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To successfully understand this unit, I felt compelled to revisit previous units. I referred to the very first unit in this course to review levels of learners to begin filling out the sample plan. I knew that I couldn’t plan appropriate activities if I didn’t assess that first. I then found myself reviewing Units 3, 5, and 7. Unit 3 gave me another look at the ESA methodology, along with ideas for activities at various phases. I used Unit 5 to remind me of the importance of the interaction and synergy needed to keep learners on task without making mistakes that can destroy the flow and the rapport. For example, I gave thought to how much TTT is appropriate before losing learners’ attention or encroaching on their own opportunities. This required me to think about the pacing of the phases to ensure I allow for ample STT in my plans. I also found it helpful to Unit 7 because I was trying to create a vocabulary plan for Beginners. I confirmed my initial instinct that a ‘straight arrow’ plan was the effective tool for that objective. Overall, this unit offered me a context for those covered previously. The building blocks of those chapters all contribute to creating a plan so that classroom time is spent satisfying the overall goal of teaching English as a second language. Likewise, a single lesson plan creates a foundation for the next one in the sequence to ensure that enough material is covered to assist students in making progress at an acceptable rate without overwhelming them. Finally, I reminded myself that flexibility by the single plan and the sequence of plans is to be expected. There must be room to move at the students' pace or allow for changes due to what is actually happening in the classroom.