A.

Two-week unit plan for my classroom:

1. Course name: Language Arts, grade level: 6th, topic for the unit: Nouns
2. Three learning goals that describe the most essential concepts and skills related to
the unit. Students will identify nouns. Students will identify common/proper nouns.
Students will write using singular, plural, and possessive nouns.
3. State and national standards the unit will align with: 3.1, 3.1a

Standard 3: Grammar/Usage and Mechanics. The student will demonstrate

appropriate practices in writing by applying Standard English conventions to the
revising and editing stages of writing. 1. Standard English Usage - Demonstrate
correct use of Standard English in speaking and writing as appropriate to sixth
grade. a. Identify concrete, abstract, and collective nouns.

4. One measurable learning objective (condition, behavior, and criterion) for each
learning goal provided in part A2:
Given a paragraph, students will be able to identify nouns with 85% accuracy.

Given a set of common/proper nouns, students will be able to identify common/proper

nouns with 85% accuracy.

Given a list of singular, plural, and possessive nouns, students will be able to write
singular, plural, and possessive nouns with 85% accuracy.

B. Formative, summative, and pre-assessments, both formal and informal (e.g.,

observations, projects, quizzes, exams), I will use in my two-week unit:

1. See additional attached file.

2. The pre-assessment that I will administer is a valid measure of each learning goal in
my unit. It asks the students to identify the nouns, common, and proper nouns,
write plural and singular nouns, and write possessive nouns in select sentences. This
will appropriately determine the students previous knowledge of nouns. I will be
able to better determine the focus of my instruction after reviewing the preassessment.

I will perform informal observations on a daily basis. I will constantly read the
responses of my students (body language, eye contact, and active participation) to
gage the level of comprehension. If these cues and further questioning reveal that
some students do not understand, I will differentiate instruction until all children
have had an opportunity to learn according to their individual learning needs and
styles.

See additional projects attached to this task. (Cobb,

E. 2014)

These are cut and paste activities to be placed in their interactive notebooks. They
cover common and proper nouns as well as plural nouns. The students use the
notebooks throughout the year as a self-created reference tool. These projects help
my visual and kinesthetic students learn the material with physical manipulatives.
They will have the freedom to color and decorate them as they wish. This will help
organize their thoughts about the subject.

3. The summative assessment I will administer is a valid measure of each learning goal
in my unit. It very specifically covers every learning goal: identify nouns, common,
and proper nouns, write plural and singular nouns, and write possessive nouns. I will
ask students to write a paragraph including examples of each of the types of nouns
we have covered. They will create a key with highlighters indicating the different
colors that will represent the different types of nouns. (For example: highlight
common nouns in green, proper nouns in blue, plural nouns in pink, singular nouns
in purple and possessive nouns in orange.) They will be required to demonstrate
usage of at least three nouns for each noun type. The students have worked on
writing paragraphs for several weeks leading up to this, so this will be an appropriate
summative assessment. It will involve review as well as testing their knowledge of
the new material.

C. References

Cobb, E. (2014). I'm Lovin Lit. Retrieved September 10, 2015, from
http://imlovinlit.blogspot.com/

Rueda, R. (2004). Houghton Mifflin English (p. 106). Boston: Houghton Mifflin.