Unit Plan Template1

Instructions
Schools do unit and lesson planning differently. Below is the template for how I want you to complete a unit plan for
this class, as some introductory practice. In your career you may use a different template or approach, depending on
the school and/or discipline. The Unit Plan contains several elements, the Overview, Lesson Plans, and the
Assessment. You will develop a sample Unit Plan that is grade-level and subject appropriate for the students you
intend to teach. The Unit Plan will include all relevant components necessary to effectively teach a unit of
instruction. When you do unit planning in your career, your unit plans will contain several days of full lesson plans
(with introductions, reflections, projects, and assessments). We’ll keep it simple, here, and just include three lesson
plans of varied types. You’ll get the gist. This unit plan will be included as a subpage on your Teacher Website for this
class.
Criteria
Unit Overview

Exemplary

Proficient

Developing

Missing

(10 points)

(8 points)

(7 points)

(0 points)

(10 points)

All unit overview requirements
are included/answered clearly
and thoroughly

All unit overview requirements
are included/answered
satisfactorily

All unit overview requirements
are included/answered, but
some are unclear or
disconnected

2 or more unit overview
requirements are missing

Lessons Plans

(60 points)

(54 points)

(42 points)

(0 points)

Intro 20 points
Reflections 20
points
Project 20 points

All 3 lesson plans (Intro,
reflections, project) are written
clearly, demonstrate CCSS
teaching/learning, and are welldeveloped. A blended learning
approach is evident.

Lesson plans are written
satisfactorily and demonstrate
some connections to CCSS. A
blended learning approach is
satisfactorily represented.

Lesson plans are written
vaguely and are
underdeveloped; CCSS
connections are limited

1 or more lesson plans are
missing

Assessments

(10 points)

(8 points)

(7 points)

(0 points)

Formative 5 points
Summative 5

A formative and summative
assessment is included; clear

A formative and summative
assessment is included;

A formative and summative
assessment is included;

1 or more assessments are

(60 points)

points
(10 points)

and connected to the overall
unit plan

connections to the overall unit
plan are satisfactory

confusing and lack connections
to overall unit plan

missing

Overview #1
Teacher: Michael Kelly
Grade/Course: Grade 11 English
Title of the Unit of Study: The Glass Menagerie - Tone

Big Idea
 The “Big Idea” is the central concept, provides a real-world context (Addresses 21 st Century Themes)
 Continues through to final authentic performance task (assessment)

Determining the tone of the play, “The Glass Menagerie” by Tennessee Williams.

Essential/ “Messy” Question
 Focuses big idea to what is relevant to the student. Provides provocative questions that foster inquiry,
understanding, and transfer of learning. (Connects Content Standards & Concepts to 21st Century Themes,
& Skills)

How does one pick up on the underlying themes and ideas in a reading?

What 21st Century
Themes will
students learn with
the Big Idea and
Essential
Question?
Global Awareness
Financial, Economic,
Business, &
Entrepreneurial
Literacy
Civic Literacy
Health Literacy
Environmental
Literacy

Common Core Standards Addressed
 CCSS Clusters | CA Content Standards to be integrated
 How do the clusters of standards illuminate the concepts in the “Big
Idea”?

CCSS.ELA-LITERACY.W.11-12.1.D - Establish and maintain
a formal style and objective tone while attending to the
norms and conventions of the discipline in which they
are writing.
CCSS.ELA-LITERACY.W.11-12.2 - Write
informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and
accurately through the effective selection, organization,
and analysis of content.
CCSS.ELA-LITERACY.W.11-12.4 – Produce clear and
coherent writing in which the development, organization,
and style are appropriate to task, purpose, and
audience.
CCSS.ELA-LITERACY.W.11-12.9 - Draw evidence from
literary or informational texts to support analysis,
reflection, and research.

Concepts and Skills
 What concepts and skills must a student know/have in order to
master these standards and gain enduring understanding of the
“Big Idea”?
 Consider order in which to scaffold concepts and skills within the
Unit.

Recall
Organization
Using Evidence
Content Knowledge
Using Digital Media
Knowledge Through Fiction
Vocabulary

Learning Outcomes of the Unit:
Students will…

Be able to determine the author’s tone
throughout the entire work by way of
identifying tone words.

End of Unit Assessment:
 How will students demonstrate what they know?

Write a paragraph on tone and cite
examples to support your claim.

Unit’s Instruction
Includes
Create assignments for real
audiences and with real
purpose
Focus on the learning
process, not just content

 Through what authentic performance tasks
(project) might student demonstrate what they
have learned or can do, as a result of this Unit?

