Designing an English Language Unit for 5th-grade students and Justification

Designingan English Language Unit for 5th-gradestudents and Justification


Basingon the existing philosophies of pragmatism, progressivism, andconstructivism, it is prudent to state that a more effective EnglishLearning Curriculum can be developed. Hence, a representation of themodifications advanced to realise improved discipline can bediscussed as follows:

  1. The Approach to Writing

Theapproach to writing presupposes the eventual growth in a child’scapacity to write through the actual writing process. This approachpresumes that if a young learner has to develop effective writing,spelling, and punctuation skills, he must be exposed to conditionsthat enable him to hone his writing skills through consistentdrafting, redrafting and editing. This will imbibe in him mastery ofconventional spelling in a manner that is progressive. A style ofpenmanship that allows young learners to write in a manner that islegible and acceptable can also be developed in a school to enhancethe child’s writing ability.


Specialistsin the field of English learning would approve of the above plansince it has been adopted and worked in a number of learninginstitutions. Education specialists would approve benchmarks sincethey are in charge of putting in place the minimum levels of standardacceptable within learning institutions.


Parents/guardiansand other stakeholders will be informed about the changes to thecurriculum, why it is important and how effective it is since thisaction plays a big role in making the students feel more at ease withthe program – the Approach to Writing.


Thenew program will receive a warm reception from the community becauseit will breed a new generation of writers who view the world in acontemporary way. Teachers will also accept the change because itoffers a new way of teaching students thus, breaking the monotonyand helping students to learn more effectively. Parents and studentswill find the new program exciting since they will be involved in thelearning process. They will accept it because it offers a unique,more efficient angle to learning. The program will meet theobjectives that have been set since all grounds have been covered:before its launch, teachers will be equipped with all the necessaryinformation to teach their students.


Qualitativeresearch will be used to evaluate the program continuously.Continuous evaluation will expose the inadequacies of the program,and, as a result, fine tune the curriculum in question in terms ofrelevant materials, content, and methods. Thus, enabling the studentto derive the most out the program, and, by extension, enablecurriculum developers to ascertain the program’s success.


Itshould be noted that the new program has been developed with theintention of ensuring that it becomes a success while, at the sametime, paying close attention to the value that it delivers to thelearners. Hence students will be periodically evaluated and theoutcomes analysed with the intention of determining the true value ofthe program.


Ascientific positivistic approach to evaluating the current curriculumwill be adopted. Provus’s Discrepancy Evaluation Model offers anevaluation system that combines evaluation and system management,which comprises four components: a) determining program standards, b)programme performance, c) comparing standards to performance, and d)figuring out whether a discrepancy exists between standards andperformance. Emphasis in this case will be placed on “the Approachto Writing.” Thus, information will be collected, organised, andanalysed: the main interested lies in the value and quality of thecurriculum. Therefore, the information garnered will offersubstantial insight on how students performed after the curriculumwas implemented.

  1. Receptiveness to Language

Receptivenessto language is primarily concerned with a student’s ability andwillingness to listen. That is, imbibing in a student the nuances oflanguage to enable them to assimilate what they read and heard.Experiences that attract students to not only listen but also learnare usually capitalised upon. Also, helping the child understand thevocabulary involved and how sentences come together to developmeaning is used to stimulate interest and learning.


Expertsin the area of English language learning will approve of thisapproach to learning since it capitalises in stimulating the interestto learn in the learner, as opposed to just teaching the student.Education specialists will approve or develop the benchmark sincethey are concerned with maintaining the desired level of learning ineducational institutions.


Parents/guardiansand other stakeholders will be informed why this particularcurriculum is important and what value it offers the learners. Thisapproach will make the students feel at ease with the program sincetheir guardian will be aware of the program and will cheer them on asthey advance their learning capacities.


Thecommunity will receive the new program with open arms since itconcentrates on changing the attitude that most learners have aboutlearning. Instead of requiring the students to learn, the newprogramme will concentrate on making learning enjoyable. Thus,students will be willing to learn on their own accord as opposed tobeing pushed to learn.

