English Language Arts Unit plan

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In planning and instructing 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


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.

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Speaking, Listening, and Writing Activities Part 1: Template Example 1 ELA State Standard(s): Learning Objective(s): Activity: Differentiation: Listening Comprehension • The learner in this is required to understand and at the same time follow what is called the “oneand two-step oral directions.” When a learner listens, it means that their teacher is speaking to them and they are required to listen. Listening is “one- and two-step oral directions” because when an educator speaks only the learners that listen. When a teacher asks questions learners will listen and when a learner responds a teacher and other students will listen. • Comprehension only happens when there is sharing of information and ideas. The learners shall speak about their experiences, and at the same time, an educator will share information that will enhance their comprehension. Responding to oral communication In listening, oral communication is what differentiates it from writing. However, listening and speaking go hand in hand. But what is paramount is that listening only occurs when one person speaks and others listen. When a learner speaks a teacher, and other students listen. Alternatively, when an educator speaks, learners listen. Learners are expected to speak in coherent sentences that can easily be comprehended by other learners. Audibility is also expected in listening, where a learner should be able to express his/her ideas loudly for others to hear with ease. © 2018. Grand Canyon University. All Rights Reserved. ELA State Standard(s): Learning Objective(s): Activity: Differentiation: ELA State Standard(s): Learning Objective(s): Activity: Example 2 Speaking Comprehension, describe and relate. Speaking and listening have a similar objective which is to enhance learners’ comprehension. When children speak, describe places or people and relate a story logically, they improve learning through comprehension. An educator should assist or guide children in their oral presentations, or recitations. When a learner blunders a teacher should correct. Brief recitations and oral presentation Speaking is different from listening, because it entails recitations, descriptions and relating things. Example 3 Writing Learn sentence structure- Learners should be able to recognize the right sentence structure. Once a learner can write the right structures, it means that they will equally be able to speak proper English. Writing and speaking go hand in hand. In the event, the learners can write appropriate sentence structure; they will be able to talk correctly. That is to mean that a learner who is not able to write proper sentence structures cannot speak in appropriate sentences. The educator will then have to spend adequate time to help learners recognize how to write appropriate sentence structures as they build their linguistic ability. To learn spelling- A learner should be able to spell correctly independently. At some point in the learning process, a teacher must have committed to help the child write some words or spell them. At some point a learner could copy letters from the book, to write a word. In the end, the child will be able to write some words independently. To succeed a teacher should introduce simple words. ➢ Dictation To test the writing ability of the learner a teacher should encourage them to write some words during dictation. ➢ Note-taking © 2018. Grand Canyon University. All Rights Reserved. Differentiation: In some instances, a teacher can write words on the whiteboard and ask learners to write them on their exercise books. Writing is different from listening and speaking in the sense that it involves learners identifying words and putting them without necessarily pronouncing them. However, writing shapes the listening and speaking skills as well. Part 2: Reflection The class profile shows learners with different learning abilities. Some learners are above grade level, some are below and some are at grade level especially in reading. The variation demonstrates the need of an educator to have a class that is almost at par. It ought to be understood that writing, listening and speaking are foundation of learning. If any learner does not grasp significantly writing, speaking and listening skills it would be impossible for them to succeed in their education. Therefore, in my view activities listed above will enable learners that are above grade level and at grade level to uplift other learners, so that the class can move forward with average writing, listening and speaking abilities. It is true that learners have different learning abilities, but it is equally the responsibility of an educator to create a situation where the entire class is at grade level. When the entire class in average is at grade level, it will be possible to have an effective transition from kindergarten to higher grades. Responding to oral communication in my view will hone the listening skills of children at below grade level. Using oral communication will increase student-teacher interactions, and that would be significance to children at grade level and below grade level. Oral communication will see slow learners also get the desire to know more. As they listen intently, their comprehension shall increase and that will impact their reading ability. Once a learner is able to listen to the teacher and respond to oral communication, their comprehension is likely to improve. Consequently, their reading skills shall also improve. Brief recitations and oral presentations aim at improving the speaking skills of the child. Reading requires that a learner speaks. Brief and concise recitations and oral presentations will boost the confidence of the child, thus improving their reading skills. A child is confident and able to speak audible, before their classmates, is likely to develop curiosity to learn even from their peers. Also, the recitations and oral presentations will be a challenge to the learners who are below grade level or just average. This is because each learner will feel challenge, when their peers stand in front of them and given excellent oral presentations or recitations. That challenge raises the curiosity to learn and in the end a learner would have improved reading skills. © 2018. Grand Canyon University. All Rights Reserved. In my view, using dictations in this class is favors learners who are at grade level and below grade level. Since the teacher seeks to improve reading skills for all learners, they can use dictations to challenge them and encourage self-learning. A teacher will instruct learners to write words during the dictations and mark the work itself to give feedback. Also, I think the spelling challenge is practical, and it increases competition among learners. http://www.fldoe.org/core/fileparse.php/12087/urlt/G8_LanguageArts_Florida_Standards.pdf © 2018. Grand Canyon University. All Rights Reserved.
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Running Head: ELA UNIT PLAN


ELA Unit Plan
Student’s Name
Professor’s Name
University Name
Course Name

Lesson title:
ELA state standards:
Learning objectives:


Summary of

Public speaking
• The learner should be able to recognize the different components of
public speaking that entail the personal attributes, the mode of word
delivery and the use of nonverbal cues in communication during the
delivery of the content to the public. Learning on public speaking
includes the use of examples for the learner to apply in public
• The learner is required to use the listening texts as one of the main
sources of language input. The listening texts involve the teacher
speaking to the learner. Competence can be achieved when the
learner is able to listen and apply taught texts in the learning
• Competence is only achieved after the learner is able to apply the
taught skills and knowledge in the learning process. The learner
should be able to the listening text on the parts of speech and apply
in the development of a speech. Competence in this involves the
proper understanding of the different parts and application of these
parts to the making of a speech.
• Group discussion- this involves the working together of learners
groups which will be instrumental in bringing up what the student
has listened during the lectures. The group discussions will involve
focusing on the different parts that make up a formal and informal
speech. The discussion matter o...

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