Design a thematic unit that includes learning outcomes in listening, viewing, speaking, reading, writing, language and literature. The unit will include THREE lesson plans, each of which will include the following components:

Page Contents

QUESTION

Grade/age level of students;

Specific learning outcomes in listening, speaking, reading, writing;

Correlation with state’s curriculum standards for language arts

Correlation with national TESOL standards

Human, material, and electronic resources used by the teacher and students. (Teacher resources should reflect the latest research and practice in instructional methodology, learning theories, and second language acquisition theories.)

Description of how the lessons will be taught, i.e., grouping formats that allow for individual and cooperative group inquiry

Brief description of activities for integrating other elementary content areas (mathematics, science, social studies, the fine arts, physical and health education);

Long-term and short-term objectives, including specific objectives for ESOL/LEP; Brief description of lesson activities, including modifications for students with special needs, demonstrating a broad knowledge of students from differing profiles, including students with disabilities and students from diverse populations. You may use the lesson plan template that can be found in Appendix B, but if your school or district uses a standard lesson plan format, please feel free to use that template.

Explanation of literacy assessment component: How will learning be assessed traditionally and authentically? What formal and informal assessments will be used to assess literacy instruction for diverse populations? What elements and rubrics will be used to assess writing?

In order to provide an opportunity for reflection upon the designed unit, the following information will also be included:

Rationale for selection of the theme, long-range goals and related short-range objectives for the language arts subject area;

Evaluative description of the selected instructional materials, activities, and assignments as well as teaching and assessment strategies to determine effectiveness and developmental appropriateness for addressing individual student learning needs and experiences, including the language needs of

ESOL/LEP;

Evaluative description of how Elementary Education Competencies and Skills in Language Arts and Reading were used in planning, implementing, and assessing unit/lessons, specific to writing, communication, information and media literacy

Evaluative description of how Elementary Education Competencies and Skills in other content areas were used in planning, implementing, and assessing unit/lessons, specific to writing area

Evaluative description of how Reading Endorsement Competencies and Skills were used in planning, implementing, and assessing unit/lessons, specific to reading area Rubric for Thematic Unit:

Element	Not Met	Met Expectations	Exceeded
Unit components: grade, length, learning outcomes, concepts, skills, and standards (8 points)	The thematic unit do not include all the components	The thematic unit include all the components	The thematic unit include and explain all the components required in the assignment.
Appropriate Lesson plans: Objectives, Materials, Activities, Modifications, Evaluation (8 points)	The three lesson plans do not include all the required components.	The three lesson plans include all the required components.	The three lesson plans are appropriate to the theme and include all the required components.
Appropriateness of activities and resources (4 points)	The activities and resources were not appropriate for the elementary students.	The activities and resources are appropriate for the elementary students.	The activities and resources are developmentally appropriate for the elementary students. The activities are culturally relevant to all the students.
Application of competencies, skills, and standards (3 points)	The lesson plans do not apply the reading competencies, skills and standards	The lesson plans applied the reading competencies, skills and standards	All the five lesson plans applied the reading competencies, skills and standards
Reflection (5 points)	There is no reflection.	The reflection demonstrates an analytic, evaluative and reflective thinking.	The reflection demonstrates an analytic, evaluative and reflective thinking. The reflection includes the rationale and all the evaluations.
Proper APA format (2 points)	Unit did not follow APA format.	Unit did follow APA format; however, a few (2) errors in essential information were evident.	Unit did follow APA format. Essential information was accurate and complete.
Total 30 points

ANSWER

Thematic Unit: The Power of Words

Grade Level: 4-5

Learning Outcomes

Listening: Students will be able to listen attentively to stories, poems, and informational texts. They will be able to follow directions and answer questions about what they have heard.
Speaking: Students will be able to speak clearly and fluently. They will be able to participate in class discussions and give presentations.
Reading: Students will be able to read fluently and comprehension. They will be able to answer questions about what they have read and make inferences.
Writing: Students will be able to write clear and organized paragraphs. They will be able to write stories, poems, and informational texts.
Language: Students will be able to use language effectively in different contexts. They will be able to follow rules of grammar and usage.
Literature: Students will be able to understand and appreciate different types of literature. They will be able to analyze literary elements and make connections between texts.

Correlation with State’s Curriculum Standards for Language Arts

Standard 1: Students will demonstrate proficiency in listening, speaking, reading, writing, and language.
Standard 2: Students will use a variety of strategies to read and understand a variety of texts.
Standard 3: Students will use a variety of strategies to write and communicate effectively.
Standard 4: Students will use language to think critically and solve problems.
Standard 5: Students will use language to participate effectively in social interactions.

Correlation with National TESOL Standards

Standard 1: Language Learners Communicate in a variety of contexts.
Standard 2: Language Learners demonstrate an understanding of the relationship between language and culture.
Standard 3: Language Learners use a variety of strategies to learn language.
Standard 4: Language Learners participate in social interactions.
Standard 5: Language Learners use language to achieve academic success.

Human, Material, and Electronic Resources

Teacher resources:
- Instructional methodology: Thematic instruction, cooperative learning, differentiated instruction
- Learning theories: Constructivism, social constructivism, second language acquisition
- Second language acquisition theories: Krashen’s Input Hypothesis, Cummins’s Interdependence Hypothesis
Student resources:
- Literature: Stories, poems, informational texts
- Writing materials: Paper, pencils, crayons, markers
- Technology: Computers, tablets, smartboards

How the Lessons Will Be Taught

The lessons will be taught using a variety of methods, including:

Whole group instruction: This will be used to introduce new concepts and skills.
Small group instruction: This will be used for cooperative learning activities.
Independent work: This will be used for students to practice new skills.

The lessons will also be differentiated to meet the needs of all students. For example, students who are struggling with a particular concept may be given additional support, while students who are ahead may be given enrichment activities.

Activities for Integrating Other Elementary Content Areas

The lessons will be integrated with other elementary content areas, such as:

Mathematics: Students will use math skills to solve problems in the context of literature. For example, they might have to calculate the number of words in a poem or the number of pages in a book.
Science: Students will learn about science concepts through literature. For example, they might read a book about the rainforest and then do a science experiment about the plants and animals that live there.
Social studies: Students will learn about social studies concepts through literature. For example, they might read a book about the American Revolution and then do a social studies project about the causes of the war.
The fine arts: Students will use the fine arts to express their understanding of literature. For example, they might create a painting or a sculpture based on a story they have read.
Physical and health education: Students will use physical and health education skills to relate to literature. For example, they might act out a scene from a play or create a fitness routine based on a poem.

Long-Term and Short-Term Objectives

Long-term objectives:
- Students will be able to read and understand a variety of texts.
- Students will be able to write clear and organized paragraphs.
- Students will be able to use language effectively in different contexts.
Short-term objectives:
- Students will be able to identify the main idea of a story.
- Students will be able to summarize a story.
- Students will be able to write a story with a clear beginning, middle, and end.
- Students will be able to use a variety

Complete Answer: