Sylvia Theriot

Raquel Trevino
Elisabeth Holder
Nydia Silva
Written Unit Plan

1.Context -Deepwater Elementary, Deer Park ISD State Report Card: 2016-17 School Year -272

5th grade students -84% Hispanic, 7% Black, 9% White-44.8% ELLs -10-15 ESL students in

5th grade. During the 2018-19 School Year, the student population was 793, with a reading

proficiency of 69% (bottom 50% of Texas).

2.Learning objectives for the unit.

Students will be able to identify the different parts of speech, including; verbs, collective nouns ,

adjectives (descriptive, including origins) and their comparative and superlative forms,

prepositions, conjunctions, transitional words, and adverbs with 75% accuracy.

3.List of relevant Texas Essential Knowledge and Skills, properly cited.

§110.16. English Language Arts and Reading, Grade 5, Beginning with School Year 2009-

2010.

(20) Oral and Written Conventions- Students understand the function of and use the conventions

of academic language when speaking and writing. Students continue to apply earlier standards

with greater complexity. Students are expected to:

(A) use and understand the function of the following parts of speech in the context of

reading, writing, and speaking:

(i) verbs (irregular verbs and active voice);

(ii) collective nouns (e.g., class, public);

 (iii) adjectives (e.g., descriptive, including origins: French windows, American cars) and

their comparative and superlative forms (e.g., good, better, best); (iv) adverbs (e.g.,

frequency: usually, sometimes; intensity: almost, a lot);(v) prepositions and prepositional

phrases to convey location, time, direction, or to provide details;

(vi) indefinite pronouns (e.g., all, both, nothing, anything);

(vii) subordinating conjunctions (e.g., while, because, although, if); and

(viii) transitional words (e.g., also, therefore);

§74.4. English Language Proficiency Standards.

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety

of modes for a variety of purposes with an awareness of different language registers

(formal/informal) using vocabulary with increasing fluency and accuracy in language arts

and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced

high stage of English language acquisition in speaking. In order for the ELL to meet

grade-level learning expectations across the foundation and enrichment curriculum, all

instruction delivered in English must be linguistically accommodated (communicated,

sequenced, and scaffolded) commensurate with the student's level of English language

proficiency. The student is expected to:

(C) speak using a variety of grammatical structures, sentence lengths, sentence

types, and connecting words with increasing accuracy and ease as more English is

acquired;

4.Brief descriptions of each day's learning activities **2 weeks**

Activities:

Story Building: Introduction

At the beginning of every day’s lessons, the class will help the teacher write a new sentence.

Each day’s new sentence will continue a story from the previous day’s. By the end of these two

weeks, we will have written 10 sentences, each containing the specific part of speech that the

class will be learning that day.

Day 1: NOUNS

Day 1 Story Building: Nala the dog was sad because her owner Raquel spent all day playing

Fortnight instead of playing with her. Nala decided she was going to find a new _______.

Word Chain: This activity will be done as a class. One by one the students sound off examples

of different types of nouns. For example, the first student says a noun, then the next student says

a noun beginning with the last letter of the previous noun. As the students say their examples,

they will write them down on an index card with a paperclip attached to both sides. After the

entire class has finished giving their examples, the students will attach the index cards in order,

as a chain.

Day 2: COLLECTIVE NOUNS

Activities:

Day 2 Story Building: After searching the dangerous city streets, Nala could only find refuge

with a stray _______ of dogs.

Collective Noun Dash: Students get into small groups of 3 or 4. The teacher will have a sentence

stem that is missing a collective noun on the board. The student will be given two choices of

collective nouns to fill in the blank. Once the sentence is projected onto the screen, the teacher
will have two options for students to choose from. For example, “A group of dogs is called

_______ (pack or colony).”

(Word wall/anchor chart of collective nouns should be visible for all students).

Day 3:PREPOSITIONS

Activities:

Day 3 Story Building: After becoming one of the pack, Nala and the stray dogs decided to take

the ferry _______ the lake to the Island of Dogs.

