Christina Oropeza

Learning Goal:

The learning goal for this unit is to answer the question: How do you know if a solution is a good
solution. The four curriculum areas that will be integrated will be reading, writing, phonics, and
social studies.

Needs Analysis:

Based on the Utah State Core for third grade students will need to:
● Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answer.
● Write opinion pieces on topics or texts, supporting a point of view with reasons.
● Demonstrate command of the conventions of standard English Grammar and usage
when writing or speaking.
Pretest:
● A pretest has been given to determine where the students are when it comes to writing
opinion pieces and being able to use the text to help support their opinion and answer
questions.

Learner Analysis:

This information is based on skyward data and class surveys that have been taken throughout
the year.

Demographics​:
This class contains 21 students. 13 boys and 8 girls. 13 of the 21 students are English
Language Learners, 11 of their home languages are spanish and 2 of them are somali. Of those
students 2 of them speak limited english. I have 5 students who are on IEP’s as well and getting
extra support throughout the day. My school has 100% free breakfast and lunch program
because of the socio economic status of the families. We have a number of students bussed
from the homeless shelter and brought here from foster homes.

Attitudes​:
When asked what is their favorite subject between language arts or math 75% of them said that
math. 90% of the students enjoy coming to school and have a positive mindset about the school
and coming every day. 70% of the students like working in groups or partners whereas the other
30% prefer to work alone.

Access to Technology:
Majority of the students have access to a smart phone at home, however with how tranisite the
population is very few have access to a computer at home.
100% of students at school have access to computers and the internet.

Schedules​:

8 of the 21 students have not missed a day of school yet. Six of the students have missed six
days or more so far this year.
We do partner teaching here so I have this class for half the day. I have one week to work on
this unit. We do have access to computers at all times when in the classroom. I spend
approximately 35 minutes a day for reading instruction, 35 minutes a day on phonics instruction,
and 25 minutes 2 days a week and 30 minutes one day a week on writing. I am only given time
to work on social studies when it is integrated within my reading instruction. Only two students
will miss pieces of the unit because of their resource schedule.

Learner Skills:

75% of my students scored well below benchmark on their first reading test of the year. 5%
scored below benchmark. 5% are on benchmark and 15% are above benchmark.

Task Analysis

Task Skill Sub-skill

Answer questions using
evidence from the text.
Tell their partner what the
answers are to various
questions using evidence
from the text.
Fill in sentence frames to
answer questions.
Partner talk
4 L’s
How to complete verbal and
written sentence frames.

Understand the characters Create a t chart to show the How to take notes
arguments throughout a story mothers and sons different How to put together a t chart.
for or against getting a pet. ideas/arguments throughout
the text.

Understand the conclusion of
the story.
Use the illustrations to help What an illustration is.
describe to your partner what 4L’s
the solution was to the Partner talk
problem after reading the
text.

Write an opinion piece Be able to complete a written Using google classroom to

piece that has: finalize a piece.
 ● An introduction How to write complete
● Evidence from the text sentences.
● Elaboration How to use the writing
● Conclusion prewrite.
● Every sentence
starting with a capital
and end with
punctuation.

Context for Instruction:

Resources:
Smart Board Doc Cam Reading Street Books

Chrome Books Headphones Paper

Pencils Person realize platform Google classroom

Prewrite writing materials

Delivery Method:

I will teach this unit predominantly whole class. Because of the demographic there are only a
few students that can successfully work independently so most of my instruction is whole class.
Once I get into the writing and having the students type up their pieces I will do one-on-one
check ins with each student to see where they are at. Along with having students do partner
talks constantly throughout the lessons so that students have more opportunities to respond.

Why This Approach:

I have chosen this approach because the students are low they need constant support and
specific instructions throughout the week. I also have chosen to do a lot of partner talk, before
writing, because it helps my ELL students figure out what they want to write down if they are
able to share it with their partner first and say it out loud.

Is the instruction you chose the correct intervention:

If I had the time and the opportunity I would complete part of the lesson in small groups because
I do feel as if small groups tend to be more beneficial for a lot of learners. However, I would not
be able to get through all of the lessons and the students who were not in the small groups
would not be able to complete much independently. This is why I integrate as much partner talk
as I can because it gives me time to quickly do a check for understanding and talk to the
students that are not quick getting it yet.