HAZLETON AREA SCHOOL DISTRICT
Unit Plan
DISTRICT UNIT/LESSON PLAN
Teacher Name :
Rachel Onacko
Subject : Reading
Grade Level (s): First
Building: Drums Elementary-Middle School
Date(s): 9-14-15
Unit Title: Theme 1: Exploring Differences in Each Other and Our Community
Essential Questions: What makes you special?
What do you do at your school?
What is it like where you live?
What makes a pet special?
What do friends do together?
How does your body move?
How does your community affect you?
How can you become involved in your community?
How does our culture and background affect your community?
Are we more different or alike?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
CC.1.1.1.B Demonstrate understanding of the organization and basic features of text
CC.1.1.1.C Demonstrate understanding of spoken words, syllables, and sounds/phonemes
CC.1.1.1.D Know and apply grade level phonics and word analysis skills and decoding of words
CC.1.2.1.A Identify the main idea and retell key details of text
CC.1.2.1.B Ask and answer questions about key details in a text
CC.1.2.1.G Use illustrations and details in a text to describe its key ideas
CC.1.2.1..J Use words and phrases acquired through conversations, reading, and being read to, as well as
responding to texts, including words that signal connections and relationships between the words and phrases
CC.1.3.1.A Retell stories including key details and demonstrate understanding of their central message/lesson
CC.1.3.1.B Ask and answer questions about key details in a text
CC.1.3.1.C Describe characters, setting, and major events in a story using key details
CC.1.3.1.G Use illustrations and details in a story to describe characters, setting, or events
CC.1.3.1.H Determine or clarify the meaning of unknown or multiple meaning words or phrases based on
grade level reading or content
CC.1.4.1.R Demonstrate a grade appropriate command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling
CC.1.4.1.X Write routinely for a range of discipline specific tasks, purposes, and audiences
CC.1.5.1.A Participate in collaborative conversations with peers and adults in small and large groups
CC.1.5.1.B Confirm understanding of a text read aloud or information presented orally or through other media
by asking and answering questions about key details and requesting clarification if not understood
CC.1.1.5.C Ask and answer questions about what a speaker says in order to gather additional information or
clarify something that is not understood
CC.1.5.1.E Produce complete sentences appropriate to task and situation
CC.1.5.1.G Demonstrate command of the conventions of standard English when speaking based on Grade 1
level and content
Summative Unit Assessment :
Summative Assessment Objective
Students will begin to understand that the world
doesn’t consist of only me. Students will start
thinking of others and how they can interact in the
community.
Assessment Method (check one)
____ Rubric ___ Checklist __X__ Weekly Skills
Test ____ Group
____ Student Self-Assessment
____ Other (explain)
DAILY PLAN
1
2
DOK
Activities / Teaching
LEVEL
Strategies
Students will1
Daily Morning Message
…recognize the
2
oral language
distinguishing
concepts of print
features of a
chart poem, songs, anchor
sentence.
charts
…orally produce
phonics/spelling short a
single syllable
making words activity
words by blending
high frequency words
sounds.
interactive writing
…decode regularly
guided reading
spelled one
graphic organizer
syllable words.
…recognize and
read grade
appropriate
irregularly spelled
words.
…ask and answer
questions about
key details.
Students will1
Daily Morning Message
…recognize the
2
oral language
distinguishing
concepts of print
Objective (s)
Materials /
Resources
Morning Message
Chart poems/ songs
Anchor Chart
Big Book This
School Year Will Be
the Best!
RWW Student Book
“Jack Can”
Practice Workbook
High Frequency
Cards
Sound Spelling
Cards
Photo Cards
Writing Journals
Decodable/Leveled
Readers
Graphic Organizer
Assessment of
Objective (s)
FormativeTeacher
observation
Morning Message
Chart poems/songs
Anchor Chart
Formative-class
participation
Grou
ping
Day
S
W
I
S
W
Summativecompleted
workbook pages
Student Self AssessmentSelf check papers
3
features of a
sentence.
…orally produce
single syllable
words by blending
sounds.
…decode regularly
spelled one
syllable words.
…recognize and
read grade
appropriate
irregularly spelled
words.
…ask and answer
questions about
key details.
Students will1
…recognize the
2
distinguishing
features of a
sentence.
…orally produce
single syllable
words by blending
sounds.
…decode regularly
chart poem/songs
anchor chart
phonics/spelling short a
making words activity
high frequency words
listening comprehension
journal writing
guided reading
Daily Morning Message
concepts of print
oral Language
chart poems/songs
anchor chart
phonics/spelling short a
high frequency words
listening comprehension
Interactive writing
Journal writing
i
S
w
RWW Student Book
“Jack Can!”
Practice Workbook
High Frequency
Cards
Sound Spelling
Cards
Phot Cards
Writing Journals
Decodable/Leveled
Readers
Graphic Organizer
Summativejournal writing
Literature
Anthology Nat and
Sam
Practice Workbook
High Frequency
Cards
Sound Spelling
Cards
Photo Cards
Writing Journals
Formative-thumbs
up thumbs down
Student Self Assessmentpartner check
papers
Summativecompleted
workbook pages
Student Self AssessmentSelf check papers
4
spelled one
syllable words.
…recognize and
read grade
appropriate
irregularly spelled
words.
…ask and answer
questions about
key details.
Students will1
…recognize the
2
distinguishing
features of a
sentence.
…orally produce
single syllable
words by blending
sounds.
…decode regularly
spelled one
syllable words.
…recognize and
read grade
appropriate
irregularly spelled
words.
Guided reading
Daily Morning Message
Concepts of print
Oral language
Chart poems/songs
Anchor chart
Phonics/spelling short a
High frequency words
Listening comprehension
Journal writing
Guided Reading
Decodable/Leveled
Readers
Graphic Organizer
S
W
i
Anthology Nat and
Sam
Practice workbook
Posters
High frequency
cards
Sound spelling
cards
Word building cards
Photo cards
Writing Journals
Decodable/Leveled
Readers
FormativeResponse cards
Summativecompleted
interactive writing
Student Self Assessmentpartner check
papers
5
…ask and answer
questions about
key details.
Students will1
…recognize the
2
distinguishing
features of a
sentence.
…orally produce
single syllable
words by blending
sounds.
…decode regularly
spelled one
syllable words.
…recognize and
read grade
appropriate
irregularly spelled
words.
…ask and answer
questions about
key details.
…identify basic
similarities and
difference
between two
Daily Morning Message
Concepts of print
Oral language
Chart poems/songs
Phonics/spelling short a
high frequency words
listening comprehension
journal writing
guided reading
S
w
Anthology Nat and
Sam
Genre/Nonfiction
“Rules at School”
Practice workbook
Anchor Chart
Poster
High frequency
cards
Sound spelling
cards
Photo cards
Writing Journals
Decodable/Leveled
Readers
Formative-teacher
observation
SummativeWeekly Skills test
Student Self Assessment-
texts on the same
topic.
Students will-
FormativeSummative-
6
Student Self Assessment-