This document outlines a unit plan for teaching 7th grade students about parts of speech and sentence structure, culminating in an ability to perform a four-level analysis of sentences. The unit goals are to review parts of speech and sentence components in order to examine sentences for their analysis. Students will learn about parts of speech, clauses, phrases and sentence types through visuals and activities. Formative and summative assessments will evaluate students' understanding and ability to independently complete each level of the four-level analysis. The unit aims to provide students with foundational grammar skills aligned to state standards.
Vocabulary is one of the important aspects that need to be taken into account by English teachers. Even if you knew all about grammatical rules of English you would never be able to use them without a knowledge of words. Vocabulary is the basic tool for shaping and transmitting meaning (Olmos, 2009).
Vocabulary is one of the important aspects that need to be taken into account by English teachers. Even if you knew all about grammatical rules of English you would never be able to use them without a knowledge of words. Vocabulary is the basic tool for shaping and transmitting meaning (Olmos, 2009).
Curriculum, Assessments and Methods Literacy and Language Arts 4-.docxfaithxdunce63732
Curriculum, Assessments and Methods: Literacy and Language Arts 4-8 EED 475
EED-475 Language Arts Unit Plan
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will utilize research-based, best practices to design, plan, implement, and manage instruction that aligns to language arts academic standards. (InTASC 1, 2, 4, 5, 6, 7, 10)
Assessment Tool Selected
Language arts mini-lesson plan
Specific Performance/Task(s)
· Create a standards-based unit plan of mini-lessons for a 4-8 grade classroom.
· Identify and utilize a variety of materials and resources in the plan.
· Utilize varied best-practice learning experiences.
· Manage materials, equipment, and other resources to affect the learning environment.
· Model and/or explain skills, concepts, attributes, and critical thinking processes.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By using a single piece of text to build a week long set of mini-lessons, classroom teachers will gain expertise in developing students’ reading achievement that is based on current research findings about how 4-8 grade students develop literacy.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the log to Taskstream along with your benchmark assignment after you have accumulated all of the required practicum/field experience hours for this course.
· Spend 20 hours in at least two different 4-8 grade classrooms. Throughout the practicum, observe and interview your mentors. Two observations must be in different grade levels and at least one observation must take place in a Title 1 school.
Assessment: Student Prompts/Teacher Directions
Benchmark Assignment: Language Arts Unit Plan
In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum.
A. Include both mainstream and language minority students.
B. Two observations must be in different grade levels and one observation must be in a Title 1 school.
C. Choose a specific grade and concept from the Arizona language arts academic standards.
In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-lo.
Read the following case study to inform the assignmentCase Stud.docxfterry1
Read the following case study to inform the assignment:
Case Study: April
Grade: 4th
Age: 9
April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression.
Communication goals in IEP:
April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials.
April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials.
April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials.
Part 1: 3 Day Unit Plan
Use the “3 Day Unit Plan Template” located on the College Education site in the Student Success Center to complete this assignment.
Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state’s ELA fourth grade literacy standards specific to vocabulary acquisition and use. Include the following in the unit plan:
Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section.
Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section.
Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression.
Specifically, incorporate the following into the unit plan to meet April’s needs:
The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning.
Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1.
Part 2: Rationale
Provide a 250-500 word rationale that explains:
Why the instructional choices specifically meet April’s needs.
How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is app.
1. What do you think is the major drawback of questionnaire resear.docxpaynetawnya
1. What do you think is the major drawback of questionnaire research and why?
•Your initial response should be at least 250 words
•All references are expected to be cited in APA format
2. Planning
Prompt
1.Identify a manager and share examples that illustrate how the function of planning is present in his/her job.
2.Classify the types of organizational goals and plans he/she performs to achieve the goals.
3.Share the organized steps of the approach to goal setting that the manager has used.
4.Identify at least two issues that affect the planning process.
Response Parameters
Initial post: The initial response to the discussion questions must be 250–350 words in length. Each of your initial responses must have at least one source (the textbook does not count). All sources should be cited in APA format.