Teacherswill find the new program interesting since they will get to learnwhat interests their students more. Since the new concentrates onwhat the students enjoys doing, the teacher will be required to workwith the student to develop an approach to teaching that coincideswith the student’s interests, This will be a break from the tediousmonotony that teachers are used to.

Parentsand students will also find the new program appealing. Since learnerswill enjoy their learning experiences, parents will not have to keepchecking whether their children are studying. As a result, a readingculture will be developed to adulthood where these individuals willuse their knowledge to develop more innovative solutions to problemsfacing society.

Theprogram will meet the advanced goals since it has been proven to workin other educational institutions. Also, teachers will be prepped inadvance to ensure that they are up to per with the requirements ofthe program.


Qualitativeresearch will be used to monitor the program closely. The continuousevaluation will reveal the loopholes in the program: in terms of itsmethods, content, ad materials. This will enable students to get thebet out of the programme, and, by extension, enable the curriculumdevelopers to ascertain the program’s effectiveness.


Thecurriculum has been developed with the aim of ensuring that itbecomes a success. However, the program’s value within a classsetting has to also be assessed. Thus, students will be examinedperiodically and the results compared to those achieved prior to theimplementation of the program.


Ascientific positivistic model will be approved to evaluate thecurrent curriculum. Provus’s Evaluation Discrepancy model will beused to combine system management theory with evaluation, whichcomprises four components: a) the determination of program standards,(b program performance, c) comparison of performance with standards,and d) determining whether any discrepancy exists between performanceand standards. Emphasis will be directed towards creating anenvironment that facilitates or makes learning more enjoyable to thelearners. Thus the relevant information will be collected, organisedand analysed. In the end, the data collected will be used to makeappropriate judgements regarding the progress of students.

  1. Competence and Confidence in Language

Competenceand confidence in language enables the learner to use the Englishlanguage as reader, a speaker, and a writer. This approach begins bydeveloping the learner’s receptiveness and oral fluency. Byachieving confidence in language, the child develops the ability toinitiate and sustain talks, and, by extension, learns to participatewithin the classroom atmosphere, as a result, developing the capacityto tolerate other people’s opinions. Using language on a dailybasis helps the learner gain insight on a wide range of expository,narrative, and representational text, which helps him or her matureas a reader and writer.


Specialistsin the field of English Language will approve this particular programsince it offers students an opportunity to use what they learn in theclassroom in their day to day activities. Thus students get to applytheory i their routine activities. Educational experts will place therequired benchmarks since they are responsible for placing standardson the quality of education afforded in educational institutions.


Parentsand community members will be involved in the implementation of thisprogram. They will be educated on its significance and effectiveness.This will, in turn, make the students fee comfortable with theprogram since their parents and/or guardians will have knowledge ofthe program in question – competence and confidence in language.


Thenew program will be accepted by members of the community openly sincethey will see the impact it makes on their children. Since thelearners will be applying the English concepts that they learn atschool, the community will witness the difference first-hand.

Teacherswill also embrace the new curriculum since it will be a break fromthey day to day routine. They will also experience first-hand theimpact of their handwork since they will hear how well the vocabularyof their students is improving, as the students interact with eachother.

Parentsand students will also find the new program satisfying becauseparents will get the opportunity to experience what their childrenlearn at school. In addition, the parents will also get to correcttheir children whenever they go wrong. Students will also benefitfrom the program since they will learn many vocabularies and gainoral fluency as they interact with each other and the community atlarge.

Sincethe program has been proven to work in other areas, it willdefinitely yield the desired result.


Qualitativeresearch will be used to evaluate the program on a regular basis. Theevaluation will help the education experts determine theeffectiveness of the program: in terms of the materials, content, andmethods used. As a result, the program will be tweaked to meet thestudents’ expectations. Through this approach, curriculumdevelopers will be in a position to ascertain whether the program isa success or not.


Althoughthe new curriculum has been developed with the intention of ensuringthat it becomes a success, it has to be evaluated on a regular basisso as to ascertain if it yields the desired outcomes or not. Thus,after it has been delivered in the classroom, the results obtainedwill be compared to the results obtained in the past. This willenable curriculum experts determine whether to keep running theprogram or whether to terminate it.


