Unit Plan
Description of the Instrument 
The Unit Plan instrument is designed for candidate teachers in the EPP to learn to develop a series of lesson plans that address several correlating learning standards. The learning standards are taught across curriculums as well as within a specific content area. Unit plans consist of concepts and learning goals that are taught over a period of time and are woven together, often across subject areas. A unit plan can last from a few days to a few weeks or even longer. The unit plan includes several standards, skills, and desired outcomes for interconnected learning. The goal of the Unit Plan is to measure how proficient candidate teachers plan, implement, and reflect upon the impact of the unit on student academic growth. This instrument was designed for university supervisors to evaluate the cumulative knowledge candidate teachers possess for developing a short or long term plan and implementing effective instruction in actionability with research-based best practices and state and national standards. The instrument correlates with Council for the Accreditation of Educator Preparation (CAEP) standards (1.1, 1.2, and 1.3) and Interstate New Teacher Assessment and Support Consortium (INTASC) standards (1a, 1b, 1d, 2a, 2c, 2g, 4a, 4b, 4d, 5b, 5d, 6a, 6b, 6c, 6e, 6l, 7a, 7b, 7c, 7d, 7g, 8c, 9g, and 9l ) and EPP(COE) proficiencies (1, 6, 7, 10, and 13). 

Administration and Purpose
The purpose of the Unit Plan is for the content-based instructor, alternate instructor, and candidate teacher to analyze whether candidate teachers have acquired pedagogical knowledge over the semester in order to develop a strategic plan to enhance students understanding of concepts through the lens of more than one discipline. The Unit Plan instrument is relevant to the development of candidate teachers’ ability to help guide students in mastering concepts through cross-curriculum scaffold instruction. Candidate teachers are given a rubric, assignment sheet with directions, and several examples of a unit plan. The instructor will provide video clips of a unit plan in action as well as presentations and instructor modeled examples. The Unit Plan assignment is administered during the third week of the semester. Part I of the unit (planning) is due the fifth week of the semester, evaluated by the instructor of record, and returned during week six for revision and editing. Part II of the unit (implementation), which is a series of interrelated lesson plans that contribute to a common conceptual goal, is due week eight of the semester, Part II is evaluated by the instructor of record and returned to candidate teachers during week nine for revisions and edits. Part III of the unit (reflection) is due week eleven of the semester. The instructor provides adequate feedback by discussing strengths and weaknesses of the Unit Plan during a one-on-one conference where both the teacher and student analyze the final submission holistically according to the Unit Plan rubric. 

Parties Involved in the Development of the Instrument
The Unit Plan instrument was developed in collaboration with the proposed Elementary K-5 faculty, the compliance coordinator and the Director of Field Experience.  P- 12 school principals, teachers, and undergraduate candidate teachers were also involved in the development of the Unit Plan instrument to ensure alignment and consistency with the P-12 public school policies and pedagogy. Each stakeholder had an equal part in the development of the instrument. The Unit Plan is representative of candidate teachers in Block I of the Educator’s Preparation Programs’ ability to plan, implement, and reflect on best practices of an effective cross-curriculum unit.

The Unit Plan
Part I – Planning   
Develop a series of sequential lesson plans (three) in the same curriculum focus for a target group of students.   Provide the following information in narrative form:  
A.  Summary of the target student population  
a. Describe the target group of students.  
b. State the number of students. 
c. State the age or grade level of the students. 
d. Describe special characteristics of the students.  
B. Summary of Curriculum Focus 
a. State subject/topic/content area 
b. State the specific standards (district, state, ACCRS, or national) or district curriculum maps for each of the lesson plans.   
C. Describe pre- assessments (benchmarks, rubrics, observations, check - lists, etc.)   
a. Describe the assessment used to pretest students’ prior knowledge  
b. Provide a rationale for how the pre-assessment results will guide your instruction.  
D. Provide a general timeline for the series of lesson plans.   
Part II – Instruction 
Create three lesson plans per week for the Sequential Lesson Plan Unit. 
Part III – Reflection 
Reflect on learning from this series of lesson plans in narrative form.
A. Describe and analyze assessments (formative and summative) results and individual student growth (assessment evidence is required in the artifact section of the portfolio).  
B. Provide examples of how daily formative assessments impacted student growth.    
C. Describe how student progress data will inform future instruction.