To be able to perform this task in
recreational reading, as well as
academic.

 How might we solicit student input and engage
students in co-designing their performance
task(s)-project?

The student can select the tone they
feels best represents the piece.

Lead high-level, text-based
discussions
Teach argument writing
which appeals to logic and
reason
Increase text complexity in
both literature and
informational text

Lesson Plans
Balance Teamwork and Individual Work Throughout the Unit of Study:
Leverage collaboration as much as skills and content. Make sure to balance both teams and Independent work so
that you are demanding a 21st century collaborative environment while allowing time to meet students on an
individual basis.

Intro Lesson:

CCSS “Habits of Mind”

Purpose: Engage students, spark curiosity, “hook” and
necessitate

What teacher actions might encourage students
to engage in these “Habits of Mind”?

Is “The Cat in the Hat” a drama or a comedy?
How do you know this? Is it possible to figure
this out with all readings?

ELA Capacities
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the “Big
Idea”, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Student Reflection & Goal Setting:
Student reflection is an essential component. Throughout the Unit, Students reflect on their work and progress. Students set goals for further
learning. Goal setting is a great opportunity for students to personalize learning goals and provides teacher specific targets for differentiated
instruction.

3-5 Reflection Activities:

CCSS “Habits of Mind”

Sequence of Tasks, Problems, or Activities
Purpose: To develop specific concepts, designed to

What teacher actions might encourage students
to engage in these “Habits of Mind”?

scaffold, outcome is a delicate (fragile) understanding.

Read Scene 1 and identify tone words.
Read Scene 2 and identify tone words.
(Repeat until reading is complete)
Get together in groups and share your words
with others. Compare and contrast each
other’s selections.
Write a paragraph describing the tone you
selected and cite examples.
Craft Key Questions for each of lessons or set of lessons
• Key Question(s) requires students to address a
variety of smaller, more targeted Key Questions to
scaffold learning and finding answer to the Essential
Question.
• Key Questions provides the vehicle for addressing
specific content standards and demonstration of
student performance.

Are tones consistent throughout the play?
Do other students share your views?

ELA Capacities
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the “Big
Idea”, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Scaffold or differentiate student demonstration of
concepts. (Build depth, flexibility, & try same thing in
different ways.)

If you were assigned a specific tone to argue
for, would you be able to find evidence for it?

Co-Design Authentic Performance Task(s ):
Teacher embraces real-world connections and possibilities for differentiated student summative products by providing opportunity for student
voice and choice in their end product. Students write their Essential Question to guide learning outcomes for their end of Unit performance
task (Project).

Craft a project that will support your intended outcome.

Students will craft a paragraph justifying their selection of tone for the play after reading it on a tablet.

Assessment

Formative Assessment Lesson:

CCSS “Habits of Mind”

Through what authentic performance task(s) will
students demonstrate their skills and understandings?
How will this inform their future learning?

What teacher actions might encourage students
to engage in these “Habits of Mind”?

As students proceed through a chapter, they would occasionally log
in to a quiz website where a random question generator would 
produce a test.  The purpose of this test is not to be graded, per se, 
but to give both the student and teacher a feeling of where the 
student is.
Students would chart their progress along the way in the form of an 
online blog.  In order to get a better idea of how they are processing
the information, some of the entries would be reflections on how 
the learning process is working for them and how they feel they 
will progress from there.
I would like to see the students work together to compile 
information and put it on an online wiki.  This would require them 
to look information up online, go to the library or conduct 
interviews.  They would upload all of this information and fact 
check each other for accuracy.  This would encourage them to do 
their best work in front of their peers.
Before, during and after the learning process, students can fill out 
on of these charts in order to give an idea of what they’ve learned 
along the way.  Giving them an opportunity to write what they 
already know and they think they know is good for them on a 
metacognition level as well.  At the end, they list of what they 
learned, giving a definitive answer to the questions being asked.

ELA Capacities
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the “Big
Idea”, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Summative Assessment:

CCSS “Habits of Mind”

How will students demonstrate what they know as a
result of this Unit?

What teacher actions might encourage students
to engage in these “Habits of Mind”?

Through what authentic performance tasks (project)
will student demonstrate what they have learned
(concepts, skills, understandings, “Big Idea”) and can
do?

