Montclair State University

Department of Teaching and Learning (TLRN)

K-12 Content Area Teacher Education Programs

The SASE Unit Plan Assignment

Context for Assessment
One of the many responsibilities that teachers undertake is to develop curriculum that reflects
and meets the needs and interests of their students while simultaneously meeting the external
demands and expectations of the wider community, the school district, and state and federal
policy initiatives. How a teacher envisions that curriculum and what it might look like in practice
(e.g., what it is that students will learn, why and how they will learn, and how they will show
their learning) is reflected in strong unit, lesson, and assessment development. Furthermore,
any curriculum developed needs to be internally consistent and coherent in that the goals,
learning activities, and assessments must be congruent and aligned. In other words, effective
curriculum development is structured so that what students learn is what is assessed.

Learning how to connect planning, instruction, assessment, and reflection can be a challenge
for both novice and experienced teachers. The Unit Plan Assessment is designed to provide
“becoming” teachers the opportunity to practice developing curriculum and aligned
assessments in a discipline specific, supportive environment.

Task Description
Congratulations! You have completed your student teaching and have been invited to interview
at Dream School. Among the many materials the Curriculum Coordinator in your content area
has asked you to provide is a 2-week unit plan that includes between 8-10 lessons, detailing (1)
learning goals and activities with (2) accompanying assessments that (3) reflects the school’s
principles of inclusive practices and Universal Design for Learning (UDL) while working with (4)
the district’s ethnically, culturally, and linguistically diverse student body and community. You
have also been asked to address how you and your students will (5) use technology in the
classroom, (6) to pay particular attention to the academic language (including Discourse and
Syntax) of your discipline, and (7) to attend to the state’s push for College and Career
Readiness.

Evaluation of Performance
Your performance on this assignment will be evaluated using the associated scoring rubric. The
rubric contains the criteria on which you will be evaluated and defines the levels of
performance expected for each of the criteria. Please follow your instructor’s guidance for
uploading this assignment online.

MSU Standards: 1, 2, 8, 10, 11, 13, 15, 18, 29

CAEP Standards: 1.1, 1.2, 1.4
InTASC Standards: 4, 5, 6, 7, 8, 9
NJPTS Standards: 4, 5, 6, 7, 8, 9
01.03.2019 dbl
 This should be the first page of your submitted unit plan.
Combine all documents into a single file in PDF format before submission.

Components of a Successful Unit Plan: In order to assist you in creating your unit plan, you
have been provided SASE’s unit and lesson plan templates, and the following guidelines that
outline the following expectations:

Part I: Unit Overview (Minimum 200 and not more than 400 words, single spaced). Your unit
overview must include a narrative that summarizes for the following information:
● The topic and theme for the unit, and where it falls in the year
● Time allotted for the unit
● Grade Level of students
● A description of students’ prior knowledge resources that the teacher will need to
take into consideration (e.g., level of achievement in the subject area, reading
level, attitude toward school and the subject area, study habits, ability to work
independently, ability to engage in group work) in order to successfully engage
students in the unit.
● A description of what students will experience and learn in this unit as it relates to
your discipline, and College and Career Readiness. This description should include
how you and your students will use technology to augment the learning
experience, how you will assess your students, and how you will might use
assessment data to inform your teaching practices.
● A theory and research-based rationale for your unit that describes why the unit is
appropriate for the students with whom you will work.
● For Part I of the assignment you will submit the overview narrative document.

Part II: The Unit Plan. (A coherent set of 8-10 lessons) An effective unit plan will include three
discrete yet interrelated parts: Learning Goals, Assessment Evidence, and a Learning Plan.
Please use the Unit Plan Template to structure your thinking and what it is students will
encounter and experience as part of the unit. The Learning Goals must include the following:
● Central Focus: The central focus is an overarching, big idea for student learning.
The central focus is a description of the important understandings and core
concepts that you want students to develop within the unit.
● Goals and objectives for the unit, e.g., what it is that students will know,
understand, and be able to do at the end of the unit. These can include cognitive
objectives, social/interactive objectives, motor objectives, and/or aesthetic
objectives.
● N. J. Student Learning Standard(s) in the discipline(s) to be addressed
(http://www.state.nj.us/education/cccs/)
● N.J. 21st Life and Careers Standards to be addressed
(http://www.state.nj.us/education/aps/cccs/career/)
● Key vocabulary/concepts, including discipline-specific language, discourse, and
syntax.
● One or more essential questions that may be used to engage students in the unit.
An essential question should generate student interest, and ultimately connect to
the unit objectives. (e.g. “Was Abraham Lincoln racist?” or “How does radiation
both cause and cure cancer?” are both good essential questions.)