The Rubric 
Unit Lesson Plan Criteria	Exceeds Expectations-15	Meet Expectations-10	Below Expectations-5	
PART I-Planning	
A-	Describe the target group of students for the sequential lesson plan unit.

COE Perceptions Outcome
1
CAEP
Standard(s)
1.1
InTASC
National 
Standard(s) 
1a,1b,1d,2a,2g	Candidate teacher clearly states the number and age/grade of the students. The student provides a clear description of the whole group and special characteristics of individual students as relevant to the sequential lesson plan unit	The candidate teacher states the number or age/grade of the students. The student provides a description of the whole group and special characteristics of individual students as relevant to the sequential lesson plan unit	The candidate teacher does not state the number and age/grade of the students. The student does not provide a description of the whole group and special characteristics of individual students as relevant to the sequential lesson plan unit.	
B-	State the area of curriculum focus and specific standards or district curriculum maps for the sequential lesson plan unit.

COE Perceptions Outcome
1
CAEP
Standard(s)
1.1, 1.3
InTASC
National
Standard(s)
 4n,4f, 7f	The candidate teacher aligns the area of curriculum focus and the specific district, state, Common Core, or national standards or district curriculum maps relevant to the sequential lesson plan unit.	The candidate teacher states the area of curriculum focus and provides the district, state, Common Core, or national standards or district curriculum maps mostly relevant to the sequential lesson plan unit with partially correct alignment.	The candidate teacher does not state the area of curriculum focus, provide any specific district, state, Common Core, or national standards or district curriculum maps relevant to the sequential lesson plan unit.	
C-	Describe the pre-assessments.

COE Perceptions Outcome
7
CAEP
Standard(s)
1.1,1.3
InTASC
National
Standard(s)
6a, 6b, 6l	The candidate teacher plainly describes the formative and summative pre-assessments developed and used to guide instruction and demonstrate growth for sequential lesson plan unit	The candidate teacher vaguely describes the formative and summative pre-assessments developed and used to guide instruction and demonstrate growth for sequential lesson plan unit.	The candidate teacher does not describe the formative and summative pre-assessments developed and used to guide instruction and demonstrate growth for the sequential lesson plan unit	
D-	Provide a general timeline for the sequential lesson plan unit.

COE Perceptions Outcome
6
CAEP
Standard(s)
1.1,1.3
InTASC
National Standard(s)
4a, 7c	The candidate teacher outlines a clear, proficient timeline highlighting the relevant instructional lessons and assessments for the lesson plan learning sequence.	The candidate teacher provides a timeline of instructional lessons and assessments for the lesson plan learning sequence.	The candidate teacher does not provide a clear timeline highlighting the relevant instructional lessons and assessments for the lesson plan learning sequence.	
Part II- Instruction	
A-	Lesson provides evidence of measurable goals and performance criteria for mastery which directly relates to the assessment.

COE Perceptions Outcome
7
CAEP
Standard(s)
1.1,1.2,1.3
InTASC
National Standard(s) 7a,7b,7d,7g	The candidate teacher creates a detailed lesson plan with evidence of measurable goals and performance criteria that directly relates to the assessment.	The candidate teacher creates a lesson plan with evidence of measurable goals and performance criteria that directly relates to the assessment.	The candidate teacher designs and plan a lesson without evidence of measurable goals and performance criteria that directly relates to the assessment.	
B-	Lesson provides evidence of differentiated instruction (including remediation and extensions) with assignments based on rate of learning, readiness, or interest.

COE Perceptions Outcome
10
CAEP
Standard(s)
1.1,1.2
InTASC
National
Standard(s)
2a,2c,7c	The candidate teacher designs a detailed lesson plan that allows for student growth by differentiating instruction for individuals and groups of students based on rate of learning, readiness, or interest.	The candidate teacher designs a lesson plan differentiating instruction for individuals and/or groups of students based on rate of learning, readiness, or interest.	The candidate teacher creates a  lesson plan that does not allow for student growth by differentiating instruction for individuals or groups of students based on rate of learning, readiness, or interest.	
C-	Lesson provides evidence of formative assessment.

