The discussion and synthesize/apply/reflect assignments are your opportunity to apply what you learned to your own teaching situation
The discussion and synthesize/apply/reflect assignments are your opportunity to apply what you learned to your own teaching situation. Both are graded assignments. Your instructor will look for references to your learning log in your assignments to support your understanding of the course content. Refer to Point Values for Weekly Assignments for more information about grading criteria.
Synthesize/Apply/Reflect Teachers need to consider both long-term planning and short-term planning.
For this assignment you will be doing long-term planning. You will create a four-week New York State Next Generation Standards map for ELA for the grade level of your choice (K-6). You should select a topic that is from a grade-appropriate content area on which to base your map. Your map needs to include: (you should use the checklist in the Week 9 resources as a guide):
Topic and explain why you chose this topic – indicate what part of grade level common core curriculum or school curriculum it enhances, how the unit helps students meet the New York State Next Generation Standards
Focus Standards – the New York State Next Generation Standards on which this lesson is based. You must include at least one standard for each of the following areas: Reading-Literature, Reading-Informational Text, Reading – Foundational Skills (K-5), Writing, Speaking, Listening, Language. Write out standards by number and words.
Skills/Strategies to be taught – List 2 skills or strategies that will be explicitly taught during this unit
Selected Vocabulary – 5 Tier Three vocabulary words that will be explicitly taught during this unit
Sample Lesson Activities That Focus on New York State Next Generation State Standards and That Reflect Available Resources – 5 activities with a brief description of what students will do to show they are meeting the Focus Standards. One must focus on comprehension. Two must be tied to the skills/strategies indicated above. The other two activities can be any activities appropriate for the unit. Two of the 5 activities must also indicate how you will accommodate for diverse learners (each of the 2 activities must accommodate for different needs).
Possible Assessments – indicate two assessment ideas (formative or summative) that could be used as a
part of the lesson activities or skill/strategy instruction from above.
Selected Works – You need 2 for each area, - Literary Texts, Informational Texts, and Reference Materials (can be any medium). The works you choose must be grade appropriate. Indicate what focus standard(s) will be met by each work.
Paper For Above instruction
In this long-term planning assignment, I have chosen to develop a four-week instructional map for Grade 4
English Language Arts (ELA) focused on the theme of "Perspectives and Narratives." This topic aligns with the importance of understanding different viewpoints and storytelling techniques in fourth-grade curriculum standards, enhancing students’ comprehension and analytical skills while meeting the New York State Next Generation Standards (NYNGS). The unit allows students to explore literature and informational texts concerning personal narratives and diverse perspectives, which are integral to their cognitive and cultural development at this stage.
Focus Standards
According to NYNGS, the standards guiding this unit include:
Reading Literature: RL.4.3 – Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.
Reading Informational Text: RI.4.2 – Determine a main idea of a text and explain how it is supported by key details; summarize the text.
Reading Foundational Skills: RF.4.4 – Read with sufficient accuracy and fluency to support comprehension.
Writing: W.4.3 – Write narratives to develop real or imagined experiences or events using descriptive details and clear event sequences.
Speaking & Listening: SL.4.1 – Engage effectively in collaborative discussions, building on others’ ideas and expressing their own clearly.
Language: L.4.4 – Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 4 reading and content.
Skills and Strategies
Two key strategies to be explicitly taught are:
Identifying and analyzing character perspectives within narrative texts. Using graphic organizers, such as story maps, to sequence events and elucidate narrative structure.
Selected Vocabulary
Perspective
Narrative
Character
Plot
Theme
Sample Lesson Activities
Activity 1: Character Perspective Analysis (Focus on Comprehension and Strategies)
: Students will read a short story and identify different characters’ perspectives using a graphic organizer. This activity will be differentiated by providing visual supports and sentence starters for English Language Learners (ELLs) and students with disabilities. The purpose is to deepen understanding of how perspective influences narrative comprehension.
Activity 2: Identifying Main Ideas and Supporting Details (Focus on Comprehension)
: After reading informational texts about different cultural traditions, students will highlight key details and craft a brief summary, demonstrating their understanding of main ideas aligned with RI.4.2. This activity will use paired reading and scaffolded questioning for struggling readers.
Activity 3: Story Sequencing
: Students will use story maps to sequence the events of a narrative, emphasizing the structure of the story. This activity supports W.4.3 and can be adapted with guided questions for diverse learners.
Activity 4: Creative Narrative Writing
: Students will write a personal narrative, integrating descriptive language and narrative techniques discussed in class. This activity reinforces writing standards and encourages individual expression.
Activity 5: Oral Discussion and Sharing
: In small groups, students will discuss their narratives and perspectives, practicing SL.4.1. Differentiation will include providing sentence frames and visual cues for students with language delays.
Assessments
Formative Assessment:
Observation of student participation during group discussions and a quick-write reflecting on their understanding of character perspectives. This monitors comprehension and engagement in real time.
Summative Assessment:
A short narrative essay submitted at the end of the unit, demonstrating the ability to develop a character and utilize narrative techniques, aligned with W.4.3 standards.
Selected Works
Literary Texts
“Charlotte’s Web” by E.B. White – focuses on understanding character perspectives and themes (RL.4.3)
“The Tale of Peter Rabbit” by Beatrix Potter – exemplifies narrative structure and moral themes (RL.4.3)
Informational Texts
“Celebrating Cultural Diversity” article from National Geographic Kids – supports understanding of diverse perspectives (RI.4.2)
“The History of Storytelling” from Scholastic News – discusses narrative evolution and techniques (RI.4.2)
Reference Materials
Story maps and graphic organizers from Teachers Pay Teachers – tools for sequencing and analysis
Vocabulary flashcards with definitions and pictures for Tier Three words – supports vocabulary development
References
Common Core State Standards Initiative. (2010). English Language Arts Standards.
New York State Education Department. (2020). Next Generation Learning Standards for ELA.
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. ASCD.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Heacox, D. (2012). Differentiating Instruction in the Regular Classroom: How to Develop Strategies to Meet the Needs of All Learners. Free Spirit Publishing.
National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment.
Tompkins, G. E. (2013). Literacy for the 21st Century: A Balanced Approach. Pearson.
DuFour, R., DuFour, R., Eaker, R., & Many, T. (2010). Learning by Doing: A Handbook for Professional Learning Communities at Work. Solution Tree.
Slavin, R. E. (2018). Educational Psychology: Theory and Practice. Pearson.
Schunk, D. H. (2012). Learning Theories: An Educational Perspective. Pearson.