Hunting for Prepositions: Teacher will have a list of items that are in the classroom. Students in

pairs, will look for each item on the list and create a sentence including the item and a

preposition(s). Example: The clock is on the wall, above the door.

Day 4: VERBS

Activities:

Day 4 Story Building: When Nala and the pack of stray dogs ______ to the Island of Dogs, they

_______ the dog park of their dreams.

Frayer Model: Verbs chosen by teacher will be listen in the middle circle, the four remaining

sections would contain definition, examples, non-examples, and pictures.

Day 5: ADVERBS

Activities:

Day 5 Story Building: After realizing that Nala was gone, Raquel _______ discovered that all of

the neighborhood dogs had also gone missing.

Adverb Adventures: Teacher will project a word bank onto the projector of 10-15 adverbs.

Students will get into small groups of 3-4 and write a short story (5-7 sentences) using all of the

given adverbs.
Day 6: ADJECTIVES (DESCRIPTIVES)

Activities:

Day 6 Story Building: Raquel searched everywhere for Nala. One morning, while watching the

news, she discovered that Nala and the rest of the neighborhood dogs had created a _______ dog

island and they all looked very ________.

Word map: A noun will be in a middle circle, then words that describe the noun will surround it.

This will be written on the blackboard or dry erase board and students can raise their hands to

give descriptive adjectives.

Day 7: ADJECTIVES (COMPARATIVE)

Activities:

Day 6 Story Building: Raquel thought that Nala was much ______ than she was when she was

with Raquel, so Raquel decided not to bring her back home.

Listening for mistakes: The teacher will read a passage to the students. Students will also have

the story on paper provided by the teacher. The story contains comparative adjective mistakes.

The students will correct the mistakes as the teacher reads. https://www.thoughtco.com/quick-

lessons-short-grammar-activities-1210495

Day 8: ADJECTIVES (SUPERLATIVE)

Activities:

Day 8 Story Building: Raquel was the ______ out of all the neighbors but knew letting Nala stay

at the island would make her the ______ dog in the world.
Superlative Surprise: Students will be in groups of four. Each group will be given a large cartoon

picture in which the students will create a sentence using superlatives to describe the picture. For

example, one group may be given a cartoon picture of a family but one of the family members is

much taller than the rest, one member has crazier hair than the rest, and one member has feet

larger than the rest. The sentence might go, “The dad is the tallest in the family, the sister has the

messiest hair, and the brother has the biggest feet.”

Day 9: CONJUNCTIONS

Activities:

Day 9 Story Building: Nala was having a great time on the Island of Dogs, ______ she wondered

if Raquel would be okay, __ she wrote Raquel a letter back home.

Conjunction Scramble: Students will be in groups of 3 or 4 and given a baggy with conjunctions.

They will also be given a short story consisting blanks. The groups will have to decide where all

the conjunctions fit into the blank areas.

Day 10: TRANSITIONAL WORDS

Activities:

Day 10 Story Building: Nala felt better about writing Raquel a letter, so she stopped worrying.

____, Nala and the dogs lived happily ever after!

How-To : Students will be in groups of 4. They will be given a game or procedure that they

must write directions for using transitional words. For example, How to play Rock, Paper,

Scissors. The students might write, “First, you hold out you fist. Then, you move your fist up and

down on you other hand. Next, ….”

5. Instructional materials, including electronic technology.

Teacher handouts, word wall, anchor chart, writing utensils, paper, blackboard or whiteboard,

projector, classroom iPads.

6.Assessment:

At the end of the unit, the teacher will have a Kahoot prepared for the students. Each students

will use the classroom iPads to participate in the Kahoot. It will contain questions to review and

assess students on the parts of speech we covered in the unit. After each question, the answer

will be revealed and the teacher will explain why it is the correct answer.

https://play.kahoot.it/#/lobby?quizId=4b2ce5e2-0a9d-4013-b043-5b11254fa3ca

7. 2 page Analysis of the content and design of your unit, using the following categories:

The important writing concepts/strategies being learned will be Parts of speech for ESL

students. The parts of speech that students will learn are: nouns, collective nouns, prepositions,

verbs, adverbs, descriptive, comparative and superlative adjectives, conjunctions, transitional

words. The parts of speech’s unit plan will take ten days. At the beginning of every day, the class

will help the teacher complete a new sentence using a part of speech word. Each day’s new

sentence will continue a story from the previous day’s.

During the first day, the students will have to fill the blank space from the first sentence

the teacher wrote using a noun. The second activity will be done as a class group; the activity is

called “Word Chain”. The teacher will explain the students that the word that they will have to

say a loud should be a noun. For example, the teacher will start the word chain by saying a name

of a person, profession, thing, place, etc. Each student will write the noun word they choose in an

index card to attach the card in order as a chain.

At the begging of the second day, students will help the teacher fill out the missing word

with a collective noun in the second sentence and continuation of the story. After this activity,
the teacher will divide all students in small groups of three or four. The teacher will write two

different sentences in the white board that will be missing a collective noun. The students will

be allowed to choose one from these two sentences. An example is that the students will have to

say and write how is called a group of dogs.

Students will learn about prepositions during day three. The will start the lesson plan by

working in their continuation of the story building using prepositions. After that, students will

work in an activity called “Hunting for prepositions” where Teacher will have a list of items that

are in the classroom. Students in pairs, will look for each item on the list and create a sentence

including the item and a preposition(s). Example: The clock is on the wall, above the door.

For day four, students will continue the next part of the story building by filling out the

missing word with a verb. The students will create a “Frayer Model”. where the students will

have a list of verbs that the teacher choose for them. On the top left square, the students will have

to write contain the definitions, the right square will have examples, the bottom left square will

non-examples and the last square will draw or glue pictures.

Students will continue doing their story building but now using adverbs in day five. After

they finish their storyboarding activity, students will have to work in their Adverbs Adventures.

During this activity, Teacher will project a word bank onto the projector of 10-15 adverbs.

Students will get into small groups of 3-4 and write a short story (5-7 sentences) using all of the

given adverbs.

As all other days, the students will start by doing the story building activity by using

descriptive adjectives during day six. The next activity that they will be working on is called

“The word map”. This activity is about a noun that will be written in a middle of a circle, then

words that describe the noun will surround it.

 Students will continue doing their story building but they will have to use comparative

adjectives to complete the sentence. They will be working on an activity called “Listening for

mistakes” where the teacher will read a passage to the students. Students will also have the story

on paper provided by the teacher. The story contains comparative adjective mistakes. The

students will correct the mistakes as the teacher reads.

During the beginning of the lesson in day eight, students will work in the continuation of

the story building using superlative adjectives. On the penultimate day, students will be working

in conjunctions. They will have to fill the missing word from the penultimate sentence from

their building story activity with a conjunction word. The activity they will be working on is

called “Conjunction Scramble”. The teacher will give a short story with consisting blanks.

The students will have to decide which conjunctions words fit into the blank areas.

Students will learn about transitional words in the very last day of the unit plan. The students will

finish their story building activity using transitional words. For the last activity, the students will

place in groups of four. They will be given a game or procedure that they must write directions

for using transitional words. For example, how to play Rock, Paper, Scissors. The students might

write, “First, you hold out you fist. Then, you move your fist up and down on you other hand.

Next, ….” .

b.Sequence:

According to §110.15. English Language Arts and Reading, Grade 4, Beginning with School

Year 2009-2010, prior to this unit, students should have knowledge of how to use and understand

verbs, nouns, adjectives, adverbs, prepositions, and pronouns. Also, according to §110.6. English

Language Arts and Reading, Grade 4, Adopted 2017, students should already have studied how

to edit drafts of their papers using their knowledge of verbs, nouns, adjectives, adverbs,
prepositions, and pronouns. As stated in English Language Proficiency Standards with

Correspondences to the K-12 Practices and Common Core State Standards, ELL students should

be able to use relative pronouns and adverbs, prepositional phrases, and use progressive and

perfect verb tenses.