COE Perceptions Outcome
7
CAEP
Standard(s)
1.1,1.3
InTASC
National
Standard(s)
6a, 6b,6c,,7d	The candidate teacher creates a detailed lesson plan that accurately assesses their students’ individual performance and proficiency in order to guide future instruction.	The candidate teacher creates a lesson plan that assesses most of their students’ performance and proficiency in order to guide future instruction.	The candidate teacher creates a lesson plan that does not assesses their students’ performance and proficiency in order to guide future instruction.	
D-	Lesson provides evidence of the Anticipatory Set with Purpose (including a connection between content and real world experiences). *Written in narrative form

COE Perceptions Outcome
6
CAEP
Standard(s)
1.1
InTASC
National
Standard(s)
5b,5d	The candidate teacher creates a detailed lesson plan that engages learners in applying content knowledge to real world experiences.	The candidate teacher creates a lesson plan that engages most learners in applying content knowledge to real world experiences.	The candidate teacher lesson plan is not engaging or interactive to learners in applying content knowledge to real world experiences.	
E-	Lesson provides evidence of all components of the Instructional Sequence (including direct instruction, modeling, guided practice, active engagement strategies, and checking for understanding).

COE Perceptions Outcome
6, 7, 10
CAEP
Standard(s)
1.1
InTASC
National
Standard(s) 1b,2a,2c,4b,4d, 7a,8c	The candidate teacher creates a detailed lesson plan that showcases an Instructional sequence which includes all of the following components: direct instruction, modeling, guided practice, active engagement strategies and checking for understanding.	The candidate teacher creates a lesson plan that showcases an Instructional sequence which includes most of the following components: direct instruction, modeling, guided practice, active engagement strategies and checking for understanding	The candidate teacher creates a lesson plan that does not showcases an Instructional sequence which includes any of the following components: direct instruction, modeling, guided practice, active engagement strategies and checking for understanding	
F-	Lesson provides evidence of closure which summarizes the measurable goal(s) of the lesson.

COE Perceptions Outcome
7
CAEP
Standard(s)
1.2,1.3
InTASC
National
Standard(s)
6e,6f	The candidate teacher creates a detailed lesson plan that includes evidence of teacher facilitated and student initiated summarization of the lesson’s measurable goals.	The candidate teacher creates a lesson plan that includes evidence of teacher facilitated or student initiated summarization of the lesson’s measurable goals.	The candidate teacher creates a lesson plan that does not include evidence of teacher facilitated or student initiated summarization of the lesson’s measurable goals.	
Part III- Reflection	
A-	Describe and analyze summative assessment results and individual student growth as relevant to the sequential lesson plans.

COE Perceptions Outcome
7
CAEP
Standard(s)
1.2,1.3
InTASC
National
Standard(s)
6c,9g, 9h	The candidate teacher describes and analyzes summative assessment results and growth of individual students and groups of students as relevant to the sequential lesson plans.	The candidate teacher describes summative assessment results and growth of individual students or groups as relevant to the sequential lesson plans.	The candidate teacher  does not describe or analyze summative assessment results and/or growth of individual students or groups of students as relevant to the sequential lesson plans.	
B-	Provide examples of how daily formative assessments impacted student growth.

COE Perceptions Outcome
7
CAEP
Standard(s)
1.1,1.3
InTASC
National
Standard(s)
6c,9g,9h	The candidate teacher provides two or more examples clearly explaining how daily formative assessments were used to guide instruction for the sequential lesson plans.	The candidate teacher provides one or two examples explaining how daily formative assessments were used to guide instruction for the sequential lesson plans.	The student does not provide any examples or explain how daily formative assessments were used to guide instruction for the sequential lesson plans.	
C-Describe how progress data will inform future instruction.

COE Perceptions Outcome
13
CAEP
Standard(s)
1.1,1.2
InTASC
National
Standard(s)
6c, 7d	The candidate teacher explains two or more ways the student progress data will inform future instruction.	The candidate teacher explains one way the student progress data will inform future instruction.	The candidate teacher does not explain how the student progress data will inform future instruction.