DRAFT
Unit Plan Template – EDPR 3100, 3200, 4100, 4200
EXPLANATIONS
The unit plan template is designed as a guide for students to use when planning units. The plan may be adapted to specific subject areas and modified as students gain
experience in each practicum. 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 TRU-Bachelor of Education – Practica website in electronic form at
http://www.tru.ca/hse/programs/bed/practica/plans.html 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.
{BIG IDEAS}: Big Ideas are statements that are central to one’s understanding in an area of learning.
Prescribed Learning Outcomes: The Integrated Resources Packages (IRPs) 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 British Columbia. Your unit plan should state the prescribed learning
outcomes to be taught and assessed in the unit and on which the objectives in the specific lessons are based. Assign each learning outcome a number to be used in the
“Overview of Lessons”.
{Learning Standards – Curricular Competencies}: A learning standard is an explicit statement of what students are expected to know, understand and be able to do in a given
grade and area of learning. Curricular competency standards are the same as Prescribed Learning Outcomes only they come from the new curriculum.
{Learning Standards - Concepts and Content}: Concepts and content define what students should know and understand in a given area of learning.
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.
{Core Competencies}: Core Competencies are Communication, Thinking – Creative and Critical, Personal and Social
{Aboriginal Connections / First Peoples Principles of Learning}: How is this connected to Aboriginal knowledge, worldviews and principles of learning?
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Resources:
The first peoples principals of learning: https://www.bced.gov.bc.ca/abed/documents.htm#curriculum
Aboriginal Education Curriculum: https://curriculum.gov.bc.ca/curriculum/10-12
Implementing Aboriginal Content Across the Elementary Curriculum: http://www3.sd73.bc.ca/education/content/fn-cross-curricular-elem-resources
The Learning Circle - Classroom Activities on First Nations in Canada:
http://www.etfo.ca/Resources/ForTeachers/Documents/The%20Learning%20Circle%20%20Classroom%20Activities%20on%20First%20Nations%20in%20Canada.pdf
Aboriginal Affairs and Northern Development Canada - Classroom Resources:
https://www.aadnc-aandc.gc.ca/eng/1302868012055/1302868605384
Teaching in a First Nations School - An Information Handbook for New Teachers:
http://www.fnsa.ca/wordpress/wp-content/uploads/2011/04/Teaching-in-a-FN-School1.pdf
Reese Tipis:
http://reesetipis.com/index.cfm
The Aboriginal and Environmental Education Circle (AEE Circle):
http://education.davidspencer.ca/wiki/Inuit_History
A Celebration of Aboriginal Heritage, Grade Level- High School, Social Studies, Language Arts: http://archives.cbc.ca/society/native_issues/topics/3531/
Education is Our Buffalo: http://www.teachers.ab.ca/SiteCollectionDocuments/ATA/Publications/Human-RightsIssues/Education%20is%20Our%20Buffalo%20%28PD-80-7%29.pdf
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 student’s 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.
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Resources:
What is Universal Design: http://universaldesign.ie/what-is-universal-design/
About Universal Design for Learning: https://www.cast.org/our-work/about-udl.html#.vnmsduloyul
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 Prescribed Learning Outcomes that are specifically addressed in the lesson. Briefly outline the major “Instructional Objectives (SWBAT…),
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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