Overview

Teacher: Ms. Guzman

Grade/Course: Special Education 3rd Grade
Title of the Unit of Study: Parts of Speech

Big Idea What 21st Century

• The “Big Idea” is the central concept, provides a real-world context (Addresses 21st Century Themes) Themes will students
• Continues through to final authentic performance task (assessment) learn with the Big Idea
The student will learn parts of speech in order to create small sentences and use with the Speech and Essential Question?
Pathologist.
English literacy
Picture book literacy
Essential/ “Messy” Question Knowledge of language
• Focuses big idea to what is relevant to the student. Provides provocative questions that foster inquiry, understanding,
and transfer of learning. (Connects Content Standards & Concepts to 21st Century Themes, & Skills)
How do you create correct sentences with proper English?
Common Core Standards Addressed Concepts and Skills
• CCSS Clusters | CA Content Standards to be integrated • What concepts and skills must a student know/have in order to master
• How do the clusters of standards illuminate the concepts in the “Big Idea”? these standards and gain enduring understanding of the “Big Idea”?
• Consider order in which to scaffold concepts and skills within the Unit.
Conventions of Standard English: Students need to know basic words such as walk, run, talk in
CCSS.ELA-LITERACY.L.3.1 order to create word tenses and know simple first step words
CCSS.ELA-LITERACY.L.3.1.A to be able to learn how to identify parts of speech.
CCSS.ELA-LITERACY.L.3.1.B
CCSS.ELA-LITERACY.L.3.1.C
CCSS.ELA-LITERACY.L.3.1.D
CCSS.ELA-LITERACY.L.3.1.E
CCSS.ELA-LITERACY.L.3.1.F

Common Core Standards that will be used to teach parts of

speech , the student will be able to identify which words
belong to parts of speech and form word tenses.
Learning Outcomes of the Unit: End of Unit Assessment: Unit’s Instruction
Students will… • How will students demonstrate what they know? Includes
Create assignments for real
Be able to identify parts of speech amongst first step words Students will form sentences of 5 words with no more audiences and with real purpose
than 1 prompt
The student will form sentences no more than 5 words in Focus on the learning process, not
order to meet the Special Education Standards Student will be able to verbally tell teacher what part just content
of speech a word is no more than 2 prompts
Student will learn correct formation of sentences
Lead appropriate grade level
instruction based on the students
Students will be able to match a picture to the correct part of
intellectual level
speech word • Through what authentic performance tasks (project)
might student demonstrate what they have learned
Teach parts of speech by
Students will be able to successfully log onto technology and or can do, as a result of this Unit?
providing visuals for learning
follow instructions in order to complete task
Increase knowledge of the English
Student will convert words into certain tenses and
Language by student being able to
show knowledge that they can convert words
convert words into correct tenses
correctly

• How might we solicit student input and engage

students in co-designing their performance task(s)-
project?

Use Technology to allow students to look up the words

they would like to match with parts of speech
Lesson Plans
Balance Teamwork and Individual Work Throughout the Unit of Study:
Leverage collaboration as much as skills and content. Make sure to balance both teams and Independent work so that you are
demanding a 21st century collaborative environment while allowing time to meet students on an individual basis.

Intro Lesson: CCSS “Habits of Mind”

Purpose: Engage students, spark curiosity, “hook” and What teacher actions might encourage students to
necessitate engage in these “Habits of Mind”?
Teacher will demonstrate three times parts of speech
On a computer look up parts of speech words, students will before having a student follow their steps. DOK Level
choose a word from each part of speech. This is fun and What levels of Depth Of
engaging way to allow the students to pick and engage them ELA Capacities Mathematical Knowledge will the lesson target
in the lesson. Demonstrate to demonstrate student
Practices
independence Make sense of problems understanding of the “Big Idea”,
Ask students what parts of speech mean Build strong content concepts, and skills?
and persevere in solving
knowledge them.
Students will critically think and be able to problem solve on Respond to the varying Level 1: Recall & Reproduction
their own by the end of the lesson which will help with math Reason abstractly and
demands of audience, Level 2:
problems in another lesson by learning how to critically think quantitatively.
task, purpose, and Basic Skills & Concepts
and problem solve. Construct viable
discipline arguments and critique Level 3: Strategic Thinking &
Comprehend as well as the reasoning of others Reasoning
critique Model with mathematics. Level 4: Extended Thinking
Use technology and Use appropriate tools
digital media strategically strategically.
and capably Attend to precision.
Come to understand
Look for and make use of
correct English language
structure.
Look for and express
regularity in repeated
reasoning.
Student Reflection & Goal Setting:
Student reflection is an essential component. Throughout the Unit, Students reflect on their work and progress. Students set goals for further learning. Goal
setting is a great opportunity for students to personalize learning goals and provides teacher specific targets for differentiated instruction.