A rubric will be used.  This gives the students a clear 
understanding of what is expected of them.  
Groups will be used to assess each other’s work.  This way, 
they can present information to their peers and get feedback 
without feeling so judged, as they might if they tried to ask 
questions or make assumptions with the teacher.  
An online test at the end of the section will gauge how much 
knowledge was retained.
A portfolio will be required.  This is a collection of things that 
represent all that the student has learned throughout the class.  

ELA Capacities
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the “Big
Idea”, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Individual Student Reflection & Peer Reflection:



Students reflect on their end product: authentic performance tasks (project)
I like…
I wonder…
I now understand…
In the future…

Do I feel like I selected the best tone word?
I like being able to figure out what different authors are trying to say.
I wonder what tone I would use if I wrote a story?
I now understand how to pick up on tone.
In the future, I will identify tone quicker so I have a better understanding of the
reading early on.

How will you and your students
reflect on and evaluate the
performance task (project)?
Class discussion Fishbowl
Student-facilitated formal debrief
Teacher-led formal debrief
Student-facilitated informal debrief
Individual evaluations
Group evaluations
Other:

1. Adapted from OCDE Integrated Planning Template at http://www.ocde.us/CommonCoreCA/Documents/Unit%20of%20study
%20template_print11x17.pdf

Overview #2
Teacher: Michael Kelly
Grade/Course: Grade 11 English
Title of the Unit of Study: Constructing an Intro Paragraph

Big Idea
 The “Big Idea” is the central concept, provides a real-world context (Addresses 21 st Century Themes)
 Continues through to final authentic performance task (assessment)

Constructing an interesting intro paragraph is paramount to getting people to read your
work.

Essential/ “Messy” Question
 Focuses big idea to what is relevant to the student. Provides provocative questions that foster inquiry,
understanding, and transfer of learning. (Connects Content Standards & Concepts to 21st Century Themes,
& Skills)

How does one start a thesis paper in any given subject? Do the same rules apply to works
of fiction, non-fiction, opinion pieces, etc?

What 21st Century
Themes will
students learn with
the Big Idea and
Essential
Question?
Global Awareness
Financial, Economic,
Business, &
Entrepreneurial
Literacy
Civic Literacy
Health Literacy
Environmental
Literacy

Common Core Standards Addressed
 CCSS Clusters | CA Content Standards to be integrated
 How do the clusters of standards illuminate the concepts in the “Big
Idea”?

CCSS.ELA-LITERACY.W.11-12.1.A - Introduce precise,
knowledgeable claim(s), establish the significance of the
claim(s), distinguish the claim(s) from alternate or
opposing claims, and create an organization that
logically sequences claim(s), counterclaims, reasons, and
evidence.
CCSS.ELA-LITERACY.W.11-12.6 – Use technology,
including the Internet, to produce, publish, and update
individual or shared writing products in response to
ongoing feedback, including new arguments or
information.
CCSS.ELA-LITERACY.W.11-12.8 – Gather relevant
information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the
strengths and limitations of each source in terms of the
task, purpose, and audience; integrate information into
the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source
and following a standard format for citation.
CCSS.ELA-LITERACY.W.11-12.9 – Draw evidence from
literary or informational texts to support analysis,
reflection, and research.

Concepts and Skills
 What concepts and skills must a student know/have in order to
master these standards and gain enduring understanding of the
“Big Idea”?
 Consider order in which to scaffold concepts and skills within the
Unit.

Organization
Using Evidence
Content Knowledge
Using Digital Media
Vocabulary
Independent Thinking

Learning Outcomes of the Unit:
Students will…

Pick a thesis and then integrate it into an
introduction paragraph.

End of Unit Assessment:
 How will students demonstrate what they know?

Write an intro paragraph on a subject of
your choosing and cite examples to
support your claim.

Unit’s Instruction
Includes
Create assignments for real
audiences and with real
purpose
Focus on the learning
process, not just content
Lead high-level, text-based
discussions

 Through what authentic performance tasks
(project) might student demonstrate what they
have learned or can do, as a result of this Unit?

To be able to perform this task in other
areas of education as well.

 How might we solicit student input and engage
students in co-designing their performance
task(s)-project?

The student can select the topic they
wish to write on.

Teach argument writing
which appeals to logic and
reason
Increase text complexity in
both literature and
informational text

Lesson Plans
Balance Teamwork and Individual Work Throughout the Unit of Study:
Leverage collaboration as much as skills and content. Make sure to balance both teams and Independent work so
that you are demanding a 21st century collaborative environment while allowing time to meet students on an
individual basis.