Combine all documents into a single file in PDF format before submission.
 The Assessment Evidence must include the following:
● At least one formative and one summative assessment directly linked to
learning goals of the unit with which you will ascertain what students have
learned and where they still struggle. A copy of each assessment must be
included in the format that students would receive, including directions (e.g.,
the Task Description), ancillary materials, and accompanying “answer keys” or
rubrics.

The Learning Plan must include the following:

● An overview of the unit that outlines daily objectives, activities, and
assessment points for each of the 8-10 lessons in the unit (including where
formal assessments are located).
● Fully-detailed lesson plans for at least three consecutive days of instruction
using the provided Lesson Plan Template. A successful lesson plan will include
the following: Learning goals/objectives, NJ Standards (disciplinary and College
and Career), essential and topical questions, learning activities,
accommodations made for students with disabilities and for English language
learners, teacher and student use of technology, how student learning will be
assessed in the lesson, and the follow-up/homework (where appropriate).

For Part II of the assignment you will submit the Completed SASE Unit Plan saved as a single
file in PDF format that includes:
• Learning Goals,
• Learning Plan that includes an overview of the unit curriculum and…
• Fully-detailed lesson plans for at least three consecutive days of instruction using the
provided Lesson Plan Template,
• Assessment Evidence that includes two complete assessments (one formative, one
summative).
• Any relevant supplemental materials

Part III: Self-Assessment and Reflection on the Unit Plan (1000-1200 words, single spaced)

In a cogent narrative of no more than 1200 words provide a theory and research-based
discussion of your pedagogical choices regarding the construction of the unit from beginning to
end. Be sure to detail the ways in which the unit enables you as the teacher to assess students
in regard to their successes and struggles with the content, skills, and dispositions throughout
the unit. For Part III of the assignment you will submit a narrative reflection document.
UNIT PLAN TEMPLATE
 This Unit Plan Template should be the first page of our submitted unit plan.

Unit Title:
Grade/Course:
Unit Duration:
Name of Teacher Intern:

1. Learning Goals
a. Central focus the unit

b. Goals and objectives for the unit

c. N. J. Student Learning Standard(s) in the discipline(s) to be addressed

(http://www.state.nj.us/education/cccs/)

d. N.J. 21st Life and Careers Standards to be addressed

(http://www.state.nj.us/education/aps/cccs/career/)

e. Key vocabulary/concepts, including discipline specific language, discourse, syntax

f. One or more essential questions that may be used to engage students in the unit

2. Assessment Evidence
Describe in detail two of the assessments in your unit (one formative, one summative) and
demonstrate how they are designed to collect evidence of student achievement of one or
more of the learning goals above. Be sure to include the full assessments themselves in the
unit plan.
a. Formative Assessment:

b. Summative Assessment:

3. Learning Plan
Construct an overview of the unit that outlines daily objectives, activities, and assessment
points for each of the 8-10 lessons in the unit (including where formal assessments are
located). Include fully-detailed lesson plans for at least three consecutive days of
instruction using the provided Lesson Plan Template.
LESSON PLAN TEMPLATE
Teacher Intern Name:

Lesson #: Date of Lesson:

Grade/Course: Lesson Duration:
Unit: Topic of Lesson:

Central Focus of the Unit (from Unit Plan):

Essential Questions (from Unit Plan):

State/Disciplinary Standards:

Daily Performance Objectives: Include student outcomes both as Understandings (i.e. “Big Ideas”), as well
as unit-driven Knowledge and Skills.

Prior Knowledge Resources: List links to previous lessons, student ideas or misconceptions you anticipate,
and describe any resources (including cognitive, cultural, experiential, etc.) that students may possibly bring
to this lesson.

Academic Language: List the vocabulary, language function, syntax and/or discourse that is essential for
mastery of this content.

Students with IEPs/504 Plans (add rows as necessary):

IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals

Students with IEPs/504 Plans (add rows as necessary):

Language Needs Number of Supports, Accommodations, Modifications, and
Students Elements of Universal Design
Students with Other Learning Needs (add rows as necessary):
Other Learning Needs Number of Supports, Accommodations, Modifications, and
Students Elements of Universal Design

Materials and Preparation:

Assessment/Evaluation—note: all lessons must include checks for understanding

• Formative (entails timely feedback to students)

• Summative (endpoint, for a grade or other summary judgment)

Lesson Progression (add rows as necessary): Instructional strategies and learning tasks (including what
you and the students will be doing) that support diverse student needs. Please note all assessments that
were described in the previous section.