Academic Language:
Lesson summary
and focus:
Classroom and
student factors:
National / State
Learning Standards:
Specific learning target(s) / objectives: Teacher notes:
I. PLANNING
Agenda: Formative assessment:
Functions:Key Vocabulary: Form:
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
LESSON PLAN TEMPLATE
College of Education
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Identify the relevant grade level standard(s), including the strand, cluster, and stan-
dard(s) by number and its text.
Specify exactly what the students will be able to do after
the standards-based lesson.
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approxi-
mate time for each segment.
Identify the process and how you will measure the prog-
ress toward mastery of learning target(s).
Clarify where this lesson falls within a unit of study.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a par-
ticular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Grouping:
II. INSTRUCTION
I do Students do Differentiation
Instructional Materials,
Equipment and
Technology:
A. Opening
Anticipatory set:
Prior knowledge
connection:
B. Learning and Teaching Activities (Teaching and Guided Practice):
List ALL m ...
Curriculum, Assessments and Methods Literacy and Language Arts 4-.docxfaithxdunce63732
Curriculum, Assessments and Methods: Literacy and Language Arts 4-8 EED 475
EED-475 Language Arts Unit Plan
Benchmark Assignment and Rubric
Targeted Essential Learning
Effective teachers will utilize research-based, best practices to design, plan, implement, and manage instruction that aligns to language arts academic standards. (InTASC 1, 2, 4, 5, 6, 7, 10)
Assessment Tool Selected
Language arts mini-lesson plan
Specific Performance/Task(s)
· Create a standards-based unit plan of mini-lessons for a 4-8 grade classroom.
· Identify and utilize a variety of materials and resources in the plan.
· Utilize varied best-practice learning experiences.
· Manage materials, equipment, and other resources to affect the learning environment.
· Model and/or explain skills, concepts, attributes, and critical thinking processes.
· Collaborate in the design, implementation, and support of learning programs that develop students’ academic abilities.
Relevancy of Task to Teacher Candidate
By using a single piece of text to build a week long set of mini-lessons, classroom teachers will gain expertise in developing students’ reading achievement that is based on current research findings about how 4-8 grade students develop literacy.
General Practicum Information
· Practicum experience requirements, including the diversity and number of required hours for this course are specified in the Teacher Preparation Programs Practicum/Field Experience Manual.
· Complete the Practicum/Field Experience Observation and Activity Log including the names of the schools and grade levels where the observations took place and document the hours spent in the classroom. Submit the log to Taskstream along with your benchmark assignment after you have accumulated all of the required practicum/field experience hours for this course.
· Spend 20 hours in at least two different 4-8 grade classrooms. Throughout the practicum, observe and interview your mentors. Two observations must be in different grade levels and at least one observation must take place in a Title 1 school.
Assessment: Student Prompts/Teacher Directions
Benchmark Assignment: Language Arts Unit Plan
In the first part of the practicum, spend 3 hours each in three reading classrooms (9 hours total), grades 4-8. It is suggested that these initial observations occur during Topics 2-4. Analyze how instructors use strategies to ensure students’ understanding in the reading and writing components of the reading lessons. Determine how these strategies will influence the second part of the practicum.
A. Include both mainstream and language minority students.
B. Two observations must be in different grade levels and one observation must be in a Title 1 school.
C. Choose a specific grade and concept from the Arizona language arts academic standards.
In the second part of the practicum (between Topics 5 and 6), select one of the classrooms you observed and spend an additional 6 hours designing and teaching a week-lo.
Read the following case study to inform the assignmentCase Stud.docxfterry1
Read the following case study to inform the assignment:
Case Study: April
Grade: 4th
Age: 9
April is a fourth grader with a language impairment, but no physical impairment. Her performance on norm-referenced measures is 1.5 standard deviations below the mean for her chronological age. April has good decoding skills, but has difficulty with reading comprehension, semantics, and morphological processing. One accommodation that is prescribed in the IEP is the use of visual cues to support comprehension when learning new skills. She lacks organizational skills for writing and struggles with word choice. She receives services from a speech and language pathologist who is working with her on understanding word parts, vocabulary, and multiple meanings of words. You instruct April in a resource classroom with five other fourth grade students who also struggle with reading and written expression.
