Lesson Unit Plan
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level: 4
Unit/Subject: Language Arts
Title of Unit and Brief Summary: Create a title for each lesson and 1-2 sentences summarizing the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping: Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
| Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | |
| National/State Learning Standards
List specific grade-level standards that are the focus of the lesson being presented. |
RL 4.4 | W 4.1 | RL 4.4 | W 4.1 | W 4.1 |
| Specific Learning Target(s)/Objectives Based on state standards, identify what is intended to be measured in learning. | Student will answer and ask questions as what, who, why, when and how to illustrate understanding of main details. | Students can answer in written expression to questions as to how, why, where, what, and when to demonstrate an understanding of the main details. | Student will be able to utilize the online/ computer dictionary to find definition of particular terms and parts of speech. | Students will learn key vocabularies and connect to the previous learning. | Student will identify the supporting and main ideas in a passage (what, who, when, where, and how). |
| Academic Language General academic vocabulary and content-specific vocabulary included in the unit. | English | English | English | English | English |
| Unit Resources, Materials, Equipment, and Technology
List all resources, materials, equipment, and technology to be used in the unit. |
Literature: Scholastic book titled “Too Many Pets”
Equity stick to select students randomly Puppet stage
|
Literature: Scholastic book titled “Too Many Pets”
Paper, pencil, whiteboard Graphic organizer |
Chrome books
Internet access Chrome dictionary |
Literature: Scholastic book titled “Too Many Pets”
Equity stick to select students randomly
|
Reading passages, pencils, pens, puppet stage, white board, Graphic organizer |
| Depth of Knowledge Lesson Questions
What questions can be posed throughout the lesson to assess all levels of student understanding? · Level 1: Recall · Level 2: Skill/Concepts · Level 3: Strategic Thinking · Level 4: Extended Thinking |
Students will be asked to formulate questions using the 5W’s where, what, when, who and why. | Students will be given the vocabulary instruction to write down the words and decode them
For the comprehension the students will be asked to answer the question verbally after reading on where, what, when, who and why. |
The teacher will read some vocabulary words that the students will have to define and look up on the internet. | The students will be asked to ask their partners to point out the short vowel words they have identified while reading.
Students will be asked to underline the short vowel words in the passage. |
The students will be asked to identify the main and supporting ideas in the reading passages. |
Section 2: Instructional Planning
| Day 1 | Day 2 | Day 3 | Day 4 | Day 5 | |
| Anticipatory Set
How will students’ prior knowledge be activated as well as gain student interest in the upcoming content? |
The teacher will offer a brief preview and explanation of the aims and expectations | The teacher will explain the expected learning outcomes | The teacher will tell the students that today’s ;lesson will involve looking up words on the internet and the online dictionary | Have the students informed about how they going to learn about vocabularies and practices identify the key vocabularies in a passage. | The teacher will tell the students that the lesson will involve asking questions about the ideas of a story. The student will be made aware about reading a story and be asked more questions about the story element. |
| Presentation of Content | |||||
| Multiple Means of Representation
Describe how content will be presented in various ways to meet the needs of different learners. |
· Initial reading, model reading, worked models, graphic organizers, explicit explanations, transcripts of audio/ visuals, voice over power point presentation | literature reading and writing, worked models, Initial reading, model reading, worked models, graphic organizers and visuals, voice over power point | Explicit explanations, Model writing, worked models, lecture notes, voice over PowerPoint presentation | Explicit explanations, Model writing, worked models, lecture notes, voice over PowerPoint presentation | Initial read, explicit explanations, Model writing, worked models, think-aloud |
| Multiple Means of Representation Differentiation
Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) |
· English Language Learners (ELL)- Initial reading.
· Students with special need will use transcripts of audio/ visuals · Students with gifted abilities- voice over power point presentation · Early finishers- Model reading |
· English learners will use- Literature books reading and writing on bulletin boards
· Students with special Need-Graphic organizers · Students with gifted abilities will rely on the voice over PowerPoint presentation · Early finishers will worked models and model reading |
· English Language Learners (ELL) will use worked models
· Students with special need will use transcripts of audio/ visuals · Students with gifted abilities- graphic organizers · Early finishers will use explicit explanations
|
· English learners will use- Literature books and notes on bulletin boards · Students with special Need will use Graphic organizers · Students with gifted abilities will rely on the voice over PowerPoint presentation · Early finishers will use lecture notes |
· English learners will use- Literature books reading and writing on bulletin boards
· Students with special Need-Graphic organizers · Students with gifted abilities will rely on the voice over PowerPoint presentation · Early finishers will worked models and |
| Application of Content | |||||
| Multiple Means of Engagement
How will students explore, practice, and apply the content? |
Guided practice, shared practice, independent practice, Model for students, Signal Cards | Index cards and strips of paper, Guided practice, Signal Cards, shared practice, | Guided web search, Individual web-search, Quick Scans, Shared practice | Guided practice, shared practice, independent practice, Model for students and Signal Cards
|
Guided practice, shared practice, Hand Signals, Anticipation Reaction Guide, |
| Multiple Means of Engagement Differentiation
Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional sources/support) |
· English Language Learners (ELL) will apply content through models for the students · Students with special needs will explore using guided practices. · Students with gifted abilities will explore using signal cards · Early finishers will apply content through independent practices |
· English Language Learners (ELL) will apply content through shared practice
· Students with special needs will explore using guided practices. · Students with gifted abilities will explore using signal cards · Early finishers will apply content through Index cards and strips of paper |
· English Language Learners (ELL) will apply content through Individual web search
· Students with special needs will explore using guided practices. · Students with gifted abilities will explore using Quick scans · Early finishers will apply content through shared practices |
· English Language Learners (ELL) will apply content through model for students
