Unit Planning for CCSS Literacy

This article discusses the unit planning for CCSS literacy, focusing on RL 5.1, RL 5.2, RL 5.3, RL 5.4, RL 5.5, and RL 5.6. It also explores the skills and strategies to be used in teaching and assessing student progress.

Running Head: SPECIAL EDUCATION 1
Student Name:
Professor:
Course:
Date:

Running Head: SPECIAL EDUCATION 2
Question One
The unit planning within 6 weeks would look like:
CCSS literacy. RL 5.1
At this level, the student can accurately quote and explain about a text when illustrating
inferences from a particular text.
CCSS RL 5.2
The student is capable of determining the theme of a given story, drama, and a poem that
exists in a particular text. The student determines characters within a story and is capable of
responding to tasks in a poem, the speakers within a poem, summarizes the poem and replicates
on a topic.
CCSS R.L 5.3
The student is capable of comparing and contrasting settings, characters in drama or a
story and show specifically how different character within the play interact.
CCSS RL 5.4
The student is capable of determining the meaning of different words and phrases in the
manner in which they apply in a text. For instance, similes, and metaphors.
CCSS RL 5.5
The student is capable of explaining stanzas, of varies chapters to give an overall
structure in a specific story.
CCSS RL 5.6
The student is capable of identifying a narrator’s perspective on the described events.

Running Head: SPECIAL EDUCATION 3
The skills I will need to present are cultural model and ideas that will assist the student in
having a verse idea of other cultures. I will also incorporate language model, vocabulary, and
engage learners on individual growth.
The strategies I will use to practice these skills include establishing group activities to
enable students to work together, creative writing, and personal responses to comprehension.
Besides, I will plan to measure student progress in gaining competency within the six
weeks through homework assessments, questioning, portfolios, regular tests, and midterm and
end-term examinations.
Question Two
The skills I will be teaching will address the mathematics standards, specify and design
key ideas, and refer to organizing principles, i.e., arithmetic laws, place value among others. My
teaching will look like a more focused on delivering international mathematics model, research
from numerous academic sources, and stress on key ideas and mathematical models.
The strategies I will employ in teaching to accommodate and modify instructions in a
grade level will respect the sequence topics and performers as outlines in mathematics standards
(Nachowitz, 2018). Moreover, I will develop sequence challenges for students through research-
based education progress on their current knowledge.
Question Three
a. The plan to investigate behavior triggers would be based on the situations that result in
inappropriate response to such conditions. Besides, such a response might result in a
negative response, refusing to speak, screaming, and self-talk among the children
(Orcher, 2016).

Running Head: SPECIAL EDUCATION 4
b. The staff will be required to address and decline behaviors skills such as problem-solving
and better individual management skills. Hence, when they learn their triggers, they will
employ new strategies to manage them.
c. On the other hand, the Consulting skills that I will apply to contribute to increasing their
skills management would include observation and investigation to identify their triggers
and pay more attention to the warning signs. I will be able to notice the emerging patterns
and thus recognize the trigger related to such behaviors.
d. In addition, the methods I will use to collect data to determine improvement and reduce
behavior problem will be based on the number of occurrences of the behaviors within a
specific time, hearing the behavior is frequent or starts and ends at some point. I will also
determine the length of occurrences to know how long a behavior lasts and the period it
takes before the student begins such behavior (Collins & Zirkel, 2017). Hence, these
methods will help me determine the improvement of the behaviors.

Running Head: SPECIAL EDUCATION 5
References
Collins, L. W., & Zirkel, P. A. (2017). Functional behavior assessments and behavior
intervention plans: Legal requirements and professional recommendations. Journal of
Positive Behavior Interventions, 19(3).
Nachowitz, M. (2018). Intent and enactment: Writing in mathematics for conceptual
understanding. Investigations in Mathematics Learning, 1-13.
Orcher, L. T. (2016). Conducting research: Social and behavioral science methods. Routledge.