UNIT PLAN TEMPLATE (adapted from Thompson Rivers University)

Unit Title: Outcome 2

Number of Lessons: 8

Time: (in weeks)

Brianne
NathalieB,Chevarie,
BrianneArsenault,
Arsenault, Student
Student C,Margo
StudentDallaire,
D,
Student
E
LeBlanc
& Micaela LeMoine
Name(s): Nikki

Subject(s): Literacy

Grade(s):

Rationale: To teach communication, processing and questioning skills in order to benefit the student.
Overview and Concept Map: The unit is broken down into 7 sections where a vital skill will be taught. Within these sections are different
activities to support the skills that need to be taught.
Prescribed Learning Outcomes: Students will be expected to communicate information and ideas effectively and clearly, and respond
personally and critically.
Prerequisite Concepts and Skills: To know descriptive language and proper classroom management routines.
Teacher Preparation Required: The teacher will have to create the rubrics for the appropriate lessons as well as gather the proper materials
such as blank story books.
Cross-Curricular Connections: When doing the debates, interviews or role playing the students can use subjects such as science and social
studies.
Extensions to Unit: You could do personal interviews at the end of the unit plan to ensure that students understand the skills that were taught.
This could be used as a summative assessment in the unit plan.
Universal Design for Learning (UDL) and Differentiated Instruction (DI): 1.1: offer ways of customizing the display of information. 1.2:
Offer alternatives for auditory information. 2.1: Clarify vocabulary and symbols. 2.2: Clarify syntax and structure. 2.3: Support decoding of
text, mathematical notation, and symbols. 2.4: Promote understanding across languages. 2.5: Illustrate through multiple media. 3.1: Activate
or supply background knowledge. 3.2: Highlight patterns, critical features, big ideas, and relationships. 3.3: Guide information processing,
visualization, and manipulation. 3.4: Maximize transfer and generalization. 4.1: Vary the methods for response and navigation. 4.2: Optimize
access to tools and assistive technologies. 5.1: Use multiple media for communication. 5.2: Use multiple tools for construction and
composition. 5.3: Build fluencies with graduated levels of support for practice and performance. 6.1: Guide appropriate goal-setting. 6.2:
Support planning and strategy development. 6.3: Facilitate managing information and resources. 6.4: Enhance capacity for monitoring
progress. 7.1: Optimize individual choice and autonomy. 7.2: Optimize relevance, value, authenticity. 7.3: Minimize threats and distractions.
8.1: Heighten salience of goals and objectives. 8.2: Vary demands and resources to optimize challenge. 8.3: Foster collaboration and
community. 8.4: Increase mastery-oriented feedback. 9.1: Promote expectations and beliefs that optimize motivation. 9.2: Facilitate personal
coping skills and strategies. 9.3: Develop self-assessment and reflection. Several MIs are covered in this unit. In addition, subjects of interest
or importance can be used in the debates and presentations if need be to further the students knowledge.
Resources: NB Curriculum Documents, fire drill handout (provided in class)
Overview of Lessons:
Lesson #
and Title
(time in minutes)

Outcomes in
lesson

1. Whose job is
it?

SCO:
Recognize

(a) Outcomes in Student

Friendly Terms
(b) Teaching Strategies

(a) At the end of this lesson I

will understand and explain

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Assessment Strategies

- Contribution within
their group to make

Lesson Activities

- The students will

have small group

Materials
(Specific to This Lesson)

- Chart paper
- Markers
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2. Fire Drill

roles &
responsibilities
as speakers and
listeners

the difference between the

roles of a speaker/presenter
and responder/listeners.
(b) Small Group and Think,
Pair, Share.

their chart paper

poster
- There discussion
throughout the class
will determine their
knowledge obtained

SCO: Give and

follow precise
instructions

(a) At the end of this lesson I

will be able to explain the
proper directions for a fire
drill, as well as follow a set of
directions given to me.
(b) Each student will have a
specific role within their
group. Specific instructions
will be given to the students to
ensure they include all
precautionary measures.

