Author: Michelle Page

NAME:  ___________________________

Mini-Unit Template

Major Concept/Essential Question:  
List the overall concept that your unit addresses (in a word or phrase) or list the Essential Question addressed.

Essential Understandings/Goals:  
Within the overall concept, what essential knowledge and/or skills should students acquire as a result of this unit?  For example, writing a five paragraph essay, understanding slavery, learning correct rhythms in a musical selection, learn about the importance of the Constitution to our country, implementing the quadratic formula.

Essential Vocabulary:  
What are essential vocabulary and terms that students will learn in this unit?  (Not ALL vocabulary—ESSENTIAL vocabulary related to your concept)

Prerequisite Knowledge and Skills/Preassessment:  
What do students need to know and be able to do before they can be successful in this unit?  How will you know whether students possess these skills and knowledge?  How would you/will you assess students’ prior knowledge and skill level?

Knowledge | Skills
Preassessment (How will you determine if students possess the knowledge and skills needed to succeed in this unit?)

Unit Plan Overview/Rationale:  
Describe the students to whom this unit will be taught; discuss the rationale of the unit—why is this concept important?  How does it fit with academic standards, other units in the curriculum?  Discuss fully in a paragraph or two.

Calendar:  
Provide a calendar summary for your unit (lesson plans will show your unit in detail—this is an overview or shortcut).  List the topic, major activities or procedures, and assessments for each day.

Day 1 | Day 2 | Day 3 | Day 4 | Day 5

Lesson Plans:  
Include detailed lesson plans for each day of the unit.  Use information previously covered in this course to prepare well-developed lessons.  Include materials that are part of a lesson (eg. directions for an assignment, worksheet for classroom practice, quizzes). Attach supplements to the appropriate lesson.  Use best practices when incorporating technology in your lessons.  Refer to the Minnesota Academic Standards when preparing lessons to assure that lessons are teaching essential material.  

Each lesson you prepare should include how you will assess whether or not students reached the objective(s) of the lesson.  Teachers monitor the progress of students on a daily basis so that lessons can be adjusted and meaningful work and learning experiences can be provided.  

Attach lesson plans and materials to this template.

Unit Assessment:  
At the conclusion of a unit a final assessment is completed to assure that students have reached the unit goal and understand the major concept.  The unit assessment is often a written exam.  Performance assessments such as an essay, project poster or the design of a new experiment would also be appropriate unit assessments.  Attach materials as needed.

Unit Reflection:
How will you hook your students at the beginning of the unit?  How will you help your students self-evaluate and reflect throughout the unit?  How will you tailor your unit plan to meet the different needs, interests, and abilities of students?  Why did you choose this unit?  What do you think are particular strengths of this unit?  What was challenging about creating this unit?  How did you incorporate technology into this unit?  How did you try to engage students in your lessons?  How did you include higher order thinking in your unit?  What do you think that students might find challenging about your unit?  How would you ensure engagement in your unit?  How did creating this unit enhance your progress toward meeting licensure standards?