Benchmark – English Language Arts Unit Plan
In planning and instructing 4th grade ELA content, it is important to be able to create a cohesive unit that encompasses various aspects of ELA including reading, writing, speaking, viewing, listening, and thinking skills.
Part 1: Unit Plan
For this benchmark, you will choose one of the three lesson plans you created in this course to build a weeklong unit plan. Complete the “ELA Unit Plan” template to prepare a weeklong English language arts unit plan. Utilize any previously received feedback from your instructor to modify and adjust instruction to meet the diverse needs of “Class Profile” students.
For the ELA unit plan, include the following components.
- Lesson title
- Alignment to ELA state standards
- Learning objectives
- Instructional strategies
- Summary of instruction
- Differentiation
- Materials, resources, and technology
- Formative and summative assessments
The unit plan must focus on integrating the following elements.
- Learning activities and instruction integrating ELA concepts on reading, writing, speaking, viewing, listening, and thinking skills that helps students apply skills to various situations, materials, and ideas.
- Differentiation activities based on the various cognitive, linguistic, social, emotional, and physical developmental needs of students in the “Class Profile.”
- Communication resources, including digital tools and resources that are student-centered, provide equitable access, and develop cultural understanding and global awareness.
- Formative and summative assessments to modify, adjust, and strengthen instruction.
Part 2: Reflection
In 250-500 words, summarize and reflect on the process of creating a unit plan in English language arts. How does your unit plan help students successfully apply their developing skills to different situations, materials, and ideas? What challenges did you face when trying to meet the developmental needs of all students? How can family and community support the instruction and selected instructional strategies?
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
previous lesson plan has been attached to refer to to complete this lesson.
ELA Unit Plan
Part 1: Unit Plan
Grade:
Week 1
Monday
Tuesday
Wednesday
Thursday
Friday
Lesson Title
State ELA Standards
Learning Objectives
Instructional Strategies
Summary of Instruction
Differentiation
Materials, Resources, and Technology
Formative Assessment
Summative Assessment
(a short description of the summative assessment)
Part 2: Reflection
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Class Profile
Student Name
English Language Learner
Socioeconomic
Status
Ethnicity
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Parental
Involvement
Internet Available
at Home
Arturo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Med
No
Bertie
No
Low SES
Asian
Female
No
None
Grade level
One year above grade level
At grade level
Low
Yes
Beryl
No
Mid SES
White
Female
No
NOTE: School does not have gifted program
Grade level
Two years above grade level
At grade level
Med
Yes
Brandie
No
Low SES
White
Female
No
Tier 2 RTI for Math
Grade level
At grade level
One year below grade level
Low
No
Dessie
No
Mid SES
White
Female
No
Tier 2 RTI for Math
Grade level
Grade level
One year below grade level
Med
Yes
Diana
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Donnie
No
Mid SES
African American
Female
No
Hearing Aids
Grade level
At grade level
At grade level
Med
Yes
Eduardo
Yes
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
Grade level
One year below grade level
At grade level
Low
No
Emma
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Low
Yes
Enrique
No
Low SES
Hispanic
Male
No
Tier 2 RTI for Reading
One year above grade level
One year below grade level
At grade level
Low
No
Fatma
Yes
Low SES
White
Female
No
Tier 2 RTI for Reading
Grade level
One year below grade level
One year above grade level
Low
Yes
Frances
No
Mid SES
White
Female
No
Diabetic
Grade level
At grade level
At grade level
Med
Yes
Francesca
No
Low SES
White
Female
No
None
Grade level
At grade level
At grade level
High
No
Fredrick
No
Low SES
White
Male
Learning Disabled
Tier 3 RTI for Reading and Math
One year above grade level
Two years below grade level
Two years below grade level
Very High
No
Ines
No
Low SES
Hispanic
Female
Learning Disabled
Tier 2 RTI for Math
Grade level
One year below grade level
One year below grade level
Low
No
Jade
No
Mid SES
African American
Female
No
None
Grade level
At grade level
One year above grade level
High
Yes
Kent
No
High SES
White
Male
Emotion-ally Disabled
None
Grade level
At grade level
One year above grade level
Med
Yes
Lolita
No
Mid SES
Native American/
Pacific Islander
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Maria
No
Mid SES
Hispanic
Female
No
NOTE: School does not have gifted program
Grade level
At grade level
Two years above grade level
Low
Yes
Mason
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Nick
No
Low SES
White
Male
No
None
Grade level
One year above grade level
At grade level
Med
No
Noah
No
Low SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Sharlene
No
Mid SES
