Unit Plan
Student’s Name:
Institution:
Date:
Unit Plan
Introduction
My fictional class is composed of learners pursuing their elementary education and in their third grade. I take the learners through languages and fine arts classes. The class has thirty students. There are seventeen males and thirteen female. I have three English language learners and one ‘gifted’ student. Most of them are by now able to read and write simple English while about ten of them still need assistance to be able to read and write. They have a grasp of some of the basic scientific concepts such as the environment and colors. They have already been introduced to music and they have some songs in class.
Stage 1: This FIRST stage is to determine the “Big Picture”; what you want students to learn, conceptually, at the unit’s conclusion. (For the purpose of this class, consider a unit to be three days)
What is the content area?
English Literature, literary devices used in English literature.
Common Core State Standard: The state’s required standard of mastery
The CCSS for English language arts require that the learners should read literature, stories and more complex texts which provide background knowledge and facts in various fields such as social studies and science (Spencer, 2013).
Measurable Unit Objective: What you want the students to master at the end of the unit
The students will master literary devices in formal literature by reading short stories and poems with 85% of accuracy
The students will master literary devices in informal literature by singing ethnic tunes with 80% of accuracy
Stage 2: The second stage outlines evidence of Learning including pre-assessments, formative assessments, and a summative assessment
Pre-assessment: Ask the students questions about literary devices during the introduction. Ask the students to present in front of the class the various forms of literature that they know. I will guide students below grade level in reading the pieces of literature and then involve them in a discussion that will assist them understand the literary devices and styles. They will also watch the movie and listen to the music to identify these devices with my assistance. I will gauge the current level of understanding of students above grade level and then give them tests then discuss them later to foster to them appropriate information.
Formative Assessment: I will use observation, questioning and discussion. These differentiated methods will help reach out to the ELL, and other learners that need special attention. These assessments address the UDL principles for curriculum development that gives all individuals equal opportunities to learn.
Summative Assessment: The students will be required to do a midterm exam in groups. By working in groups, all the students will have equal learning opportunities. Mixing the weak with the strong students during the discussions will help ease the difficulties that my diverse student population has during the learning process.
Stage 3: The final stage of the unit plan involves developing the activities and experiences
Unit Goal: Students will watch a short movie narration and listen to some music to identify the literary styles used.
Day 1: Learning Objective
At the conclusion of this lesson, students will have mastered literary devices used in formal literature by reading short stories, poems and watching a short narration with 85% accuracy.
Activity: The class will read together aloud a short story. I will read to them a poem and play a short narration for them to watch.
Formative Assessment: I will use observation, questioning and discussion.
Technology
The television and DVD player will be used during the class. We will watch a short film that is relevant to with the current topic. My students will get to learn through all the verbal linguistics such as listening, narrating, speaking, and writing (CAST, 2012). It is an example of a universal design as it gives all my students an equal learning opportunity.
Attention control will be employed as a self-regulation strategy. I will focus my attention more on the students with learning needs such as ELL without ignoring the rest of the students.
Day 2: Learning Objective
At the conclusion of this lesson, students will have mastered literary devices used in formal literature by telling stories that they have been told before, singing and reciting poems with 85% accuracy.
Activity: dancing, narration of stories, and singing.
Formative Assessment: I will use observation, questioning and discussion.
Technology
The television and DVD player will be used during the class. We will watch a short film that is relevant to with the current topic. My students will get to learn through all the verbal linguistics such as listening, narrating, speaking, and writing (CAST, 2012). It is an example of a universal design as it gives all my students an equal learning opportunity.
Attention control will be employed as a self-regulation strategy. I will focus my attention more on the students with learning needs such as ELL without ignoring the rest of the students.
Day 3: Learning Objective
At the conclusion of this lesson, students will master oral and written literature literary devices by reading and reciting with 90% accuracy.
Activity: dancing, narration of stories, reading, and singing.
Formative Assessment: I will use observation, questioning and discussion.
Technology
The television and DVD player will be used during the class. We will watch a short film that is relevant to with the current topic. My students will get to learn through all the verbal linguistics such as listening, narrating, speaking, and writing (CAST, 2012). It is an example of a universal design as it gives all my students an equal learning opportunity.
Attention control will be employed as a self-regulation strategy. I will focus my attention more on the students with learning needs such as ELL without ignoring the rest of the students.