Thescientific positivistic evaluation model will be used to evaluate thecurrent curriculum. Provus’s Discrepancy Evaluation Model, whichbrings together system management theory and evaluation comprisesfour components: a) the determination of program standards, b)program performance, c) comparison between performance and standards,and d) figuring out whether any discrepancy exists between standardsand performance. The main focus will be placed on the curriculaphenomena under investigation. Thus, information will be gathered,organised and later analysed. Since the issue at hand is competenceand confidence in language, the data collected will enable curriculumdevelopers to gather information which reveals whether the newlyimplemented curriculum is effective.


Unit Author

First and Last Name

School Name

St. Philip Neri

School City, State

Los Angelse, California.

Unit Overview

Unit Title

English Language Arts

Unit Summary

The primary topics to be reviewed in this unit include:

  • Quoting directly from a text when developing an explanation of what the text is about and drawing inferences from it

  • Determining the theme of a poem, story, or drama, in addition to the response of characters to various situations

  • Comparing and contrasting two or more events, characters, settings, eventsin a drama or story and drawing on particular details

  • Determining the meaning of phrases and words as used within the context of a story or text.

  • Analysing the impact of multimedia on tone, beauty, and meaning of a text.

  • Comparing and contrasting stories from similar genres

  • Reading and comprehending literature.

Subject Area

Language Arts

Grade Level

5th Grade

Approximate Time Needed

The classes will take 8-45 minutes every week for 8 weeks

Unit Foundation

Targeted Content Standards and Benchmarks

Deeper Analysis of Literature and informational text

Establish the theme of a particular story, poem or drama from the details that are in the text.

Establish how the characters in the story or drama respond to challenges or how a speaker brings out reflection in a poem.

Student Objectives/Learning Outcomes

Students are to develop literacy and proficiency in English Language

The students should be in a position to identify and analyze logical fallacies in the presentations of the speakers or from the media sources

They should be able to deliver speeches where they state their opinions and support it logically with evidence

Students learn to use print and digital materials to determine the right pronunciation and meaning of words and then identify the different word choices in all the content areas for fifth grade.

Curriculum-Framing Questions

Essential Question

What does a student in 5th grade need to learn?

Unit Questions

How do students group related information logically?

What ways do students engage in collaborative discussions?

Content Questions

How do students conduct research?

How do they identify and analyze logical fallacies in presentation?

How do they learn the conventions of English grammar?

What do students do when they come across phases or words whose meaning they are unsure of?

How do students interprete what they read?

Can students interprete the though provcess of the author of a story?

Can they explain how a text is presented or organized?

Do students have the ability to summarize the key points in a text?

Can the students connect the events and ideas in a story?

Do the students have the capacity to find issues or concepts within a story that resonate with their thinking/

Assessment Plan

Assessment Timeline

Before project work begins

Students work on projects and complete tasks

After project work is completed

  • Ability to read a wide range of literature in different genres and from different cultures

  • Ability to analyze informational text using structure and organization

  • Writing explanatory text with headings, sub-headings, illustrations and definitions

  • Testing ability of students to read and comprehend literature, including stories, dramas and poetry with the competency of grade 5 and at the same time independently and proficiently

  • Testing ability of having a clear and coherent writing through essays

  • Testing the ability of students to demonstrate command of the conventions of standard English grammar when writing or speaking. This can be done through testing their use of conjunctions, prepositions and interjections.

  • Testing use of punctuations

  • Testing ability to use figurative language

  • Doing speech contests

  • Examining the presentation skills

  • Testing acquisition of grade appropriate domain-specific words

  • Explanations of common ideas, idioms and expressions

Assessment Summary

The students will be assessed every week and the assessment shall include the class tests and homework assignments.