White
Female
No
None
Grade level
One year above grade level
At grade level
Med
Med
Sophia
No
Mid SES
White
Female
No
None
Grade level
At grade level
At grade level
Med
Yes
Stuart
No
Mid SES
White
Male
No
Allergic to peanuts
Grade level
One year above grade level
At grade level
Med
Yes
Terrence
No
Mid SES
White
Male
No
None
Grade level
At grade level
At grade level
Med
Yes
Wade
No
Mid SES
White
Male
No
None
Grade level
At grade level
One year above grade level
Med
Yes
Wayne
No
High SES
White
Male
Learning Disabled
Tier 3 RTI for Math
Grade level
One year below grade level
Two years below grade level
High
Yes
Wendell
No
Mid SES
African American
Male
Learning Disabled
Tier 3 RTI for Math
Grade level
One year below grade level
Two years below grade level
Med
Yes
Yung
No
Mid SES
Asian
Male
No
NOTE: School does not have gifted program
One year below grade level
Two years above grade level
Two years above grade level
Low
Yes
© 2018. Grand Canyon University. All Rights Reserved.
ELA Mini-Lesson Plan
LaMarcus Streeter
Part 1: Mini-Lesson Plan
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Grade Level: 4th ELA Standards: 4.RI.KID.2 Learning Objectives: To determine the meaning of phrases and words as they are utilized in a text, which involves an analysis of the key elements in the story. |
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Description of the Unit, the class, is currently learning: In this Unit, the scholars are learning how to summarize a text, where they are aimed to be able to determine the main concept of a text and explaining it how it is supported by key details. In the Unit, the scholars are expected to be detectives and searching in the texts for keywords. Then, they will highlight using their highlighters. At the end of the unit, the scholars will be required to develop a story map, which I found to be very significant in improving the comprehension of the students and assists in developing various ability levels in organizing the information effectively and efficiently. |
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The book that can be used to create ELA learning activity: The book, which can be utilized in creating the ELA learning activity is the “Because of Winn-Dixie The novel” by Kate DiCamillo and Earth by Jeffrey Zuehlke. The book “Because of Winn-Dixie The novel” by Kate DiCamillo will help in having a clear understanding of the story as the teacher, while the book Earth by Jeffrey Zuehlke, will assist in helping the students as it contains writing accomplishments, terminologies, and many reading commands. |
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Instructional Strategies: The Unit will involve applications of various instructional strategies. i. Proficient improvement – This system will include taking part in standard expert advancement projects to help in upgrading learning and educating in the classroom. ii. Behavior management- This strategy will aim to ensure the implementation of effective behavior. This will be crucial in ensuring that the scholars have an equal chance of reaching their full potentials. iii. Differentiation- This strategy will involve the allocation of tasks based on the abilities of the scholars, to ensure none is left behind. (How to summarize video) (Act out the book) (Accountable Talk) iv. Cooperative learning- This strategy will encourage scholars of mixed abilities to work together. This will help in promoting small groups or class as a whole. This strategy is very effective, considering that the class will have to perform a group discussion. (Group work) (Think-Pair-Share) |
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ELA Learning Activity Description: For the ELA learning activity, the scholars are to learn about sequencing and summarizing. This is to be achieved where the students will be able to create a story map for the story “Because of the Winn-Dixie”. The scholars will gain an appreciation and understanding of what experiences brings various people together in the creation of a story map of the story “Because of Winn-Dixie”. The story “Because of Winn-Dixie” involves a story of a girl (Opal) who was lonely and new to town but somehow made new friends everywhere she went. This story involves Opal meeting a stray dog, which names Winn-Dixie. The decent variety from the outset implies contrasts, where the scholars will begin in finishing the concept map for “Assorted variety”. In planning the concept map, the scholars will pose an inquiry on what are a portion of the spots, circumstances, or things, which bring individuals from various foundations together? (The Possible responses comprise public events, disasters, entertainments, sports, jobs, hobbies, animals, friendship, culture, neighborhoods, vacations, funerals, weddings, church, and schools, among others). The Unit will also involve an independent practice and group discussion. The group discussion activity will involve discussion on the text-based vocabulary words and the text-based questions. This will involve using accountable talk practices while citing evidence from the text in their responses as we continue reading the story of the Because of Winn-Dixie. For the independent practice, the scholars will be required to use the information from the group discussion in completing the story map graphics. |