- How well they

followed the steps
(rubric)
- The appeal of the
How to video
- Contribution within
group

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discussions about the

roles of
speakers/presenters
and
responders/listeners.
- They will write their
ideas on chart paper
- The class will come
back together after a
period of time to form
a combined list, which
will then be used as a
guide to help the class
with their group
project (creating a fire
drill plan) in lesson 2.
- This activity is using
interpersonal skills,
visual skills, as well as
linguistic skills to use.
- The students will be
using oral language
and word work
throughout the lesson.
- The students will be
divided into groups to
make and record how
to videos on the
proper execution of a
fire drill.
- Each group will
present their version
and video to the class
- This activity will use
visual skills,
kinesthetic skills,
interpersonal skills and
auditory skills.
- oral language

- Coloured sticks to make

groups

- Video Cameras, digital

cameras, or some form of
recording device.
- Windows Movie Maker
- Computers
- Grading rubric

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3. The Interview SCO: Respond

to questions
and directions

(a) At the end of this lesson I

will know how to be
interviewed and how to
properly give an interview.
(b) Large Group because of
class discussion.

- Participation
throughout the class
- There answers to
questions and display
of critical thinking
- Personal mind-map,
or one with a partner

4. Debate

(a) At the end of this lesson I

will know how to participate
in a debate effectively and
how to listen to a debate to
decide where I stand on the
issue.
(b) Small grouped debate

- A rubric will be
given for the debate
aspect of the lesson.

SCO: Respond
to questions
and directions

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- Teach the students

about interviews:
show them examples,
have a class discussion
with questions.
- Ex. What are
interviews used for,
what kind of questions
do you ask in an
interview
- The children may
brainstorm with a
partner to create mind
map.
- This will work on
visual skills with the
mind map as well as
auditory skills by
listening and gathering
the information. Also,
it is very verbal
linguistic.
- The students will be
working on Oral
Language
- Students will be
taught how to properly
debate (ie. what types
of questions to ask,
how to respond
accordingly)
- Students will be put
into small groups and
given a topic to
debate. They will need
to make 3 arguments
and at least on rebuttal
as a group.
- Roles will be given

- Paper
- Pencil

- pen
-paper

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5. Role playing

SCO: Engage
in/respond
to/evaluate oral
presentations

6. Story time

SCO: Engage
in/respond
to/evaluate oral
presentations

to the individuals in
the group.
- This activity is
verbal-linguistic,
interpersonal and
auditory.
- During the activity
the students will be
using Oral language.
(a) At the end of this lesson I
- Students will be
- Students have the
will understand how to present graded on their oral
option to become a
researched information, listen presentation as well
meteorologist, sports
to a presentation, and respond as their two Thank- reporter, news anchor,
by giving tips of what the
you letters to two of etc.
personal did well, or what they their classmates
- They will make 3-5
can work on.
presentations.
min. oral presentations
(b) Individual oral
- A rubric will be
that will start the class
presentation
given to the students each morning with
pertaining to their
their news story or
oral presentation and weather report.
their letters (copies of - Students have to
the letter will be
write a Thank-you
given to the teacher
letter in response to
and student)
two of their
classmates
presentations.
- Students will be
working on their oral
language and
independent writing
during the activity.
-This lesson will touch
on linguistic skills,
kinesthetic skills,
(a) At the end of this lesson I - This lesson will
- Students will write
will be able to write my own
have a summative
their own short stories
short story and read stories
form of assessment,
- They will be
checking for proper grammar
with their books
provided with a blank
and punctuation use.
being graded after all story book they have

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- Rubric for what they students

need to include will be
provided.
- A template will be provided
to the students for their
Thanks-you letters.
- Pencil
- Paper
-pencil

- Blank storybooks
- Assignment outline
- Rubric
- Colouring pencils/markers
- magazines (for pictures)
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(b) Individual writing and peer revisions have been

assessment.
completed.
- Students will also
get credit for editing
their peers stories
for them with the
rubric.
- Students will be
given a rubric on the
necessary elements.

7. Compare and
contrast.

SCO: Respond
constructively
in discussion

(a) At the end of this lesson I

will be able to write a
reflection after watching or
listening to something based
on given questions.
(b) Reflection

- Students will be
graded on their
personal reflections
of pertaining to the
questions asked after
viewing a T.V. show.