Duration: The teacher will… The student(s) will…

Homework:

Notes / Reflection:
 This Unit Plan Template should be the first page of our submitted unit plan.

Unit Title:
Grade/Course:
Unit Duration:
Name of Teacher Intern:

1. Learning Goals
a. Central focus the unit

b. Goals and objectives for the unit

c. N. J. Student Learning Standard(s) in the discipline(s) to be addressed

(http://www.state.nj.us/education/cccs/)

d. N.J. 21st Life and Careers Standards to be addressed

(http://www.state.nj.us/education/aps/cccs/career/)

e. Key vocabulary/concepts, including discipline specific language, discourse, syntax

f. One or more essential questions that may be used to engage students in the unit

2. Assessment Evidence
Describe in detail two of the assessments in your unit (one formative, one summative) and
demonstrate how they are designed to collect evidence of student achievement of one or
more of the learning goals above. Be sure to include the full assessments themselves in the
unit plan.
a. Formative Assessment:

b. Summative Assessment:

3. Learning Plan
Construct an overview of the unit that outlines daily objectives, activities, and assessment
points for each of the 8-10 lessons in the unit (including where formal assessments are
located). Include fully-detailed lesson plans for at least three consecutive days of
instruction using the provided Lesson Plan Template.
Teacher Intern Name:
Lesson #: Date of Lesson:
Grade/Course: Lesson Duration:
Unit: Topic of Lesson:

Central Focus of the Unit (from Unit Plan):

Essential Questions (from Unit Plan):

State/Disciplinary Standards:

Daily Performance Objectives: Include student outcomes both as Understandings (i.e. “Big Ideas”), as well
as unit-driven Knowledge and Skills.

Prior Knowledge Resources: List links to previous lessons, student ideas or misconceptions you anticipate,
and describe any resources (including cognitive, cultural, experiential, etc.) that students may possibly bring
to this lesson.

Academic Language: List the vocabulary, language function, syntax and/or discourse that is essential for
mastery of this content.

Students with IEPs/504 Plans (add rows as necessary):

IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent
Classifications/Needs Students IEP Goals

Students with IEPs/504 Plans (add rows as necessary):

Language Needs Number of Supports, Accommodations, Modifications, and
Students Elements of Universal Design
Students with Other Learning Needs (add rows as necessary):
Other Learning Needs Number of Supports, Accommodations, Modifications, and
Students Elements of Universal Design

Materials and Preparation:

Assessment/Evaluation—note: all lessons must include checks for understanding

• Formative (entails timely feedback to students)

• Summative (endpoint, for a grade or other summary judgment)

Lesson Progression (add rows as necessary): Instructional strategies and learning tasks (including what
you and the students will be doing) that support diverse student needs. Please note all assessments that
were described in the previous section.

Duration: The teacher will… The student(s) will…

Homework:

Notes / Reflection:
 Montclair State University
Department of Teaching and Learning
K-12 Content Area Teacher Education Programs
The Unit Plan Checklist
Title of Unit:
Curriculum Designer:
Does your unit include?

Element of Project Present? Comments

Complete?
Unit Plan Overview
200-400 narrative that includes ☐Y
information about topic and
theme, place in academic year,
grade level, students’ prior
☐N
knowledge, a description of
student learning experiences and
technology use, and a unit
rationale.
The Unit Plan Template
This includes the three-stage UBD ☐Y
unit plan template. Each field of
the template should be completed.
☐N
Curriculum Map with all 8
days of instruction ☐Y
Includes goals, objectives, and
summary of activities and ☐N
assessment for each day of
instruction
Lesson Plans (e.g.,
Learning Segments) ☐Y
3 consecutive days of fully fleshed
out lessons using SASE or PE ☐N
lesson template
Includes evidence of assessment of
learning in lesson
Accommodations for all learners
In-class technology use
Unit Assessments:
Formative Assessment
Includes Task Checklist and ☐Y
Student Task Description
Answer key/Grading
Scheme/Rubric
☐N
Summative Assessment
Includes Task Checklist ☐Y
Includes Student Task Description
Answer key/Grading
Scheme/Rubric
☐N
Self-Assessment and
Reflection ☐Y

☐N

9/38/18
 MONTCLAIR STATE UNIVERSITY
Department of Teaching and Learning
Unit Plan/Lesson Plan Rubric
Level 4 Level 3 Level 2 Level 1
Criteria
Highly Effective Effective Partially Effective Ineffective
1. Learning Objectives, The learning objectives are The learning objectives are Candidate identifies learning Candidate does not include
Enduring Understandings, developmentally appropriate developmentally appropriate objectives but they are learning objectives, a central
Standards, and the Central and challenging AND are well and challenging but NOT well NEITHER sufficiently focus, enduring
Focus aligned to the enduring aligned to one or more of the developmentally appropriate understandings, or essential
understandings, essential following: enduring nor challenging, NOR are they questions for the lesson.
(MSU 1, 2) questions, the central focus, understandings, essential are aligned to the enduring
(InTASC 4) and the standard(s) for the questions, the central focus, or understandings, essential
( NJPTS 4) lesson. the standard(s) for the lesson. questions, the central focus, or
(CAEP 1.1 & 1.4) the standard(s) of the lesson.
OR
Are well aligned but not
developmentally appropriate
and challenging.
The candidate’s planned The candidate’s planned Either the candidate’s planned
2. Planning to Support The candidate did not include
adaptation strategies or UDL adaptation strategies or UDL adaptation strategies or UDL
Varied Student Learning adaptation strategies or UDL
principles are tied to the learning principles are tied to the learning principles are loosely tied to the
Needs principles in his/her unit plan.
objectives and the central focus objectives and the central focus learning objectives and the central
Does not support the needs of
with attention to the with attention to the focus OR there is little or no
(MSU 8, 10) the class.
characteristics of the class as a characteristics of the class as a attention to the characteristics of the
(InTASC 5, 7 )
whole AND the needs of specific whole OR the needs of specific class as a whole and/or the needs
(NJPTS 5, 7)
individuals or groups with similar individuals or groups with similar of specific individuals or groups with
(CAEP 1.1)
needs. needs (but not both). similar needs.
3. Identifying Language Candidate identifies language Candidate identifies language Candidate identifies language Candidate does not identify
Demands demand(s) that is/are consistent demand(s) that is/are not demand(s) that is/are not consistent language demand(s).
with the selected language consistent with the selected with the selected language function
(Early Childhood candidates do
(MSU 11, 18) function AND are aligned with the language function OR are not AND are not aligned with the
not include planned supports
(InTASC 4) learning objectives. aligned with the learning learning objectives.
for vocabulary development.)
(NJPTS 4 ) objectives.
(Early Childhood candidates (Early Childhood candidates
(CAEP 1.1)
include clear plans for vocabulary (Early Childhood candidates includes limited planned supports
development.) include clear plans for for vocabulary development.)
vocabulary development.)

July 2019
 MONTCLAIR STATE UNIVERSITY
Department of Teaching and Learning
Unit Plan/Lesson Plan Rubric
Level 4 Level 3 Level 2 Level 1
Criteria
Highly Effective Effective Partially Effective Ineffective

4. Supporting Candidate identifies planned Candidate’s identifies planned Candidate identifies planned Candidate does not identify
Language Demands supports that are closely supports that are not closely supports that are not closely planned supports for
aligned to language demands aligned with language aligned with language demands language demands.
(MSU 11, 18) (vocabulary, function, syntax, demands (vocabulary, (vocabulary, function, syntax,
(InTASC 4) discourse) AND are designed to function, syntax, discourse) discourse) AND are not designed
( NJPTS 4) meet the needs of students with and learning objectives OR to meet the needs of students with
(CAEP 1.1) different levels of language are not designed to meet with different levels of language
learning. needs of students with learning.
different levels of language
learning.
Candidate plans activities that
5. Utilizing Materials and Candidate plans activities that Candidate plans activities that Candidate plans activities that
rely mostly on the school
Resources incorporate a variety of incorporate a variety of incorporate little or no
curriculum/texts and do not
developmentally appropriate instructional materials and materials and/or resources.
(MSU 10, 11) incorporate additional
instructional materials and resources; however, one or
(InTASC 4, 7) instructional materials, and
resources to develop meaningful more of them are not
(NJPTS 4, 7) resources.
learning for all learners. developmentally appropriate
(CAEP 1.1, 1.5)
and/or support meaningful
learning for all learners.
6. Use of Instructional Candidate plans activities that Candidate plans activities to Candidate plans activities that Candidate plans activities that
Technologies for Student incorporate developmentally ensure students use technology include technology but does NOT incorporate little to no use
Learning appropriate strategies to ensure to enhance their learning, ensure student use of technology technology for instruction or
students use technology to however, one or more of them to enhance learning. The use by students.
(MSU 2)
enhance meaningful learning. are not developmentally technology is used only by the
(InTASC 4)
appropriate and/or support candidate for instructional
(NJPTS 4)
meaningful learning. purposes.
(CAEP 1.1, 1.5)

