Unit Outline Template

Grade Subject: 4th Grade Language Arts

UNIT TOPIC AND LENGTH:
The length of the unit includes suggested time spent on the classroom instruction of
lessons and administration of assessments. Please note that this framework does not
include individual lessons. - Throughout the semester students will be learning
and gaining the mastery skills for using the English language. Students will
cover usage of vocabulary and vocabulary will be assessed through weekly
vocabulary test. Students will also demonstrate the use of knowing nouns
adverbs, punctuation and prepositional phrases. These lessons will be included
daily in the

COMMON CORE CONTENT STANDARDS:

Standards that are relevant and aligned to the instruction and assessments.
ELAGSE4W1: Write opinion pieces on topics or texts, supporting a point of view with
reasons.
a. Introduce a topic or text clearly, state an opinion, and create an
organizationalstructure in which related ideas are grouped to support the writers
purpose.
b. Provide reasonsthat are supported by facts and details.
c. Link opinion and reasons using words and phrases(e.g., for instance, in order to, in
addition).
d. Provide a concluding statement or section related to the opinion presented.
ELAGSE4W2: Write informative/explanatory texts to examine a topic and convey
ideas and information clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections;
include formatting (e.g., headings), illustrations, and multimedia when useful to aiding
comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examplesrelated to the topic.
c. Link ideas within categories of information using words and phrases. (e.g., another,
for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
 e. Provide a concluding statement or section related to the information or explanation
presented.
BIGIDEAS/ENDURING UNDERSTANDINGS:
What are the big ideas? The big ideas
are having students think outside
the box as far as their writing and
grammar is concerned. I want
students to master punctuation and
grammar as well.
What specific understandings about
them are desired? I want students to
write a 1-2 page report using proper
grammar as well as proper
punctuation.
What misunderstandings are
predictable? Students may not feel
comfortable with this material. Some
students may struggle with correct
grammar usage due to the fact that
English may not be their first
language.
SKILLS:
CONTENT:
What is the subject matter? Key
concepts? Facts? Topics? Foundational
Information?
The subject matter is learning
writing skills. Some of the key
concepts are learning about literacy
skills as well as punctuation. Some
of the topics will be action verbs,
ESSENTIAL QUESTIONS:
What provocative questions will foster
inquiry, understanding, and transfer of
learning?
D OES THIS SENTENCE SOUND
CORRECT TO YOU?
W HERE DO WE NEED A
PERIOD,COMMON OR SEMI-COLON?
DOES THIS SENTENCE ASK A
QUESTION? IF THIS SENTENCE DOES
ASK A QUESTION WHAT DOES
PUNCTUATION MARK DOES IT NEED
AT THE END.
HOW MANY SENTENCES FORM A
PARAGRAPH.
The targeted proficiencies; technical
actions and strategies. Starting with an
action verb
I want my students to be able to be
comfortable with writing a letter
and a essay on their own. My action
verb for my students would be to
learn. My action verb for myself will
be teach.
pronouns, nouns. The foundational
information will be writing skills.
What key knowledge will students
acquire as a result of this unit?
Students will acquire basic writing
skills as well as literacy skills.
What key skills will students develop
as a result of this unit? Are skills
represented in the standards?
Students will develop writing skills
which will help them in every
subject that they have throughout
their school career as well as in the
workforce.

VOCABULARY/KEY TERMS: WRITING, VOCABULARY, PUNCTUATIONS, ESSAY FORMATIING

KEY TERMS THAT ARE USED THROUGHOUT THE UNIT AND IN THE LEARNING PLAN & ACTIVITIES

ASSESSMENT EVIDENCE AND ACTIVITIES:

INITIAL ASSESSMENT : (IF APPLICABLE)

FORMATIVE ASSESSMENT: (IF APPLICABLE)

FINAL PERFORMANCE TASK:

The final performance task will be for students to do a book report based on their
book of interest. In this report I would like to see students use correct grammar as well
as using action verbs and pronouns and correct spelling and also correct essay format.

LEARNING PLAN & ACTIVITIES:

What other learning experiences and instruction will enable students to achieve
the desired results? I think having mock writing sessions will hep students
achieve where they need to be.
 Is there enough information provided to direct educators in developing lesson
plans building towards the assessments? Yes, I believe that I have enough
information for educators to complete a lesson plan.
Are there adequate descriptions of learning activities that could be used for
teaching? Yes, the language that I am using in this Unit Plan is descriptive.

Is there guidance for teachers on how to sequence lessons and formative
assessments leading to the final performance task? No, there isn't any sequence
however, I feel as thought the lesson plan is self-explanatory.
Through what other evidence (e.g. quizzes, tests, academic prompts, observations,
homework, journals) will students demonstrate achievement of the desired
results? At the end of this unit students will be responsible for providing a
book report. That will be the evidence.
How will students reflect upon and self-assess their learning? What should they
eventually be able to do as a result of such knowledge and skill? As a result,
students should be able to help to write a paper with minimal errors.
Identify challenges in the unit (e.g. cognitive, language, etc.) and provide
recommendations of supports and strategies in the learning plan to use with
students who may experience difficulty. Use the template in the example below
to draw attention to the supports you develop.
Example:
Additional Support Strategies: For students who need help understanding the
concept of argument, consider assessing and building background knowledge
using the following strategies: use of checklists contrasting opinionated vs.
objective arguments, using video clips and focus questions to demonstrate the
power of argument and supplying sentence starters to note observations with
peers. For examples of checklists and sentence starters, visit the following
documents on the Common Core Library, under the See Student Work tab:
ELA/Literacy for ELLs, Mathematics for ELLs, and Students with Disabilities.

RESOURCES: RESOURCES:

What materials, including books and other texts will be used in the unit? I believe
that with addition to ESOL, I should be able to have small group time where I
 am explaining this information in way that these students can understand. I
believe using clips from YouTube, finding games that go along with the
lesson will be a great aide in the classroom.
Are all the materials referenced in the assessments included here? No, however
the only materials that will be used are worksheets, smart boards and iPad
games will be enough for teaching this lesson.
What websites/web-tools, materials, field trips/lab experiences are used? I really
like this website called Fun Brain. On this website it has fun learning games
as well as interactive activities for students to learn from.