Sample Units

If teachers are responsive to the needs, interests, and abilities of the students, then some of the outcomes of an instructional unit will emerge as students react to the material (Tchudi & Mitchell, 1989, p. 56).

Unit Planning Guide

Instructional units of study weave language learning and opportunities to use language within specific topics or themes. During the course of the school year, effective units reflect a wide range of contexts, incorporate a variety of resources, allow for authentic integration of the language processes, and invite interdisciplinary experiences. Unique, relevant units can be planned based on curriculum objectives and a thorough assessment of students' interests and needs.

Organizing the school year into manageable blocks of time by using cohesive units provides both a focus and a sense of direction. However, it is important to remain flexible to allow for any necessary changes in either focus or direction, according to individual student interests and needs, as each unit progresses. Opportunities to individualize some activities or instructional and assessment strategies emerge in response to reactions and continuous assessment of students. Options can be provided for students within a well-designed unit framework.

Because constructing effective units takes time, teachers may find it helpful to plan common units in collaboration with other same-grade teachers, then tailor the units to suit their particular students' needs. Teacher-librarians and other resource personnel can be helpful during the unit planning process. As well, sample units can be adapted for specific students and can serve as models for planning.

Much of unit planning depends upon individual teacher's organizational styles and preferences. This guide includes several sample unit planning overview frameworks and teachers are encouraged to make adjustments to fit their planning preferences. The sample units in this curriculum guide use different organizational frameworks to provide ideas for alternative ways of planning and teaching.

If the unit is for Grade 6, plan for 510 minutes per week; if it is for Grades 7-9, plan for 300 minutes per week.

Planning the Unit

Organizing instruction into units of study enables teachers to get a broad perspective on what will take place in the classroom and to reflect upon their teaching and the students' learning. Teachers should incorporate the following in planning and designing instructional units.

Consider students' needs, interests, and abilities:

• identify students' interests, and cultural and experiential backgrounds
  
• administer diagnostic questionnaires or surveys to students, or use assessment records and observations
  
• consult students' records, portfolios, or teachers from the previous year.

Identify the unit topic or theme, and determine the contexts:

• inquire about topics and themes that students have encountered in previous units of study, both in English language arts and other subject areas
  
• involve students in brainstorming a list of possible unit topics or themes for consideration
  
• web possible topics or themes to assess their potential depth and richness
  
• determine the contexts addressed by the unit topic or theme
  
• identify a topic or theme and prepare a summary that describes the focus of the unit
  
• consider the possibilities for interdisciplinary connections, focusing on the objectives of the respective areas of study.

(See the charts on the following pages that identify unit contexts and suggested topics or themes for grades 6-9.)

Select appropriate objectives from those stated in the curriculum guide:

• identify students' language and learning needs and abilities
  
• determine the specific language knowledge, attitudes, and skills that can be developed, extended, or reinforced most effectively within the selected unit topic or theme
  
• select the foundational and learning objectives for the unit
  
• identify the Common Essential Learnings that will be developed or reinforced during the unit.

Choose the instructional, assessment, and evaluation strategies to be used during the course of the unit:

• identify the instructional strategies and methods, and specific language activities that will develop students' thinking and language abilities, and their knowledge of the topic or theme
  
• plan an initial sequence of daily lessons
  
• identify particular objectives to be developed, reinforced, or extended during each lesson
  
• consider the Adaptive Dimension and list possibilities for adjustments that will maximize each student's learning within each lesson
  
• identify specific instructional and assessment strategies for each lesson
  
• identify mini-lessons that will be required to develop the chosen objectives and the topic or theme, and which will address the students' interests and needs
  
• plan to discuss or develop with students the assessment and evaluation strategies to be used
  
• determine daily assessment strategies and recordkeeping procedures that are consistent with the learning objectives, the instructional strategies, and the planned activities
  
• decide upon the culminating activity and determine the unit-end evaluation
  
• prepare assessment and evaluation instruments that will inform instruction and determine the degree to which students meet the unit objectives.

Identify and gather appropriate resources:

• involve students and resource personnel such as teacher-librarians and special education teachers in selecting and gathering appropriate resources
  
• plan to use a variety of print, non-print, and human resources throughout the unit
  
• select resources that are gender equitable, that promote cultural pluralism, and that include Indian and Métis content and perspectives where appropriate
  
• gather resources for daily lessons and activities
  
• consider the possibility of teacher and student classroom displays
  
• match resources with language processes, activities, and instructional strategies.

Determine a tentative unit time frame:

• identify a tentative time frame (e.g., three to eight weeks)
  
• sequence daily lessons and culminating activities into this time frame, providing for enough flexibility to address students' needs and interests.

Identify possibilities for student reflection:

• provide occasions for students to reflect upon their learning and upon how they learn best
  
• identify opportunities for students to reflect upon prior learning and rethink previous positions and understanding in the light of new knowledge and abilities.

Identify possibilities for teacher reflection:

• provide focus to teacher reflection by selecting specific areas for consideration (e.g., specific students, specific instructional strategies or student activities)
  
• formulate specific questions for reflection in each lesson
  
• plan to keep a journal or prepare anecdotal checklists for recording observations and reflections on a regular basis.

Planning Charts

The charts on the following pages are designed to assist teachers in planning their units: