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n 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
  • Differentiation
  • Materials, resources, and technology
  • Formative and summative assessments

The unit plan must focus on integrating the following elements.

  1. 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.
  2. Differentiation activities based on the various cognitive, linguistic, social, emotional, and physical developmental needs of students in the “Class Profile.”
  3. Communication resources, including digital tools and resources that are student-centered, provide equitable access, and develop cultural understanding and global awareness.
  4. 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.

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

Class Profile

Student NameEnglish Language LearnerSocioeconomicStatusEthnicityGenderIEP/504OtherAgeReadingPerformance LevelMath PerformanceLevelParentalInvolvementInternet Availableat Home
ArturoYesLow SESHispanicMaleNoTier 2 RTI for ReadingGrade levelOne year below grade levelAt grade levelMedNo
BertieNoLow SESAsianFemaleNoNoneGrade levelOne year above grade levelAt grade levelLowYes
BerylNoMid SESWhiteFemaleNoNOTE: School does not have gifted programGrade levelTwo years above grade levelAt grade levelMedYes
BrandieNoLow SESWhiteFemaleNoTier 2 RTI for MathGrade levelAt grade levelOne year below grade levelLowNo
DessieNoMid SESWhiteFemaleNoTier 2 RTI for MathGrade levelGrade levelOne year below grade levelMedYes
DianaYesLow SESWhiteFemaleNoTier 2 RTI for ReadingGrade levelOne year below grade levelAt grade levelLowNo
DonnieNoMid SESAfrican AmericanFemaleNoHearing AidsGrade levelAt grade levelAt grade levelMedYes
EduardoYesLow SESHispanicMaleNoTier 2 RTI for ReadingGrade levelOne year below grade levelAt grade levelLowNo
EmmaNoMid SESWhiteFemaleNoNoneGrade levelAt grade levelAt grade levelLowYes
EnriqueNoLow SESHispanicMaleNoTier 2 RTI for ReadingOne year above grade levelOne year below grade levelAt grade levelLowNo
FatmaYesLow SESWhiteFemaleNoTier 2 RTI for ReadingGrade levelOne year below grade levelOne year above grade levelLowYes
FrancesNoMid SESWhiteFemaleNoDiabeticGrade levelAt grade levelAt grade levelMedYes
FrancescaNoLow SESWhiteFemaleNoNoneGrade levelAt grade levelAt grade levelHighNo
FredrickNoLow SESWhiteMaleLearning DisabledTier 3 RTI for Reading and MathOne year above grade levelTwo years below grade levelTwo years below grade levelVery HighNo
InesNoLow SESHispanicFemaleLearning DisabledTier 2 RTI for MathGrade levelOne year below grade levelOne year below grade levelLowNo
JadeNoMid SESAfrican AmericanFemaleNoNoneGrade levelAt grade levelOne year above grade levelHighYes
KentNoHigh SESWhiteMaleEmotion-ally DisabledNoneGrade levelAt grade levelOne year above grade levelMedYes
LolitaNoMid SESNative American/Pacific IslanderFemaleNoNoneGrade levelAt grade levelAt grade levelMedYes
MariaNoMid SESHispanicFemaleNoNOTE: School does not have gifted programGrade levelAt grade levelTwo years above grade levelLowYes
MasonNoLow SESWhiteMaleNoNoneGrade levelAt grade levelAt grade levelMedYes
NickNoLow SESWhiteMaleNoNoneGrade levelOne year above grade levelAt grade levelMedNo
NoahNoLow SESWhiteMaleNoNoneGrade levelAt grade levelAt grade levelMedYes
SharleneNoMid SESWhiteFemaleNoNoneGrade levelOne year above grade levelAt grade levelMedMed
SophiaNoMid SESWhiteFemaleNoNoneGrade levelAt grade levelAt grade levelMedYes
StuartNoMid SESWhiteMaleNoAllergic to peanutsGrade levelOne year above grade levelAt grade levelMedYes
TerrenceNoMid SESWhiteMaleNoNoneGrade levelAt grade levelAt grade levelMedYes
WadeNoMid SESWhiteMaleNoNoneGrade levelAt grade levelOne year above grade levelMedYes
WayneNoHigh SESWhiteMaleLearning DisabledTier 3 RTI for MathGrade levelOne year below grade levelTwo years below grade levelHighYes
WendellNoMid SESAfrican AmericanMaleLearning DisabledTier 3 RTI for MathGrade levelOne year below grade levelTwo years below grade levelMedYes
YungNoMid SESAsianMaleNoNOTE: School does not have gifted programOne year below grade levelTwo years above grade levelTwo years above grade levelLowYes

© 2018. Grand Canyon University. All Rights Reserved.

ELA Unit Plan

Part 1: Unit Plan

Grade:

Week 1MondayTuesdayWednesdayThursdayFriday
Lesson Title
State ELA Standards
Learning Objectives
Instructional Strategies
Summary of Instruction
Differentiation
Materials, Resources, and Technology
Formative Assessment
Summative Assessment(a short description of the summative assessment)

Part 2: Reflection

© 2018 Grand Canyon University. All Rights Reserved.