· Students with special needs will explore using guided practices. · Students with gifted abilities will explore using signal cards · Early finishers will apply content through independent practices |
· Language Learners (ELL) will apply content through shared practice
· Students with special needs will explore using guided practices. · Students with gifted abilities will explore using signal cards · Early finishers will apply content through Index cards and strips of paper |
| Assessment of Content | |||||
| Multiple Means of Expression
Formative and summative assessments used to monitor student progress and modify instruction. |
Formative assessment will be used to assess the students understanding. These will include student raising hands if they have understood, completing a self-assessment test, questions to individual students, constructive feedbacks through worksheets and exit tickets | Formative assessment will be used where students will develop graphic organizer, use of worksheets, Random call on students to answer a question and choral response will be used. | Formative Assessment will be used where by students will have classroom presentation, walking around to observe the students, assesses understanding through individual practice, exit tickets and self-assessment | Formative assessments will be used where students will be asked to practice in pairs, choral responses, walking around to observe the students, assesses understanding through sentence construction and ungraded quizzes. | Formative assessments will be used where students will have self-assessment quizzes, student raising hands if they have understood, exit tickets and individual responses |
| Multiple Means of Expression Differentiation
Explain how materials will be differentiated for each of the following groups: · English Language Learners (ELL) · Students with special needs · Students with gifted abilities · Early finishers (those who finish early and may need additional resources/support) |
· English Language Learners (ELL) will be assessed through completing a self-assessment test · Students with special needs will be assessed through constructive feedbacks through worksheets · Students with gifted abilities will be assessed through questions to individual students · Early finishers will be assessed through students raising hands if they have understood |
· English Language Learners (ELL) will be assessed through Random call on students to answer a question.
· Students with special needs will be assessed through graphic organizers. · Students with gifted abilities will be assessed through use of worksheets. · Early finishers will be assessed through choral response. |
· English Language Learners (ELL) will be assessed through classroom presentation
· Students with special needs will be assessed through walking around to observe the students · Students with gifted abilities will be assessed through individual practice · Early finishers will be assessed through exit tickets. |
· English Language Learners (ELL) will be assessed through choral response.
· Students with special needs will be assessed through observing the students. · Students with gifted abilities will be assessed through paired practice. · Early finishers will be assessed through ungraded quizzes. |
· English Language Learners (ELL) will be assessed through self-assessment quizzes
· Students with special needs will be assessed through student raising hands if they have understood · Students with gifted abilities will be assessed through exit tickets · Early finishers will be assessed through individual responses |
| Extension Activity and/or Homework | |||||
| Identify and describe any extension activities or homework tasks as appropriate. Explain how the extension activity or homework assignment supports the learning targets/objectives. As required by your instructor, attach any copies of homework at the end of this template. | Students will be given an assignment to provide W questions. Through this, the students will use the previously used W’s in their writing to ask the W questions. This will support the students that have not mastered the concept. | Students will be given reading assignment where they will read the story and answer the W’s questions in a written response. This will support the student in answering the W questions in the reading passages and demonstrate detailed understanding | Students will be asked to search for vocabularies in online-dictionary and write down their meanings. This will demonstrate an understanding about how they can utilize the online dictionaries to search for vocabularies. | The students will be given reading passages to identify and write down the key vocabularies that they identify in the passages. This will help in assessing whether the student understands the taught concept. | The students will be given reading and writing assignment where they will write the main ideas in the reading passage using the W’s. This will support the understanding of the student and analyzing aspect for stories. |
Literacy skills
Students, do a lot of listening, writing, reading and speaking. The content that is taught has a number of effective and engaging strategies that get the students thinking about, reading and talking about the content that they have been taught. The ultimate object of the literacy skills taught is to build the writing skills, comprehension and overall communication skills (Crim et al., 2008). Students are engaged through accountable talk and conversation that help them in building up their oral skills. Considerably, students incorporate their literacy skills in other areas such as math, sciences and art (Julien and Barker, 2009). For instance, when a student effectively engages in an academic conversation, they will have enough practice to share information sufficiently with their peers. The same way speaking improves their understanding, writing enables the students to make a better sense of the subject they are leaning and connect the new ideas to their lives. Strategies such as previewing text, using graphic organizers as well as thinking loud supports the students struggling with reading and learning English (Wasik and Hindman, 2011). For instance, implementation of language objective can be essential in ensuring that the English learners have a better access to the curriculum despite their proficiency. Through communication and language arts strategies students can be able to achieve their academic success since they can fully participate in the lesson as well rely on their communication skills to interact with their peers and family members efficiently. They can support their arguments, share ideas as well as improve their level of social interaction with regards to social and conversation skills that they learn.
References
Julien, H., & Barker, S. (2009). How high-school students find and evaluate scientific information: A basis for information literacy skills development. Library & Information Science Research, 31(1), 12-17.
Crim, C., Hawkins, J., Thornton, J., Rosof, H. B., Copley, J., & Thomas, E. (2008). Early Childhood Educators’ Knowledge of Early Literacy Development. Issues in Teacher Education, 17(1), 17-30.
Wasik, B. A., & Hindman, A. H. (2011). Improving vocabulary and pre-literacy skills of at-risk preschoolers through teacher professional development. Journal of educational psychology, 103(2), 455.