ELA Unit Plan
Part 1: Unit Plan
Grade:
| Week 1 | Monday
| Tuesday | Wednesday | Thursday | Friday |
| Lesson Title | English Language Arts (ELA) | English Language Arts (ELA) | English Language Arts (ELA) | English Language Arts (ELA) | English Language Arts (ELA) |
| State ELA Standards
| Based on the common core standard sections CCSS.ELA-LITERACY.L.4.1 students should be able to demonstrate an understanding of the universal English standard grammar and its use when both reading and writing. | Based on the common core standard sections CCSS.ELA-LITERACY.L.4.2, CCSS.ELA-LITERACY.L.4.3 The students should be able to use the English language when speaking, reading, writing, and listening. | According to the CCSS.ELA-LITERACY.L.4.4 the standard is to establish meaning or clarify where necessary of words and phrases with several meanings according to the reading and content in grade 4 and selection from different strategies. | With reference to CCSS.ELA-LITERACY.L.4.5 and CCSS.ELA-LITERACY.L.4.6, to establish knowledge on figurative language, relationship of words and word meanings nuances. Students should also gain and use appropriately words and phrases that are appropriate and generally academic. | As per the American common core standard sections CCSS ELA- LITERACY.W.4.7, CCSS.ELA-LITERACY.W.4.8 and CCSS.ELA-LITERACY.W.4.9 the students should be able to conduct ELA research in both print and digital media with specific focus on the topics they may be assigned to. They should also be able to categorize the information obtained and take notes. |
| Learning Objectives
| · At the end of the lesson, the students should be able to apply relative pronouns like who, whose, which, and that. · Students should also be able to use tenses that are progressive and modal auxiliaries when suggesting different situations. · The students should also be able to establish the proper order of adjectives in a sentence, create and use phases that have prepositions. · They should be able to come up with sentences that are complete and correct inappropriate fragments. | · At the end of the lesson, the students should be able to choose words effectively and convey their ideas precisely. · Be able to select appropriate functions. · They should be able to differentiate the contexts which require formal English like when presetting ideas and were informal English needs to be applied, like when in small group discussions.
| · By the end of the lesson, students should be able to use different contexts for example malls in texts as clues for the meaning or phrases they have learned. · Students should also be able to use words with Greek and Latin fixtures such as graph for words like telegraph and autograph appropriately and as clues of meaning for words. · At this point, students should also be able to utilize ELA resources like the dictionary, thesaurus, and other sources which may be print or digital to establish meaning of words or clarify their pronunciation. | · At the end of the lesson, the students should be able to give explanations to simple metaphors and similes. · They should also be able to differentiate proverbs, idioms, and adages, and establish their meanings. · Further, the fourth graders should be able to have knowledge of words and relate them to their antonyms and to their synonyms | · Students should be in a position to utilize both print and digital sources to search for and locate the appropriate information. · They should also be able to note critical points in their research from their sources and utilize them. |
| Instructional Strategies | · Whiteboard demonstration on the use of pronouns, auxiliary words, and others and coming up with complete and appropriate fragments. · Use of online sources for specific topics. | · Use of textbooks to clarify the use of words and their appropriate usages. · Whiteboard demonstration on the selection and use of appropriate functions. · Use of online sources to demonstrate the use of formal and informal English and its grammatical application. | · Reading through the textbook to determine meaning of phrases and how they could be applied. · Whiteboard demonstration on use of words and utilization of resources like the dictionary and thesaurus to establish meaning of words and phrases. · Practical engagement of students in the use of print and digital media on conducting research. | · Demonstration from the textbook and the whiteboard on metaphors, idioms, and proverbs and their usage. | · Demonstration from the textbook on how to read and write down the main points from the textbooks on the whiteboard. · Demonstration on how to search for online sources on topics that are specific using the digital devices ad making clarifications on the whiteboard. · Use of graphic organizer for the organization of information. · Student engagement in the learning process · Use of audio for some sections of print media to engage student listening. |
| Summary of Instruction | Whiteboard demonstration and the use of online sources | Whiteboard demonstration and the use of online sources | Whiteboard demonstration, Reading through the text book, and practical engagement of students. | Whiteboard demonstration | Whiteboard demonstration, student engagement, audio recordings, graphic organizers, and the use of online sources |
| Differentiation
| Students with special needs could be engaged through the use of audio which will act as their guide and assistance of special needs education specialists will be sought. | For early finishers, students the program will provide for additional work for them to cover as others catch up. | Gifted students could move to the next step as the other average and special students catch up. | For those with other learning disabilities, concentration on explaining concepts, words, and information thoroughly will be used and were applicable local languages could be applied. | Students will be grouped based on their learning abilities and disabilities for engagement purposes in learning English. They gifted students could also be paired with the ungifted ones to strengthen them and their learning abilities. |
| Materials, Resources, and Technology | · White Board · Markers · Graphic organizer · Minicomputers · Tablets · Printed texts · A listening center · Audio of print text recorded on CD | · White Board · Markers · Graphic organizer · Minicomputers · Tablets · Printed texts · A listening center · Audio of print text recorded on CD | · White Board · Markers · Graphic organizer · Minicomputers · Tablets · Printed texts · A listening center · Audio of print text recorded on CD | · White Board · Markers · Graphic organizer · Minicomputers · Tablets · Printed texts · A listening center · Audio of print text recorded on CD | · White Board · Markers · Graphic organizer · Minicomputers · Tablets · Printed texts · A listening center · Audio of print text recorded on CD |
| Formative Assessment | Random quizzes, scheduled tests, and comparative assessments. | Random quizzes, scheduled tests, and comparative assessments. | Random quizzes, scheduled tests, and comparative assessments. | Random quizzes, scheduled tests, and comparative assessments. | Random quizzes, scheduled tests, and comparative assessments. |
| Summative Assessment (a short description of the summative assessment) | Use of random and schedules tests to establish the understanding and performance of students and comparative assessments to determine how the ELA progress of students compare. | ||||
Part 2: Reflection
In developing the lesson plan, one of the major highlights was the understanding of my students’ such as Fatma among others, who have minimal parental involvement, are from a mid-level income family, and have access to the internet. In developing the differentiation strategies, such factors had to be considered to determine how the students would be affected. For instance, students with low parental involvement would require higher teacher involvement and access to the internet, while those with parental involvement would need minimal teacher assistance as parents would act as their learning guides at home. The knowledge of the special needs of students was also paramount in developing the differential strategies in ELA learning programs, for instance for early finishers and the gifted students, having extra work to keep them busy, while for slower ones with more needs, additional guidance for instance on research and gaining insight.
The major challenge was the use of different instructional strategies. Conventional teaching would only make use of textbooks and the whiteboard; nevertheless, with the introduction of internet resources, a range of instructional approaches have to be applied, and making use of all of them equally and where necessary can be challenging. The other challenge encountered in developing the lesson plan was the certainty of the availability of other professionals who could aid students with special needs in learning the ELA. While the plan may seek to use their input in assisting the special needs students, some of these professionals may be absent or engaged, thus contributing to a shortfall in attention to the needs of the special students. The time involvement was the other minor issue as developing the lesson plan involves research and assessment of students, the ELA standards, and an analysis of the learning resources.