8. Journal
Entries

SCO:
Contribution

(a) By the end of this unit I

will know how to write a

- A rubric will be
given

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to complete at least 5
pages with dialogue
and pictures.
- They will be given a
rubric for marking
their peers stories and
an outline so they
include all the
necessary items within
their own stories.
- Students will be
using individual
writing and model
writing.
- Students will be
working on linguistic
skills, and
intrapersonal skills.
- In class we will
watch an old T.V.
show and write a
reflection and have a
class discussion about
how its different from
their T.V. shows they
watched when they
were younger
- Ex. Mr. Dress-Up,
Big Comfy Couch,
Lambs Chops, Arthur.
- This will work on
students word work,
and independent
writing.
- They will be using
linguistic skills and
intrapersonal skills.
- Students will have to
write 4 reflective

- scissors
- glue

- Paper
- Pencil
- T.V. show of your choosing
- Computer
- Projector
- question sheet

- Paper
- Pencil
Page 5 of 2

journal reflection by making

connections to my own
personal experiences and
relating them to in class
discussions and presentations.
(b) Reflection

-Students will be told

a head of time that
they will have to
write a half page
reflection of 4 of the
lessons.
- The reflections will
be handed in the next
day for grading based
of the criteria they
were asked to write
about and their
personal reflection on
the subject.

journals throughout
this unit.
- They must include:
what they like/didnt
like about the lesson,
as well as what they
learned.
- There should also be
an element of relation
to their personal
experiences
- It must be page in
length and written
neatly and legibly to
the best of their
abilities.
- They will be using
linguistic skills and
intrapersonal skills.
- Students will be
working on their
independent writing
and word work.

- Outline of instructions for the

journals

Reflections/Revisions (if necessary, continue on separate sheet):

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Unit Plan Template

The unit plan template is designed as a guide to use when planning units. The plan may be adapted to specific
subject areas and modified as you gain experience. The attached sample template should be used as a basic outline.
The space required for each heading in the template will vary and should be adjusted as needed. The template is
available on the Intranet entitled Unit Plan Template. It is important that all areas required in the template are
completed and that the unit plan be sufficiently clear and detailed so that another teacher could use the plan to teach
the unit.
Rationale: Why are you teaching this unit?
Overview: Include a brief statement of the context and structure of the unit describing the major concepts, skills
and/or understandings. You should also include a concept map/graphic organizer/web for this unit.
Prescribed Learning Outcomes: The Curriculum Documents define what students should learn in each curricular
subject by describing what students should be able to do. These statements are the prescribed learning outcomes of
the curricula of New Brunswick. Your unit plan should state the prescribed learning outcomes to be taught and
assessed in the unit and on which the specific lessons are based.
Prerequisite Concepts and Skills: Concepts to be covered and skills to be taught before the unit can begin.
Teacher Preparation Required: Describe the preparations you need to make prior to presenting the unit. Do you
need to involve other people in the planning, such as the librarian? Are there materials to be gathered and websites to
check?
Cross-Curricular Connections: What other curricular areas will be addressed in the unit? If prescribed learning
outcomes from other subjects are specifically assessed, include these outcomes in this part of your unit plan.
Extensions to Unit: Consider the following questions: What activities might you add to the unit to extend and/or
enrich student understanding? Do you have more than one method available as a Plan B?
Universal Design for Learning (UDL) and Differentiated Instruction (DI): UDL includes: Multiple means of
representation; Multiple means of expression; and, Multiple means of engagement. DI is the process of ensuring that
a students readiness level, interests, and preferred mode of learning are recognized. Teachers can differentiate
instruction in four ways: content, process, product, and, learning environment based on the individual learner.
How will you accommodate your diverse learners? What are the individual needs within this classroom and how will
you accommodate them? Consider learning styles, multiple intelligences, Aboriginal and cultural influences. What
are the adaptations and modifications needed for students with Individual Education Plans (IEPs)?
Resources: List resources used in the unit/lessons and, if necessary, where they can be obtained. Also list the
technology required.
Overview of Lessons: Describe the key elements of each lesson in a way that is easily expanded into a detailed
lesson plan. If using the Unit Plan Template (electronic version) add as many rows as there are lessons and expand
the size of the boxes as needed. First record the lesson number, title and length of the lesson in minutes, then list, by
number, the Learning Outcomes that are specifically addressed in the lesson. Briefly outline the major Instructional
Objectives (SWBATin student friendly terms), Teaching Strategies (a few words), Lesson Activities (sufficient
detail to enable another teacher to teach the unit), Assessment Strategies (include the strategy - the How and the
What you will be assessing), and Materials needed for the lesson.
Reflections and Revisions: As you teach and work through the unit with the students, record any changes you make
as work progresses. At the end of the unit reflect and record successes and any modifications you might make when
you teach the unit again.

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