HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Allyson Correale
Subject :
Reading
Start Date(s): 10/20/14
Grade Level (s): 5th
Building : West Hazleton
Unit Plan
Unit Title: an educational unit title summarizes content across several lessons that establishes and reinforces certain skills and essential knowledge for grade levels and
content areas.
On Second Thought
Essential Questions: Essential questions are concept in the form of questions. Questions suggest inquiry. Essential questions are organizers and set the focus for the
lesson or unit. Essential questions are initiators of creative and critical thinking. Essential questions are conceptual commitments focusing on key concepts implicit in the
curriculum
How can experiencing nature change the way you think about it?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
E05. B-K.1.1- Demonstrate understanding of key ideas and details in informational texts.
E05.B-C.2.1 – Demonstrate understanding of craft and structure in informational texts.
E05.B-C.3.1 – Demonstrate understanding of connections within, between, and among informational texts.
E05.B-V.4.1 – Demonstrate understanding of vocabulary and figurative language in informational texts.
E05.C.1.3- Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
E05.D.1.1- Demonstrate command of the conventions of standard English grammar and usage
Summative Unit Assessment :
Summative Assessment Objective
Students will identify and use story vocabulary within the context of
sentences and paragraphs. Students will read, analyze, and discuss two
different Narrative Nonfiction stories. Students will reread and close read the
stories using text evidence to respond to questions and prompts relating to
these stories. Students will read and analyze a short autobiography on
Theodore Roosevelt and make connections/comparisons to the Narrative
Nonfiction stories.. Students will identify cause and effect in different stories
and create cause and effect charts. Students will identify different
Assessment Method (check one)
_ x__ Rubric ___ Checklist __x__ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
characteristics of Narrative Nonfiction and identify examples from the stories
being read. Students will identify homographs and use them correctly within
sentences and paragraphs. Students will use descriptive details and proper
grammar to write an autobiography of their own.
Day
1
Objective (s)
Students will listen to a Read Aloud
to build background knowledge.
Students will identify the meaning
of and use story vocabulary
correctly within the context of
sentences and paragraphs.
DOK
LEVEL
1,2
Activities / Teaching Strategies
Structured overview
Cooperative learning
Discussion
Grouping
DAILY PLAN
W,S
Materials / Resources
Reading/Writing Workshop Books
Vocabulary Cards
Your Turn Book
Assessment of Objective (s)
Formative- Discussion
Exit Pass
Summative- Completion of LAB
book page 21
Student Self - AssessmentCollaborative discussions
2
3
4
Students will read, analyze, and
discuss the narrative nonfiction
story, “A Life in the Woods”, as a
whole group. Students will write a
journal entry about a time they
encountered nature.
1,2,3
Students will discuss the reading
strategies: Ask and Answer
Questions and Cause and Effect.
Students will reread and close read
the story to complete a cause and
effect chart using information from
the story.
1,2,3
Students will identify different
aspects of Narrative Nonfiction
and use text evidence from the
story, “A Life in the Woods”.
Students will identify and use
Homographs correctly within the
2,3,4
Guided and Shared
Cooperative discussions
Journal Writing
W,I
Reading/Writing Workshop Books
Journals
Formative- Collaborative
discussion
Summative- Journal entry
Student Self - AssessmentQuestioning
Guided and Shared
Reading for meaning
Peer partner learning
W,S
Reading/Writing Workshop Books
Your Turn Book
Student-created Cause and Effect
charts
Formative- Collaborative discussion
Summative- Completion of Your
Turn book pages 23-25
Cause and Effect charts
Student Self - AssessmentDiscussion
Questioning
Reading for meaning
Think-pair-share
Collaborative discussions
W,S
Reading/Writing Workshop Books
Your Turn Book
Formative- Collaborative discussion
Exit pass
Summative- Completion of Your
Turn book pages 26 and 27
context of sentences.
Student Self - AssessmentQuestioning
Students will close read the story,
“Camping with the President”, and
create a cause and effect chart
using text evidence.
2,3,4
Reading for meaning
Think-pair-share
Collaborative discussions
W,S
Literature Anthology
Student created cause and effect
charts
Formative- Think-pair-share
Exit pass
Summative- Completed cause and
effect chart
5
Student Self - AssessmentReflective response
6
7
Students will read, analyze, and
discuss, the autobiography, “A
Walk with Teddy”, in their
cooperative groups. Students will
begin composing an autobiography
of their own. Students will
complete the vocabulary quiz.
1,2,3,4
Students will finish their first draft
of their autobiographies, peer edit
each other’s autobiographies, and
complete a final copy.
2,3,4
Think-pair-share
Collaborative discussions
Essays
W,I
Literature Anthology
Student written autobiographies
Quiz
Formative- Think-pair-share
Exit pass
Summative- Vocab Quiz
Student Self - AssessmentQuestioning
Essays
W,I
Student written autobiographies
Formative- Exit pass
Summative- Final copy of
autobiography
Student Self - AssessmentQuestioning
8
Students will complete the
selection test, “Camping with the
President”.
1,2,3
Reading for meaning
I
Selection Test
Formative- Exit pass
Summative- Completion of test
Student Self - AssessmentQuestioning
9
Students will complete the Weekly
Assessment Test by using context
clues, text evidence, homographs,
and identifying cause and effect
1,2,3
Reading for meaning
I
Weekly Assessment Test
Formative- Exit pass
Summative- Completion of test
Student Self - AssessmentQuestioning
Students will read, analyze, and
discuss one of the Leveled Reader
stories in collaborative groups.
10
2,3,4
Reading for meaning
Collaborative discussions
S
Leveled Readers
Formative- Think-pair-share
Exit pass
Summative-
Student Self - AssessmentQuestioning
Discussion