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Assessment (to be created and administered in Clinical Field Experience D): The scholars will be required to complete a slip in response to the following questions. i. List four words learned from the story of “Because of Winn-Dixie.” ii. What could the question which you would have asked Opal if given a chance? iii. What are three things learned from reading the story of “Because of Winn-Dixie?” |
Part 2: Reflection
Based on the mentor teacher feedback, the lesson plan was effective, and considered that it has the essential elements of a lesson plan. These essential elements involve the objectives and the body, as well as reframed and engaging plan to the scholars. More significant for the lesson plan delivery, the reflection has various significant aspects based on the mentor teacher’s feedback. This included a well built lesson that drew upon the prior knowledge of the scholars, involved motivating activities, described expectations and activities, and a lesson plan with components that ensured everyone was paying the attention.
In identifying the success of my lesson plan, first, an effective lesson plan should get the student to think and allow them to interact and ask questions. This aspect is effectively-identified in my lesson plan, where the students will be given a chance to ask any question while working on the story map. The other aspect, an effective lesson plan should be able to investigate various possibilities. For my lesson, it involves an assessment, which will be utilized in understanding the possibilities of the students, and on the areas they did not well understand.
One of the potential areas of growth is the creation of space for students’ discussion and thinking. The major significance of a discussion is helping the scholars in processing the information rather than just receive it. In addition, the leading of the discussions requires skills, where the major strategic objective of the discussion is getting the scholars in practicing critical thinking. The other area for potential growth is being prepared to push the students to think further. This particular involves taking the scholars to another level or giving them a chance in applying their thinking independently.
In meeting the diverse needs of various students during testing, it will involve the implementation of a major strategy. This methodology will include booking the facilities or changes on the permissible length of testing time. This is one of the significant strategies, where the scholars will be offered different time for completing the testing based on their abilities. The findings collected will be preserved to help future researchers on the processes which can benefit the children.
© 2018 Grand Canyon University. All Rights Reserved.
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||||||
| ELM-580 | ELM-580-O500 | Benchmark – English Language Arts Unit Plan | 300.0 | |||||||||
| Criteria | Percentage | No Submission (0.00%) | Insufficient (69.00%) | Approaching (74.00%) | Acceptable (87.00%) | Target (100.00%) | Comments | Points Earned | ||||
| Content | 100.0% | |||||||||||
| ELA Unit Plan | 10.0% | Not addressed. | Unit Plan is includes poor and unrelated information for the lesson title, ELA standards, learning objectives, instructional strategies, summary of instruction, differentiation, materials, resources, and technology, and formative and summative assessments. | Unit Plan is complete and includes minimal information for the lesson title, ELA standards, learning objectives, instructional strategies, summary of instruction, differentiation, materials, resources, and technology, and formative and summative assessments. | Unit Plan is complete and appropriately includes lesson title, ELA standards, learning objectives, instructional strategies, summary of instruction, differentiation, materials, resources, and technology, and formative and summative assessments. | Unit Plan is thoroughly complete and proficiently includes lesson title, ELA standards, learning objectives, instructional strategies, summary of instruction, differentiation, materials, resources, and technology, and formative and summative assessments. | ||||||
| ELA Learning Activities COE 2.1 | 20.0% | Unit plan missing components of learning activities and there is an underdeveloped and poor focus on reading, writing, speaking, viewing, listening, and thinking skills that inadequately help students apply skills to various situations, materials, and ideas. | Unit plan includes beginning-level and underdeveloped learning activities that are marginally focused on reading, writing, speaking, listening, and thinking skills that marginally help students apply skills to various situations, materials, and ideas. | Unit plan includes credible and relevant learning activities directly incorporates English language arts concepts focused on reading, writing, speaking, listening, and thinking skills that clearly help students apply skills to various situations, materials, and ideas. | Unit plan includes well-developed and proficient learning activities expertly incorporates English language arts concepts focused on reading, writing, speaking, listening, and thinking skills that thoroughly help students apply skills to various situations, materials, and ideas. | |||||||
