Unit Plan Template

Teacher Candidate Name: Weiwei

Unit Name: Mirrors

Subject and Grade Level: English Language Arts - Grade 5 ESL Class

Standard:

CCSS.ELA-R..1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences

drawn from the text.

CCSS.ELA-R.6.2

Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

CCSS.ELA-R.6.9

Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

CCSS.ELA-W.2.a.

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Learner population 

• Grade 5 Students
• All Chinese Students
• All ELL Students
• 4boys and 4 girls
• Every student has an iPad to use

Learner profile information 

• Six students have been studying together for five years, and Jack and Yona are new to the group
• Jack is quiet and needs a push to express himself
• Nicole vies to answer first. She is very concerned about her score
• Yona's parents are very busy and she often doesn't do her homework
• Other parents are very cooperative, they will help their children to do extracurricular reading every day
  

Overarching Goals

: What would you expect for mastery?

Specific: The learning objective of this unit is clear and specific, focusing on the topic of mirrors, including the expository study of scientific knowledge of light reflection, the understanding of mirror writing through history, and the exploration of the role of mirrors in art paintings and the role of real mirrors in architecture in society. Students can learn about relevant scientific principles and historical culture through group cooperation, investigation, and hands-on experiments, and make presentations and reports based on their research.

Measurable: Both summative and formative assessments are included in the course. Each course includes a formative assessment of reading, grammar, and vocabulary to help students acquire reading skills to complete reading comprehension, and a summary report using target grammar and vocabulary. Homework will also be designed around the weaknesses that students may have in the classroom, and assessment feedback will be given through small programs to make the goals measurable.

Attainable: In group research, students can use tools such as iPads and online dictionaries to solve vocabulary comprehension obstacles. Formative assessment is also related to the final project, and students can get exercise and use relevant materials in the preparation of the final project. In the manual section, the materials used by students are also safe and easy to operate. The final presentation focuses on the presentation process rather than simply scoring the results

Relevant: The topic of this unit is the objects often used in students' daily lives, but behind it, there is both scientific knowledge and artistic creation, which can easily arouse students' interest and desire to explore, which is helpful for students to learn history and science lessons.

Time-bound: We will complete the study of this unit in one month, learn a related topic every week, make a plan for the final project presentation, and make a final presentation in reading. Both formative assessment and homework have suggested times, teachers use timers in class, and parents can help monitor homework time at home to improve student productivity.

Objectives: Identify the objectives for the unit and a table that shows the 21st-century skills addressed. Use the objectives that you created in Unit 1.

Objective

21st Century Skills Addressed

Students will be able to use tree diagrams to organize the Main ideas and Details of passages

Collaboration&Communication
Through group discussion, students worked together to sort out the details of the main themes of the four articles under the topic of mirror and made posters of the group to show and share the ideas of poster drawing

Students will be able to use the sentence pattern of There be to present their project

Creativity and innovation&Collaboration
According to the reading materials and the group's investigation and research, the students sorted out the content that needed to be presented in the project presentation in combination with the key grammar information, and prepared the speech and the project specification, using the target grammar to introduce the project

Students will be able to enjoy the artwork and do research to discover the secret behind it

Critical thinking
Students will study the role of the mirror in the painting, explore the relationship between the artist's creation and history, and put forward their own views on the relationship between the person in the mirror and the figure in the painting and the artist. At the same time, examples of mirror elements in other paintings illustrate the point

Students will be able to explore the mirror element in the architectural design of The Palace of Versailles

Creativity and innovation

Through the design of mirrors in Versailles, students learn about the way architectural Spaces expand and explore the reasons behind the luxury of Versailles, sharing their own views in class. Use the principle of light reflection to make prisms, kaleidoscopes and other handwork to experience the charm of light reflection

Aligning Language Goals with Content Goals

Mastering vocabulary

students can master 84 target vocabularies through the study of this unit, and make use of these vocabularies. Only when they can make sentences without grammatical errors can they truly master these vocabularies and use them. In the accumulation of these 84 target vocabulary, students are also required to accumulate synonyms or the same root words and other related vocabulary, to pave the way for students' future learning accumulation. Students can use these words to introduce their projects in project presentations, speech explanations and other links, and express them more accurately to win votes.