July 2019
 MONTCLAIR STATE UNIVERSITY
Department of Teaching and Learning
Unit Plan/Lesson Plan Rubric
Level 4 Level 3 Level 2 Level 1
Criteria
Highly Effective Effective Partially Effective Ineffective
7. Planning Assessments to The candidate’s assessment The candidate’s assessment The candidate’s assessment The candidate does not
Monitor and Support Student strategy provides sufficient strategy provides limited evidence strategy provides limited evidence provide an assessment
Learning evidence to monitor students’ to monitor students’ competencies to monitor students’ competencies strategy to monitor and
competencies related to related to learning objectives OR related to learning objectives AND support student learning.
(MSU 13)
learning objectives AND are are not designed to allow students are not designed to allow students
(InTASC 6)
designed to allow students with with specific needs to demonstrate with specific needs to demonstrate
( NJPTS 6)
specific needs to demonstrate their learning. their learning.
(CAEP 1.1)
their learning.
8. Planned Instructional Candidate designs meaningful Candidate designs meaningful Candidate designs a limited range Candidate demonstrates little
Strategies to Engage pedagogical strategies to pedagogical strategies that of pedagogical strategies to engage understanding of pedagogical
Learners engage all students in learning engage most students in the students in the learning tasks. strategies to engage students
tasks. learning tasks. in the learning tasks.
(MSU 8)
(InTASC 5, 7)
(NJPTS 5, 7)
(CAEP 1.1, 1.4)
9. Coherent Instructional Candidate provides a clear, Candidate provides a clear, Candidate provides a coherent Candidate provides an
Design detailed, and coherent detailed, and coherent sequence sequence of learning activities that incoherent sequence of
sequence of learning activities of learning activities that are are aligned to learning objectives learning activities that are not
(MSU 8) that are aligned to learning aligned to learning objectives and but do not address the needs of aligned to learning objectives
(InTASC 5, 7) objectives and that address the that address the needs of most individual learners. and do not meet the needs of
(NJPTS 5, 7) needs of all learners. learners. individual learners.
(CAEP 1.1, 1.4)
10. Using Research and Theory Candidate provides a detailed Candidate provides an Candidate provides an explanation Candidate does not provide
to Support and Justify and thoughtful explanation of explanation of active and of active and developmentally an explanation of the learning
Instructional Decisions active and developmentally developmentally appropriate appropriate learning experiences, experiences or how the
appropriate learning learning experiences, including a citing research and theory, but does lesson is based on research
(MSU 29)
experiences, including clear, discussion of research and not make direct connections to and theory.
(InTASC 9)
specific, and concrete theory; but connections to his/her his/her instructional decisions.
(NJPTS 9)
(CAEP 1.1, 1.2) connections between research instructional decisions are not
and theory and his/her clear.
instructional decisions.
11. Candidate demonstrates Candidate’s plans incorporates Candidate’s plans encourages Candidate’s plans include accurate Candidate’s plan displays
knowledge of mathematics instructional strategies that students to make math connections content and makes math limited or inaccurate
concepts and instruction. require students to interpret across content areas. connections across content areas. mathematical content.
July 2019
 MONTCLAIR STATE UNIVERSITY
Department of Teaching and Learning
Unit Plan/Lesson Plan Rubric
mathematical information and
make connections to what they
are doing.
12. Candidate demonstrates Candidate’s plans incorporates Candidate’s plans encourages Candidate’s plans include accurate Candidate’s plan displays
knowledge of the central instructional strategies that students to make science content and makes science limited or inaccurate science
content in the area of science. require students to interpret connections across content areas. connections across content areas. content.
scientific information and make
connections to what they are
doing.
13. Candidate demonstrates Candidate’s plan displays Candidate’s plan displays Candidate’s displays knowledge of Candidate’s plan displays
knowledge of literacy extensive knowledge of literacy knowledge of literacy development literacy development and learning limited or inaccurate literacy
development and instruction. development and learning, and learning by integrating by integrating accurate literacy content.
providing opportunities for instruction of literacy skills that skills and content into the lesson
students to apply and practice make clear connections between but connects to the content are not
literacy skills. content and literacy into the clear.
lesson.
14. Candidate demonstrates Candidate’s plans incorporates Candidate’s plans encourages Candidate’s plans include accurate Candidate’s plan displays
knowledge of the central instructional strategies that students to make social studies content and makes social studies limited or inaccurate social
content in the area of social require students to interpret connections across content areas. connections across content areas. studies content.
studies. social studies information and
make connections to what they
are doing.
Comments:

July 2019