Communication goals in IEP:
April will identify at least five key content vocabulary words from an assigned reading using text with Mayer-Johnson symbols in Proloquo2go software and text to speech software with 90% accuracy over 10 consecutive trials.
April will write a definition for up to five key content vocabulary words from an assigned reading with 90% accuracy on a rubric over 10 consecutive trials.
April will use up to five key content vocabulary words in written sentences that use the word correctly in context, and include correct spelling, punctuation, and grammar with 90% accuracy over 10 consecutive trials.
Part 1: 3 Day Unit Plan
Use the “3 Day Unit Plan Template” located on the College Education site in the Student Success Center to complete this assignment.
Create an English language arts (ELA) unit plan for your resource classroom based on Arizona or your state’s ELA fourth grade literacy standards specific to vocabulary acquisition and use. Include the following in the unit plan:
Strategies to enhance students’ language development and communication skills in the Multiple Means of Representation section.
Strategies and technologies that encourage student engagement and the development of critical thinking and problem-solving skills in the Multiple Means of Engagement section.
Using details from the case study, address April’s needs in the Differentiation sections of the Multiple Means of Representation, Multiple Means of Engagement, and Multiple Means of Expression.
Specifically, incorporate the following into the unit plan to meet April’s needs:
The use of the AAC systems and assistive technologies planned in April’s goal to support her communication and learning.
Differentiated formative and summative assessments that measure April’s progress on the IEP goals in Part 1.
Part 2: Rationale
Provide a 250-500 word rationale that explains:
Why the instructional choices specifically meet April’s needs.
How the selected augmentative and alternative communication systems assistive technology used in the lesson plan is app.
1. What do you think is the major drawback of questionnaire resear.docxpaynetawnya
1. What do you think is the major drawback of questionnaire research and why?
•Your initial response should be at least 250 words
•All references are expected to be cited in APA format
2. Planning
Prompt
1.Identify a manager and share examples that illustrate how the function of planning is present in his/her job.
2.Classify the types of organizational goals and plans he/she performs to achieve the goals.
3.Share the organized steps of the approach to goal setting that the manager has used.
4.Identify at least two issues that affect the planning process.
Response Parameters
Initial post: The initial response to the discussion questions must be 250–350 words in length. Each of your initial responses must have at least one source (the textbook does not count). All sources should be cited in APA format.
Academic Language:
Lesson summary
and focus:
Classroom and
student factors:
National / State
Learning Standards:
Specific learning target(s) / objectives: Teacher notes:
I. PLANNING
Agenda: Formative assessment:
Functions:Key Vocabulary: Form:
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
LESSON PLAN TEMPLATE
College of Education
In a few sentences, summarize this lesson, identifying the central focus based on the
content/skills you are teaching.
Describe the important classroom factors (demographics and environment) and
student factors (IEPs, 504s, ELLs, non-labeled challenged students), and the impact
of those factors on planning, teaching and assessing students to facilitate learning for
all students.
Identify the relevant grade level standard(s), including the strand, cluster, and stan-
dard(s) by number and its text.
Specify exactly what the students will be able to do after
the standards-based lesson.
Identify the (1) opening of the lesson; (2) learning and
teaching activities; and (3) closure that you can post as
an agenda for the students that includes the approxi-
mate time for each segment.
Identify the process and how you will measure the prog-
ress toward mastery of learning target(s).
Clarify where this lesson falls within a unit of study.
Clarify the purpose the language
is intended to achieve within each
subject area. Functions often consist
of the verbs found in the standards
and learning goal statements. How
will your students demonstrate their
understanding?
Describe the structures or ways of
organizing language to serve a par-
ticular function within each subject
area. What kinds of structures
will you implement so that your
students might demonstrate their
depth of understanding?
Include the content-specific terms
you need to teach and how you will
teach students that vocabulary in the
lesson.
Grouping:
II. INSTRUCTION
I do Students do Differentiation
Instructional Materials,
Equipment and
Technology:
A. Opening
Anticipatory set:
Prior knowledge
connection:
B. Learning and Teaching Activities (Teaching and Guided Practice):
List ALL m ...