Intro Lesson:

CCSS “Habits of Mind”

Purpose: Engage students, spark curiosity, “hook” and
necessitate

What teacher actions might encourage students
to engage in these “Habits of Mind”?

Have you ever had a great idea or thought?
How would you go about convincing me yours
was they way to go? Would you be able to
sway a number of people, not just me in the
same manner?

ELA Capacities
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the “Big
Idea”, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Student Reflection & Goal Setting:
Student reflection is an essential component. Throughout the Unit, Students reflect on their work and progress. Students set goals for further
learning. Goal setting is a great opportunity for students to personalize learning goals and provides teacher specific targets for differentiated
instruction.

3-5 Reflection Activities:

CCSS “Habits of Mind”

Sequence of Tasks, Problems, or Activities
Purpose: To develop specific concepts, designed to

What teacher actions might encourage students
to engage in these “Habits of Mind”?

scaffold, outcome is a delicate (fragile) understanding.

ELA Capacities

Watch a brief documentary on YouTube.
Research famous speeches and find three
examples of good hooks.
Write your own intro paragraph with hook

Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Craft Key Questions for each of lessons or set of lessons
• Key Question(s) requires students to address a
variety of smaller, more targeted Key Questions to
scaffold learning and finding answer to the Essential
Question.
• Key Questions provides the vehicle for addressing
specific content standards and demonstration of
student performance.

Did the beginning of the documentary hook
you? Why/why not?
How would you go about drafting an intro for
the documentary?

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the “Big
Idea”, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Scaffold or differentiate student demonstration of
concepts. (Build depth, flexibility, & try same thing in
different ways.)

How does a thesis differ from an opinion?
Show three examples of each to show the
difference.

Co-Design Authentic Performance Task(s ):
Teacher embraces real-world connections and possibilities for differentiated student summative products by providing opportunity for student
voice and choice in their end product. Students write their Essential Question to guide learning outcomes for their end of Unit performance
task (Project).

Craft a project that will support your intended outcome.

Students will research a topic of their choice and find the best type of hook to introduce the topic. They may select
from humorous, factual, etc.

Assessment

Formative Assessment Lesson:

CCSS “Habits of Mind”

Through what authentic performance task(s) will
students demonstrate their skills and understandings?
How will this inform their future learning?

What teacher actions might encourage students
to engage in these “Habits of Mind”?

As students proceed through a chapter, they would occasionally log
in to a quiz website where a random question generator would 
produce a test.  The purpose of this test is not to be graded, per se, 
but to give both the student and teacher a feeling of where the 
student is.
Students would chart their progress along the way in the form of an 
online blog.  In order to get a better idea of how they are processing
the information, some of the entries would be reflections on how 
the learning process is working for them and how they feel they 
will progress from there.
I would like to see the students work together to compile 
information and put it on an online wiki.  This would require them 
to look information up online, go to the library or conduct 
interviews.  They would upload all of this information and fact 
check each other for accuracy.  This would encourage them to do 
their best work in front of their peers.
Before, during and after the learning process, students can fill out 
on of these charts in order to give an idea of what they’ve learned 
along the way.  Giving them an opportunity to write what they 
already know and they think they know is good for them on a 
metacognition level as well.  At the end, they list of what they 
learned, giving a definitive answer to the questions being asked.

ELA Capacities
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the “Big
Idea”, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Summative Assessment:

CCSS “Habits of Mind”

How will students demonstrate what they know as a
result of this Unit?

What teacher actions might encourage students
to engage in these “Habits of Mind”?

Through what authentic performance tasks (project)
will student demonstrate what they have learned
(concepts, skills, understandings, “Big Idea”) and can
do?

A rubric will be used.  This gives the students a clear 
understanding of what is expected of them.  
Groups will be used to assess each other’s work.  This way, 
they can present information to their peers and get feedback 
without feeling so judged, as they might if they tried to ask 
questions or make assumptions with the teacher.  
An online test at the end of the section will gauge how much 
knowledge was retained.
A portfolio will be required.  This is a collection of things that 
represent all that the student has learned throughout the class.  

ELA Capacities
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the “Big
Idea”, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Individual Student Reflection & Peer Reflection:



Students reflect on their end product: authentic performance tasks (project)
I like…
I wonder…
I now understand…
In the future…

Do I feel like I selected the best introduction method?
I like being able to hook people into my ideas quickly.
I wonder which intros work best in which situations?
I now understand how to write an intro paragraph that best suits the situation.
In the future, I will be sure to take time to craft well worded intro paragraphs.