Communication and collaboration ability

All the summative assessments need to be completed in a group. In the process of sorting out information, students need to assign tasks and discuss the implementation steps with group members. Students can use thematic content to communicate information that needs to be presented in preparation for the final presentation of the project

Visual design ability

Students are required to use Canva or WPS to make posters, art exhibition layouts, etc., and to share the role of mirrors in life and science and introduce interesting historical backstories along with the project brief

Writing and innovation skills

Students can use our target vocabulary and grammar rules to write the introduction information of the artwork, and group members can sift through the content of the unit and organize the speech. Students are not allowed to directly use the original sentences in the reading, but must comprehensively study the text, video, website introduction and other information, and innovate the presentation way of the art exhibition in the design group. These creative activities can help students have a deeper understanding of the text content, language grammar and vocabulary

Summative Assessment:

What evidence or project will students submit to demonstrate that they have met the standard and objectives? How will you assess these products? How will you differentiate the assessments based on varying reading levels of students?

• Tree poster: Students can use Canva or Mubu to create a poster of the main idea details of the reading text
• Manual: After understanding the principle of light reflection, students will make prisms and kaleidoscopes
• Mirror writing: The content related to mirror writing and mirror theme is changed between groups for decryption
• Art exhibition: The final project is to do an art exhibition, where students can display posters, kaleidoscopes, mirror writing codes and secrets in paintings, etc., and add the introduction of the works next to the artworks. Group presentations on the day of the art show and attract votes
  
  

Formative Assessment:

How will you monitor and track student progress?

• Vocabulary sorting: Students will sort out the new words encountered in reading and research, and think about related words, and complete the sentence formation exercise. The teacher will check whether there are grammatical errors in the students' judgment of parts of speech and the formation of sentences.
• Reading comprehension questions: The teacher will design reading comprehension questions according to the details of the topic sorted out by the students, and the students need to complete and explain the reasons in class
• Summary of content: After exploring the four articles on related topics in this unit, students will write a summary of the content in a group, including the key information in reading and the relevant content of the group search and discovery. This summary will also provide the basis for the final project presentation.
• Grammar focus sorting: Students will search for the sentence pattern there be in the reading materials, and summarize the grammar rules of the sentence pattern through group discussion. After the teacher gives supplementary instructions, students will complete the relevant selection of the grammar and fill in the blanks to check their mastery.
  

Activity Resources

• Palace of Versailles. (2024, February 7). Palace of Versailles. https://en.chateauversailles.fr/
• WhatsUpMoms [@WhatsUpMOMS]. (2017, October 27). DIY | how to make a REAL kaleidoscope (so easy!). Youtube. https://www.youtube.com/watch?v=yShrIOj34r0
• (N.d.). Bilibili.com. Retrieved February 11, 2024, from https://search.bilibili.com/all?vt=52000997&keyword=达芬奇Leonardo%20da%20Vinci密码&from_source=webtop_search&spm_id_from=333.1007&search_source=5
• Van Eyck's Arnolfini Portrait https://www.bilibili.com/video/BV1MD4y1Q7hC/?spm_id_from=333.337.search-card.all.click&vd_source=7a84063609af1c5746c6be8ccb8ff646

Tools that students can use

Bilibili

Zuoye 

Capcut 

Mubu

Mike CRM

English Grammar 

Cheese Words

Seewo

Canva

References: Add resources you used to create this unit plan (preferably in APA format).

Content instruction for ELLs. (2015, February 9). Colorín Colorado. https://www.colorincolorado.org/content-instruction-ells

Leighton, L. (2013). No title. 1–1.

Steve. (2023, July 28). Comprehensible input and compelling input (CI). The Linguist; blog.thelinguist. https://blog.thelinguist.com/comprehensible-input/

Why language teachers love Content Based Language Instruction. (2019, September 4). The Comprehensible Classroom. https://comprehensibleclassroom.com/2019/09/03/what-is-content-based-language-instruction

(N.d.-a). Teachnowprogram.com. Retrieved February 11, 2024, from https://teachnowprogram.com/amazon/getS3File?file=https://platform-user-content.s3.amazonaws.com/activity_resources/Standards_and_Content_Based.pdf

(N.d.-b). Org.uk. Retrieved February 11, 2024, from https://www.teachingenglish.org.uk/professional-development/teachers/educational-policies-practices/articles/content-based-instruction

Rutgers University. (2020). "Teaching Tuesdays: Enhancing Digital Literacy for Our Students (and Ourselves!)." Retrieved June 10, 2022, from https://www.p3.rutgers.edu/post/enhancing-digital-literacy-for-our-students-and-ourselves