Composing a Unit Plan

A "unit plan" is a rather nebulous concept because a unit can vary in size (length) and complexity. However, there are some sort of generic steps one can follow in putting a unit plan together. Please understand that what follows is not the final word. It is, rather, a kind of first aid kit. Please also note that integrated units, which are increasingly common in elementary and middle schools, are a bit more complex, though you would generally follow the same procedures in constructing one. A secondary "integrated unit" is generally built around a theme that a team of teachers of the various subjects are using to tie their classes together. For instance, Math, Science, Social Studies, and English teachers might all be working with the theme of "Mining." (Such “teaming” is increasingly common in secondary schools, but probably more soin Middle Schools.)

1. The first step, regardless of length, is to decide on the unit topic.

Before deciding to teach a unit, you need to know whether what you are contemplating teaching even fits into the scope and sequence of your course and what the state and local standards are to which you need to teach. State and local standards are available on the Internet and probably also in your administrators’ offices or in your departmental office.

After determining that your idea fits your class, begin shaping it into a unit. The unit may be something like "Shaping the Map of Modern Europe," or "Impact of the Railroads on Westward Expansion in the U. S." or "Famous American Women," or "Harlem Renaissance Poetry," or even "Diagramming Sentences."

In a school where the textbooks and/or the general curriculum are imposed on you, you may simply follow the Unit headings -- even the unit suggestions -- provided by the teacher's manual(s) that accompany the textbooks.

In some schools, you will find some or all of the units prepared for you and on file in the department office. You should check with your department head/principal to see how this is handled in your school. Some schools encourage you to construct your own units, but some don't, especially schools in which you work as a member of an "integrated team"

You may also choose to follow commercial "units" given to you by publishers or that you (or a colleague) have bought. There are lots of these available; I encourage you to take advantage of them, but also caution you to be very careful with them: some are good; some aren't. Review them very critically.

In some schools, where there are multiple teachers for the same subjects, you may find colleagues who will share what they've already done. (Teachers tend not to be very quick to do this, but ask around anyway; it's a behavior that needs to end!)

The Internet is also a good source of lesson and unit plans. Again, though, be cautious.

2. Decide what the unit objectives are.

What do you want the kids to learn and what do you want them to be able to do with the knowledge? List these as rather general conceptual and/or behavioral objectives: "Students will be able to list the forces that shaped the political geography of Modern Europe," "Students will demonstrate the ability to identify compound/complex sentences," "Students will be able to compose a coherent essay." Check your objectives against the state and local standards. In many schools, you will be given a list of objectives that your students are expected to fill for your class. While it is usually okay to have objectives that aren't on the list, you've got to be sure to cover all the required ones. In this era of "Standards," your job is going to increasingly depend on whether your students pass tests that cover the state standards. If you are starting a unit from scratch, I strongly recommend that you work from the state standards to compose your objectives. (If you don't already have your own personal copy of them, the Illinois standards are available from the Illinois State Board of Education website. http://www.isbe.state.il.us/ils/Default.htm)

3. The third step, assuming you’re going to have to prepare your own plans, is to find out what resources are available to you.

Check the stock of materials in your classroom, your home library, colleagues’ libraries, school/district curriculum and/or resource libraries, and school library. Check for audio-visual materials, the availability of research materials for your students, and the like -- videos, audio-cassettes, recordings, posters, film clips, computer stations, software, etc. Often your librarian will be happy to fix you up with a cart of “additional readings” that you can keep in your room for your students for the duration of the unit, or at least fix up a special display in the library.

One good rule of thumb is to never depend on something you don't have in your hot little hands as you are planning. If you are planning to bring in a speaker, have a backup plan just in case he/she cancels out; if some critical piece of material is "on order," dream up an alternative just in case it doesn't arrive on time. If you're planning a field trip, be sure to have some make-up activities for the kids who will inevitably be absent that day.

4. Review/Preview the materials.

Watch the films, for instance, to make sure they are suitable -- both in terms of academic content, film quality, and "industry rating." (You'd be surprised at what's in some of the movies with PG ratings.) Read the books. Check the calculators and overheads to make sure they work. Make sure the lab equipment is working and is safe. Count the manipulatives, etc. Check everything thoroughly. And have a back-up plan. (The overhead projector you checked this morning may not work this afternoon.)

5. Decide on an appropriate sequence for the material.

You should decide this based on both your beliefs about and knowledge of how your kids learn best, and the nature of the material (and, of course, external mandates). Is a chronological presentation better than a spatial presentation? Is it better to work from the whole to the parts, the parts to the whole, the general to the specific, the specific to the general, etc.?

6. Divide the material into smaller chunks.

<At this point, if you haven't already done so, it would be a real smart idea to get a school calendar!> For a unit of several weeks duration, you would probably benefit by breaking it up into weekly chunks first, then into days. For shorter units, divide the material into days (class periods).

7. Decide on daily objectives.

You have to decide what objectives each of the day's portions correlate with. You may need to change the material around so it ties to one of your objectives, or you may have to add objectives so all the material you want to use is tied to an objective. You may have to scrap parts of the material because it doesn’t fit with the objectives, or you may have to add material because you haven’t covered all the objectives.

At this point, you can begin making the general objectives more specific.

Too, some of your objectives may be external or generic ones -- objectives such as 'Demonstrates knowledge of how to be a student,' 'Demonstrates ability to get along with others,' or 'Demonstrates ability to follow directions' -- that you teach to all year long and that are not tied to the material per se. With these, you need to figure out ways to either integrate them into the unit, or at least to test them with the unit materials.

8. Begin composing your daily lesson plans.

Constantly correlate the lesson plans with the objectives and sequences outlined for the unit.

When you finish, what you should have is a rather large stack of daily lesson plans tied together with an introductory prose narrative. (A good rule of thumb here is to imagine that a substitute will be teaching this for you. What does this unknown individual need to know to be able to teach your lessons the way you want them taught?)