How will you and your students
reflect on and evaluate the
performance task (project)?
Class discussion Fishbowl
Student-facilitated formal debrief
Teacher-led formal debrief
Student-facilitated informal debrief
Individual evaluations
Group evaluations
Other:

1. Adapted from OCDE Integrated Planning Template at http://www.ocde.us/CommonCoreCA/Documents/Unit%20of%20study
%20template_print11x17.pdf

Overview #3
Teacher: Michael Kelly
Grade/Course: Grade 11 English
Title of the Unit of Study: How To Write A Resume

Big Idea
 The “Big Idea” is the central concept, provides a real-world context (Addresses 21 st Century Themes)
 Continues through to final authentic performance task (assessment)

How to write a resume

Essential/ “Messy” Question
 Focuses big idea to what is relevant to the student. Provides provocative questions that foster inquiry,
understanding, and transfer of learning. (Connects Content Standards & Concepts to 21st Century Themes,
& Skills)

What is the best way to help ensure you’ll land a job at your next interview?

What 21st Century
Themes will
students learn with
the Big Idea and
Essential
Question?
Global Awareness
Financial, Economic,
Business, &
Entrepreneurial
Literacy
Civic Literacy
Health Literacy
Environmental
Literacy

Common Core Standards Addressed
 CCSS Clusters | CA Content Standards to be integrated
 How do the clusters of standards illuminate the concepts in the “Big
Idea”?

CCSS.ELA-LITERACY.W.11-12.4 – Produce clear and
coherent writing in which the development, organization,
and style are appropriate to task, purpose, and
audience.
CCSS.ELA-LITERACY.W.11-12.5 – Develop and strengthen
writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose
and audience.

Concepts and Skills
 What concepts and skills must a student know/have in order to
master these standards and gain enduring understanding of the
“Big Idea”?
 Consider order in which to scaffold concepts and skills within the
Unit.

Organization
Content Knowledge
Using Digital Media
Vocabulary
Independent Thinking

Learning Outcomes of the Unit:
Students will…

Properly design and execute a resume on
their own. In addition, they will learn how to
read resumes in general.

End of Unit Assessment:
 How will students demonstrate what they know?

Students will write a resume, filling out
the necessary sections including
schooling, work history, etc. If these
categories don’t exist for the student,
they shall make them up.

Unit’s Instruction
Includes
Create assignments for real
audiences and with real
purpose
Focus on the learning
process, not just content
Lead high-level, text-based
discussions

 Through what authentic performance tasks
(project) might student demonstrate what they
have learned or can do, as a result of this Unit?

To be able to perform this task in the
real world, helping them with future job
searches.

 How might we solicit student input and engage
students in co-designing their performance
task(s)-project?

The student can select the business they
are applying at and draft the resume
accordingly.

Teach argument writing
which appeals to logic and
reason
Increase text complexity in
both literature and
informational text

Lesson Plans
Balance Teamwork and Individual Work Throughout the Unit of Study:
Leverage collaboration as much as skills and content. Make sure to balance both teams and Independent work so
that you are demanding a 21st century collaborative environment while allowing time to meet students on an
individual basis.

Intro Lesson:

CCSS “Habits of Mind”

Purpose: Engage students, spark curiosity, “hook” and
necessitate

What teacher actions might encourage students
to engage in these “Habits of Mind”?

Imagine you just graduated college. You’re
sitting at home and get a phone call. The job
of your dreams just showed a vacancy! How
do you seal the deal?

ELA Capacities
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the “Big
Idea”, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Student Reflection & Goal Setting:
Student reflection is an essential component. Throughout the Unit, Students reflect on their work and progress. Students set goals for further
learning. Goal setting is a great opportunity for students to personalize learning goals and provides teacher specific targets for differentiated
instruction.

3-5 Reflection Activities:

CCSS “Habits of Mind”

Sequence of Tasks, Problems, or Activities
Purpose: To develop specific concepts, designed to

What teacher actions might encourage students
to engage in these “Habits of Mind”?

scaffold, outcome is a delicate (fragile) understanding.

ELA Capacities

Review 3 kinds of resumes as PDFs.
Review sections of a resume.
Students construct their own resume.
Students will pair off and interview each
other.

Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Craft Key Questions for each of lessons or set of lessons
• Key Question(s) requires students to address a
variety of smaller, more targeted Key Questions to
scaffold learning and finding answer to the Essential
Question.
• Key Questions provides the vehicle for addressing
specific content standards and demonstration of
student performance.