| Differentiation to Meeting the Varied Learning Needs of Students | 1 | 5.0% | Unit plan is missing components of differentiated instruction and lacks support of students’ learning needs as identified on the Class Profile. | Unit plan minimally addresses differentiated instructional and vaguely addresses the students’ learning needs as identified in the Class Profile. | Unit plan directly and appropriately includes differentiated instruction that meets the needs of students represented on the Class Profile. | Unit plan creatively and proficiently integrates differentiated instruction designed to meet the needs of specific individuals or groups with similar needs, consistent with the Class Profile. | ||||||
| Digital Tools and Resources | Unit plan is missing or includes weak and poor examples of the various communication resources, including digital tools and resources that are student-centered, provide equitable access, and develop cultural understanding and global awareness. | Unit plan includes general and vague examples of the practical use of various communication resources, including digital tools and resources that are student-centered, provide equitable access, and develop cultural understanding and global awareness. | Unit plan includes various competent and well thought-out examples of various communication resources, including digital tools and resources that are student-centered, provide equitable access, and develop cultural understanding and global awareness. | Unit plan includes various creative and well-researched examples of various communication resources, including digital tools and resources that are student-centered, provide equitable access, and develop cultural understanding and global awareness. | ||||||||
| Assessments | Unit plan is missing or includes weak examples of formative and summative assessments that strengthen, modify, and adjust instruction to promote the continuous intellectual, social, emotional, and physical development of students. | Unit plan includes underdeveloped examples of formative and summative assessments that strengthen, modify, and adjust instruction to promote the continuous intellectual, social, emotional, and physical development of students. | Unit plan includes various clear and direct examples of formative and summative assessments that strengthen, modify, and adjust instruction to promote the continuous intellectual, social, emotional, and physical development of students. | Unit plan includes various proficient and creative examples of formative and summative assessments that strengthen, modify, and adjust instruction to promote the continuous intellectual, social, emotional, and physical development of students. | ||||||||
| Reflection | Reflection has many gaps in the summary of creating an ELA unit plan, with an inadequate explanation of how this helps students apply developing skills to various situations, challenges when meeting the developmental needs of all students, and how family and community support the developmental needs of all students. | Reflection includes an inconsistent and minimal summary of creating an ELA unit plan, with a relevant explanation of how this helps students apply developing skills to various situations, challenges when meeting the developmental needs of all students, and how family and community support the developmental needs of all students. | Reflection includes a logical and concise summary of creating an ELA unit plan, with a relevant explanation of how this helps students apply developing skills to various situations, challenges when meeting the developmental needs of all students, and how family and community support the developmental needs of all students. | Reflection includes a comprehensive and proficient summary of creating an ELA unit plan, with an in-depth explanation of how this helps students apply developing skills to various situations, challenges when meeting the developmental needs of all students, and how family and community support the developmental needs of all students. | ||||||||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | The unit plan contains inappropriate, incoherent language and/or sentence structures. | The unit plan contains mechanical and conventional errors or non-relevant language that affects meaning and clarity. | The unit plan has a few mechanical and conventional errors present that do not significantly affect meaning or clarity. Word choice reflects basic, consistent, appropriate use of practice and topic-related language. | The unit plan is free of mechanical and conventional errors. Word choice reflects well-developed use of practice and topic-related language. | ||||||||
| Total Weightage | 100% |