Hang Out is a six-level coursebook designed specifically for elementary learners of English. This comprehensive language program is developed around a CEFR-based curriculum, and gradually takes students from producing simple phrases to complex sentences in a widening-range of topic areas and situations.
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Unit of instruction
1. Unit of Instruction
Completing the Four Level Analysis
Afton Thompson
EDTECH 506
Fall 2013
1. Unit Goals
Knowing the eight parts of speech, components of sentences, their function, and being able to
identify each in a sentence is an essential component of 7th grade Language Arts. These are
skills that provide students with a strong foundation in grammar, and assist them in learning
other grammatical concepts such as Michael Clay Thompson’s Four Level Analysis, an extensive
grammatical review of a sentence and its parts.
During this unit of instruction, students will review parts of speech and specific sentence
components in order to closely examine sentences for analysis of parts of speech, subjects and
predicates, phrases and clauses, and type. At the end of the unit, students will be able to
complete each level of the Four Level Analysis independently.
2. Specific ways to relate goals to curriculum
Departmental Level
Demonstrating knowledge of the parts of speech and their functions, as well understanding and
analyzing the make-up of sentences is a fundamental skill necessary furthering grammatical
concepts in the next grade level where the Four Level Analysis gets more extensive and
increases in complexity. Students will not be able to demonstrate proficiency in completing the
Four Level Analysis without knowing the aforementioned concepts.
Idaho State Standards addressed
1.8. Vocabulary and Concept Development
7.LA.1.8.4. The student will be able to clarify pronunciations, meanings, alternate word choices,
parts of speech, and etymology of words using the dictionary, thesaurus, glossary and
technology sources.
2.1. Acquire Strategies and Skills for Comprehending Text
7.LA.2.2.4. The student will be able to follow multi-step written directions.
3.2. Acquire Skills for Writing a Draft
7.LA.3.3.4. The student will be able to apply a variety of sentence structures to improve
sentence fluency and enhance writing style.
5.3. Acquire Skills for Sentence Structure
7.LA.5.3.1. The student will be able to use four types of sentences correctly (exclamatory,
declarative, interrogative and imperative).
7.LA.5.3.2. The student will be able to use correctly future verb tenses, adjectives, personal
pronouns, conjunctions, and adverbs. (735.02.a)
Thompson p. 1
2. 5.4. Acquire Skills for Using Conventions
7.LA.5.4.1. The student will be able to apply capitalization correctly in writing.
7.LA.5.4.2. The student will be able to use commas, including in appositives. Use parentheses
and semicolon in writing. (735.02.a)
6.3. Acquire Viewing Skills
7.LA.6.3.2. The student will be able to demonstrate understanding of graphics, pictures, and
charts appropriate to grade level. (738.01.a; 738.01.b)
State Level (Common Core State Standards Initiative)
CCSS.ELA-Literacy.L.7.1 Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
• CCSS.ELA-Literacy.L.7.1a Explain the function of phrases and clauses in general and their
function in specific sentences.
• CCSS.ELA-Literacy.L.7.1b Choose among simple, compound, complex, and compoundcomplex sentences to signal differing relationships among ideas.
• CCSS.ELA-Literacy.L.7.1c Place phrases and clauses within a sentence, recognizing and
correcting misplaced and dangling modifiers.
Without a strong foundation in the parts of speech, students would not be able to demonstrate
proficiency in Common Core Literacy Standards.
3. Student Characteristics
Cognitive
This unit will be created for three groups of students whose language usage skills were defined
at the basic, proficient, and advanced levels on their Spring 2013 ISAT.
Affective
About 20% of my students are on 504s or IEPs. Approximately half of these students scored at
the proficient level on their Spring 2013 Language Usage ISAT. The remaining percentage of
students scored at the basic level and will need accommodations in order to achieve the
learning goals of this unit.
Physical
There aren’t any students within my groups that will need physical accommodations--other
than preferential seating or group arrangement--to successfully participate in this unit.