This unit will prepare students to not only edit their papers for grammar and mechanics,

but also to write stories, poems, letters, and other forms of writing, according to §110.18. English

Language Arts and Reading, Grade 6, Beginning with School Year 2009-2010. After this unit,

ELL students should also be prepared for using intensive pronouns, reflexive pronouns, and

verbs in the active and passive voices, as stated in English Language Proficiency Standards with

Correspondences to the K-12 Practices and Common Core State Standards.

c. Equity: Today’s classrooms are full of diverse learning styles and numerous learning

challenges. What features of this unit plan make the content accessible to all students?

How are you meeting the specific needs of the population at your selected school?

The features of this unit plan make the content accessible to all students by focusing on

all students’ success and learning styles, including ESL students. Each activity for the unit plan

is different and can be enjoyed by every student. The activities include hands-on fun, sit down

activities, and also involves discussion. With oral and written conventions, all students will be

able to engage in the unit plan. For ESL students, activities will also have pictures to help

students understand directions and content. Although each activity is created with different

learning styles in mind, they are also created to challenge and enhance student learning. Students

will be challenged by being able to differentiate their BICS from their CALP. For example, in

the activity, Listening for Mistakes, students will have to correct language that may be used at
home into language they would use academically. This unit plan is geared towards all students

learning styles and all students learning levels. In this way, all students can be successful.

8. All sources (including TEKS) must be cited properly in-text and listed on a separate reference

page, per APA guidelines.

Updated bibliography.

9.Unit Materials. Your unit plan should consider how the topic is presented to various

audiences, for various purposes, and in various genres.

Anchor Charts:

Parts of Speech:

Since the entire lesson is about Parts of Speech, it would be significant for students to have
something to look at to remind them of their lesson, therefore we have created an anchor chart.
The anchor chart will be posted in the classroom for students to make reference to for each day
of our unit plan.

Collective Nouns:
An anchor chart for Collective Nouns was made for students to look back on when working on
their collective noun activities. Collective nouns can be challenging because they are sub-groups
of nouns and can be difficult to remember. The anchor chart can help students remember the
different ways that collective nouns can be used and for each group: animals, things, and people.

Newsletter:

The purpose of the parent newsletter is to inform parents what our next unit will be about. The
parents will be able to know what their child will be learning each day and can also become more
involved in their child’s academics. By having the child’s day by day unit plan handy, parents
can also keep students accountable for what the child should know and can possibly review with
them.

Email To Content Specialist:

_____________________________________________________________________________________

Cool Kids elementary

Sylvia Theriot | theriots7564@uhcl.edu

December 11, 2018

To Whom It May Concern:

I am hoping that as the Language Arts content specialist, you would look over the parts of speech unit
plan that my team and I have written. It is a simplified version, as to accommodate for any 4th or 5th grade
classroom.

We have created a ten day long unit plan, which is comprised of an ongoing activity called
“Storybuilding”, and and additional activity for every day of the unit.

The “Storybuilding” activity can be personalized, which is something that is unique and fun about our
unit plan.

Thank you so much for taking the time to look over our work, any feedback will be greatly appreciated.

You can reach me telephone or by email at theriots7564@uhcl.edu anytime.

Sincerely,

Sylvia Theriot

_____________________________________________________________________________________

We felt that the content specialist for ELAR should look over and verify the validity and effectiveness of
our parts of speech unit plan. Once the content specialist went over our unit plan and provided feedback,
we could proceed with our lessons with confidence.
Frayer Model:

In the Verbs activity, students will be using frayer models. Frayer models are good practice when
reviewing verbs. Each section of the frayer model will be labeled definition, examples, non-examples,
pictures, and the verb words in the middle provided by the teacher. By the end of the activity, students
will have a good understanding of how to recognize what words are verbs and what words are not.