Discussions of the assignments shall be done and areas of weaknesses addressed

Lessons quizes, shall be availed and they will include the assessment of the five different areas covered

Appraisal system shall be used and students ranked to gauge their abilities

The plan of the lesson shall ideally be guided by the learning rubrics to the students

Unit Details

Prerequisite Skills

Ability to read a wide range of literature

Ability to summarize texts in a concise manner

Analysis of informational texts through consideration of organization and structure

Tell the differences between first hand and second-hand accounts

Be able to acquire vocabularies through strategies learnt at 4th grade

Instructional Procedures


What Standard means


Date Taught

Reading a wide range of literature

Fifth grade students are required to develop the capacity to read and understand literature from a myriad of niches and authors from different backgrounds

Apply the knowledge acquired from the vast literature to gain understanding of the concepts and ideas from other fields


Summerise texts in a concise manner

Fifth graders should be able to summerise lengthy passages and textx into short, easy to interprete texts

Use the knowledge gained to read through lengthy passages more efficiently


Analysis of informational texts through consideration of organization and structure

Students should be in a position to gain insight on a myriad of informational texts within the higher end of the 5th grade before the end of the year.

Identify the main conceots and ideas in an informational text.


Tell the differences between first hand and second-hand accounts

Fifth grade students are expected to posses a strong command of both the written and spoken word. This will be reflected through the proper use of verb tenses, conjunctions, interjections and prepositions.

The ability to identify verb tenses, conjunctions, interjections, and correlative conjunctions.


Be able to acquire vocabularies through strategies learnt at 4th grade

Students are expected to gain the capacity to make purposeful language choices in speaking and writing so as to communicate effectively through a wide variety of media. The ability to infer from the strategies learnt at an earlier age will come handy in achieving this end.

The capacity to use context the develop a clue about the meaning of a vocabulary. Or consult reference materials such as dictionaries to gain insight on the vocabulary used.


Accommodations for Differentiated Instruction

Special Needs Students

Flexible grouping that entails differentiated instructions

Pre-teaching and re-teaching of Greek and Latins affixes and roots

Ample time to practice delivery of oral presentations

Reinforcement and having extended classroom program

Nonnative Speakers

There will be English Language Learners (ELL) instruction and tutoring for the able bilingual or the community volunteers

The use of adaptive materials like first-language texts and translation tools will be utilized. In addition, audio-visual equipments will be used to enhance learning.

Gifted/Talented Students

Students shall engage in independent study to identify areas of weaknesses

They shall undertake challenging tasks

The normal programs will be extended and requires in depth coverage

Use of cards

Materials and Resources Required For Unit

Technology – Hardware (Click boxes of all equipment needed)



Digital Camera

DVD Player

Internet Connection

Laser Disk


Projection System




Video Camera

Video Conferencing Equip.


Technology – Software (Click boxes of all software needed.)


Desktop Publishing

E-mail Software

Encyclopedia on CD-ROM

Image Processing

Internet Web Browser


Web Page Development

Word Processing


Printed Materials

Michelle Kwan- Heart of Champions La Bamba-Technology link The Fear Place-Social studies Link Mae Jemison-Space Scientist


Word puzzles, Cards, Word gaming, charts

Internet Resources


Other Resources

Guest Speakers, Mentors, Community Members, Parents

Curriculum before: Curriculum only concentrates on teaching pupils as opposed to the subject matter. Curriculum after justification: Curriculum concentrates on equipping the pupil with practical knowledge.

Pupils will be required to develop the ability to quote directly from a text when explicitly explaining the meaning of the text and when coming up with inferences from the text

Pupils get the chance to develop their full ability to learn and think differently

Both formative and summative assessments will be used to help the teacher gain insight on what the pupils already know to enable them to plan the next stage of learning

As the students progress, they should be in a position to gain and apply intellectual riguor, achieve advanced levels of learning, and draw different strands of learning together

A detailed timeline based on the school’s callender will be developed, sufficient time will be allocated for learning and standard expectation, and the content and timing will be benchmarked with the set standards.

Formative tests will be used to help the teachers understand the pupils’ progress on regular intervals to improve the learning process. Summative ests will be administered at the end of the learning period to enable teachers to evaluate how well the pupils have mastered the relevant content.

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