
Ob
ject
ives
Stu
den
ts W
ill:
Tea
chin
g /
Lea
rnin
g A
ctiv
itie
s R
eso
urc
es
Eva
lua
tio
n
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Here is a range of methods to evaluate what students have learned:
Worksheets
Oral questions
Objective type questions
Completion exercises
Short answer questions
True/False questions
Text-based questions
Short essays
Quizzes
Observation
Diagrams/drawings/cartoons/graphic organizers
Stories/poems/songs/jingles/music/comedy
Displays
Critique of articles/art/music
Rating scales
Checklists
Discussion
Summary Games
Crossword/word search
Portfolio and journal en-tries
Dramatization
Demonstration
Documentation
Use of reference materi-als
Graphs and tables
Video presentations
Lab/experimental reports
Reference: University of Trinidad and Tobago Praticum Hand Book 2014