Which resume designs are best suited for
which jobs?
What is the best part of the interview
process? What is the most stressful?

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the “Big
Idea”, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Scaffold or differentiate student demonstration of
concepts. (Build depth, flexibility, & try same thing in
different ways.)

How would the resume of a fast food worker
look? A clothing store manager? A fortune
500 company CEO?

Co-Design Authentic Performance Task(s ):
Teacher embraces real-world connections and possibilities for differentiated student summative products by providing opportunity for student
voice and choice in their end product. Students write their Essential Question to guide learning outcomes for their end of Unit performance
task (Project).

Craft a project that will support your intended outcome.

Students will draft their own resume, filling out all the necessary sections with factual information (or made up, if
the student doesn’t have real world history in the matter). Afterwards, the students will pair off and take turns
interviewing each other, based off of their resumes.

Assessment
Formative Assessment Lesson:

CCSS “Habits of Mind”

Through what authentic performance task(s) will
students demonstrate their skills and understandings?
How will this inform their future learning?

What teacher actions might encourage students
to engage in these “Habits of Mind”?

As students proceed through a chapter, they would occasionally log
in to a quiz website where a random question generator would 
produce a test.  The purpose of this test is not to be graded, per se, 
but to give both the student and teacher a feeling of where the 
student is.
Students would chart their progress along the way in the form of an 
online blog.  In order to get a better idea of how they are processing
the information, some of the entries would be reflections on how 
the learning process is working for them and how they feel they 
will progress from there.
I would like to see the students work together to compile 
information and put it on an online wiki.  This would require them 
to look information up online, go to the library or conduct 
interviews.  They would upload all of this information and fact 
check each other for accuracy.  This would encourage them to do 
their best work in front of their peers.
Before, during and after the learning process, students can fill out 
on of these charts in order to give an idea of what they’ve learned 
along the way.  Giving them an opportunity to write what they 
already know and they think they know is good for them on a 
metacognition level as well.  At the end, they list of what they 
learned, giving a definitive answer to the questions being asked.

ELA Capacities
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the “Big
Idea”, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Summative Assessment:

CCSS “Habits of Mind”

How will students demonstrate what they know as a
result of this Unit?

What teacher actions might encourage students
to engage in these “Habits of Mind”?

Through what authentic performance tasks (project)
will student demonstrate what they have learned
(concepts, skills, understandings, “Big Idea”) and can
do?

A rubric will be used.  This gives the students a clear 
understanding of what is expected of them.  
Groups will be used to assess each other’s work.  This way, 
they can present information to their peers and get feedback 
without feeling so judged, as they might if they tried to ask 
questions or make assumptions with the teacher.  
An online test at the end of the section will gauge how much 
knowledge was retained.
A portfolio will be required.  This is a collection of things that 
represent all that the student has learned throughout the class.  

ELA Capacities
Demonstrate
independence
Build strong content
knowledge
Respond to the
varying demands of
audience, task,
purpose, and discipline
Comprehend as well
as critique
Value evidence
Use technology and
digital media
strategically and
capably
Come to understand
other perspectives and
cultures

Mathematical
Practices
Make sense of
problems and
persevere in solving
them.
Reason abstractly
and quantitatively.
Construct viable
arguments and critique
the reasoning of others
Model with
mathematics.
Use appropriate
tools strategically.
Attend to precision.
Look for and make
use of structure.
Look for and
express regularity in
repeated reasoning.

DOK Level
What levels of Depth Of
Knowledge will the lesson
target to demonstrate student
understanding of the “Big
Idea”, concepts, and skills?
Level 1: Recall &
Reproduction
Level 2:
Basic Skills & Concepts
Level 3: Strategic Thinking
& Reasoning
Level 4: Extended Thinking

Individual Student Reflection & Peer Reflection:



Students reflect on their end product: authentic performance tasks (project)
I like…
I wonder…
I now understand…
In the future…

Do I feel like I represented myself properly?
I like being able to finds ways to make my resume look stronger.
I wonder what kinds of jobs require very simple/very dense resumes?
I now understand how to write my own resume and read another person’s.
In the future, I will use these skills to land a well paying job.

How will you and your students
reflect on and evaluate the
performance task (project)?
Class discussion Fishbowl
Student-facilitated formal debrief
Teacher-led formal debrief
Student-facilitated informal debrief
Individual evaluations
Group evaluations
Other:

1. Adapted from OCDE Integrated Planning Template at http://www.ocde.us/CommonCoreCA/Documents/Unit%20of%20study
%20template_print11x17.pdf