3-5 Reflection Activities: CCSS “Habits of Mind”

Sequence of Tasks, Problems, or Activities What teacher actions might encourage students to
Purpose: To develop specific concepts, designed to scaffold, engage in these “Habits of Mind”?
outcome is a delicate (fragile) understanding. Teacher will demonstrate how to calm down when
becoming frustrated with lesson… DOK Level
Rainbow breathes What levels of Depth Of
Match the picture to the part of speech Bear crawls Knowledge will the lesson target
Form small sentences using the game Silly Sentences Simon says to demonstrate student
Create a chart with cut and glue tenses of speech Pressure squeezes understanding of the “Big Idea”,
concepts, and skills?
ELA Capacities Mathematical
Craft Key Questions for each of lessons or set of lessons Demonstrate Level 1: Recall & Reproduction
• Key Question(s) requires students to address a variety of Practices
independence Level 2:
smaller, more targeted Key Questions to scaffold learning and Make sense of problems
Build strong content and persevere in solving Basic Skills & Concepts
finding answer to the Essential Question. knowledge Level 3: Strategic Thinking &
• Key Questions provides the vehicle for addressing specific them.
Respond to the varying Reason abstractly and Reasoning
content standards and demonstration of student demands of audience, Level 4: Extended Thinking
performance. quantitatively.
task, purpose, and Construct viable
discipline arguments and critique
Comprehend as well as the reasoning of others
What is parts of speech? critique
How can we form complete sentences? Model with mathematics.
Value evidence Use appropriate tools
How can I think critically and problem solve if I do not know Use technology and
the answer ? strategically.
digital media strategically Attend to precision.
and capably Look for and make use of
Come to understand other structure.
perspectives and cultures Look for and express
Scaffold or differentiate student demonstration of concepts.
(Build depth, flexibility, & try same thing in different ways.) regularity in repeated
Build depth reasoning.
Problem solve
Think critically
Know when to ask for help
Student will be able to use ways to calm down
Co-Design Authentic Performance Task(s ):
Teacher embraces real-world connections and possibilities for differentiated student summative products by providing opportunity for student voice and
choice in their end product. Students write their Essential Question to guide learning outcomes for their end of Unit performance task (Project).

Craft a project that will support your intended outcome.

Student will be able to show their knowledge by writing a silly story using ideas they learned from lesson. The silly story is four
sentences long and must include their proper parts of speech and correct tenses of words. At the end of writing the story the
student will be able to draw a picture of their story. In order to fulfill both criteria of language arts and math the student will
think critically and problem solve with no more than 2 prompts by teacher
Assessment

Formative Assessment Lesson: CCSS “Habits of Mind”

Through what authentic performance task(s) will students What teacher actions might encourage students to
demonstrate their skills and understandings? How will this engage in these “Habits of Mind”?
inform their future learning? Teacher will make a mistake and show how they can
problem solve DOK Level
Student will be able to match the picture they chose from the What levels of Depth Of
internet at the beginning of the lesson to the correct part of ELA Capacities Mathematical Knowledge will the lesson target
speech . Student will read their silly story and be able to form Demonstrate to demonstrate student
correct enlgish with no more than 2 mistakes .
Practices
independence Make sense of problems understanding of the “Big Idea”,
Build strong content and persevere in solving concepts, and skills?
This will help with problem solving on their own and being knowledge
able to calm down before having a melt down. Needs to show them.
Respond to the varying Level 1: Recall & Reproduction
teacher they are capable of working independently. Reason abstractly and
demands of audience, Level 2:
quantitatively.
task, purpose, and Basic Skills & Concepts
Construct viable
discipline arguments and critique Level 3: Strategic Thinking &
Comprehend as well as the reasoning of others Reasoning
critique Model with mathematics. Level 4: Extended Thinking
Value evidence Use appropriate tools
Use technology and strategically.
digital media strategically Attend to precision.
and capably
Look for and make use of
Come to understand other structure.
perspectives and cultures Look for and express
regularity in repeated
reasoning.
Summative Assessment: CCSS “Habits of Mind”
How will students demonstrate what they know as a result of What teacher actions might encourage students to
this Unit? engage in these “Habits of Mind”?
Teacher will show example by writing two sentences
Through what authentic performance tasks (project) will and then sending students back to desk to do DOK Level
student demonstrate what they have learned (concepts, independently What levels of Depth Of
skills, understandings, “Big Idea”) and can do? Knowledge will the lesson target
ELA Capacities Mathematical to demonstrate student
Demonstrate Practices understanding of the “Big Idea”,
independence concepts, and skills?
Student will go back to desk and work independently by Make sense of problems
Build strong content and persevere in solving
writing 2 sentences with correct grammar with no prompts knowledge Level 1: Recall & Reproduction
given. them.
Respond to the varying Level 2:
Reason abstractly and
demands of audience, quantitatively. Basic Skills & Concepts
task, purpose, and Construct viable Level 3: Strategic Thinking &
discipline arguments and critique Reasoning
Comprehend as well as the reasoning of others Level 4: Extended Thinking
critique Model with mathematics.
Value evidence Use appropriate tools
Use technology and strategically.
digital media strategically Attend to precision.
and capably Look for and make use of
Come to understand other structure.
perspectives and cultures Look for and express
regularity in repeated
reasoning.
Individual Student Reflection & Peer Reflection: How will you and your students reflect on
and evaluate the performance task
Students reflect on their end product: authentic performance tasks (project) (project)?
• I like… Teacher to student conversation of what
• I wonder… they liked and why
• I now understand…
• In the future… Also for those who are more advanced ask
how they problem solved
Student will verbally communicate with teacher what they liked and why …ex
I liked …. because ….

Student needs to also demonstrate they can communicate verbally by making eye contact
or looking at another feature of the face

1. Adapted from OCDE Integrated Planning Template at http://www.ocde.us/CommonCoreCA/Documents/Unit%20of%20study%20template_print11x17.pdf