Social
Seventh graders are very social in nature, and thrive on social interactions during structured
activities such as group work. Students will work with peers to review basic part of speech
concepts. As they maneuver through the parts of speech, they will work together to complete
the Four Level Analysis. Students will be able to draw upon each others knowledge as they work
to complete each stage of the Four Level Analysis.
4. Student Present Level of Performance
Thompson p. 2
3. About 80% of 7th grade students are equipped with a basic background knowledge of the eight
parts of speech. The remaining 20% of students have a limited recall of what they are or do not
fully understand their function.
5. Classroom Layout
My classroom is set up with seven groups of tables, each seating up to four people. The tables
are set up throughout the room with the projector and whiteboard at the front. The SMART
projector and its related software programs and technology will assist with my instruction.
Student groups will be assigned according to ability and proficiency level. Some instruction will
be whole group that will later require small group or paired activities.
6. Introductory Procedures
The unit will be introduced with a short PowerPoint presentation designed to review the parts
of speech. After the presentation students will complete a short, multiple choice pre-test on
the parts of speech. This will help me gage their current knowledge of the concepts. After the
pre-test, students will complete an activity that requires them to label the parts of speech in an
excerpt from Harry Potter and the Order of the Phoenix by J.K. Rowling. Before beginning this
activity, students will be informed to complete the worksheet to the best of their ability, and
that at the end of the unit the same worksheet will be returned to them so that they can make
corrections and assess their learning on the parts of speech. This activity will also be used as
part of their learning reflections of the unit.
7. Materials and Media
• Microsoft PowerPoint to make lectures for instruction and student presentations
• Classroom Moodle page
• Student Chromebooks
• YouTube & TeacherTube for viewing short video clips on the parts of speech
• Michael Clay Thompson’s Practice Voyage for introductory activities on the Four Level
Analysis
• Houghton Mifflin’s Language Network book for student practice and activities
• Microsoft Publisher to make student media collages
• Internet to find pictures and media to make collages
8. Visuals
The visuals created for this unit of instruction were designed to assist students in learning and
recalling the functions of parts of speech and the structure of sentences.
1. Four Level Analysis flowchart showing the required elements of each stage of the process
2. Four Level Analysis example for students to become familiar with its components and
processes
3. Parts of Speech Graphic introducing the topic of the lesson
4. Color coded parts of speech graphic showing each part of speech in a sentence
5. Parts of a Sentence informational graphic depicting the simple and complete subjects and
predicates that make up sentences
6. Prepositional Phrases informational graphic depicting the make-up of a prepositional phrase
7. Appositive Phrase informational graphic depicting the make-up of an appositive phrase
8. Verb Phrase informational graphic depicting the make-up a verb phrase
9. Clause informational graphic depicting the elements of dependent and independent clauses
Thompson p. 3
4. 10. Types of Sentences informational flowchart showing the four types of sentences and the
clauses that they are comprised of
11. Lesson 5 graphic “Putting it All Together” introducing the topic of the lesson
12. Completed example of the Four Level Analysis for students to use to check their work
throughout each lesson.
9. Assessment & Evaluation
Aside from the introductory assessments listed above in the introductory procedures, students
will have formative and summative assessments throughout the unit. Formative assessments
will be given via student assignments in each lesson. A summative assessment will be given in
Lesson 5; students need to demonstrate their knowledge and skills on the concepts relayed in
Lessons 1-4 with a 70% proficiency or higher. This summative assessment will to measure
student knowledge and application of concepts. Lessons and activities throughout the unit will
aid in the evaluation process. Students will be required to submit a learning reflection at the
end of the unit in which they will evaluate their own learning and achievement.
10. Assessments in relation to unit goal
At the end of the unit, students will be able to complete each level of the Four Level Analysis
independently. A formative assessment will be given at the end of the unit to determine
student achievement. In the assessment, students will be required to each level of the Four
Level Analysis as well as demonstrate knowledge of concepts necessary to complete the
process.
* Adapted from Unit Plan at http://edtech.tennessee.edu/~bobannon/unit_plans.html
Thompson p. 4