A teacher divides the topic 'Describing People' in English into a series of…

Concept: Instructional planning is organised in nested levels of scope. A yearly plan maps the whole session's syllabus, a unit plan takes one theme or topic and arranges its interrelated competencies into a connected sequence of lessons taught over days or weeks, and a lesson plan works out one single class period. Each level is defined by how much content it covers and how long it runs.

Application: Here one theme, 'Describing People', is broken into several lessons that move from basic vocabulary to phrases and then to complete sentences, and the teaching runs over several weeks. That is a single theme, an ordered build-up of interrelated language competencies, and a horizon of many connected periods, which is exactly the level of planning a unit plan occupies. So the planning process being followed is developing a unit plan that sequences interrelated competencies.

Contrast:

• Preparing a single-period lesson plan focused on objectives works out only one period, so it cannot by itself carry a progression that runs for several weeks.

• Designing a remedial worksheet for struggling students is corrective work that follows a diagnosis of difficulty; it gives extra practice on a point already taught rather than laying out new content in sequence.

• Creating a daily schedule for classroom routines fixes when activities happen during the school day; it manages time, not the order in which a subject's competencies are built.

Cross-check: The two markers in the question, a series of lessons on one topic and a logical progression over several weeks, are the defining features of the unit level of planning. Hence the correct planning process is developing a unit plan that sequences interrelated competencies.