HAZLETON AREA SCHOOL DISTRICT
Unit Plan
DISTRICT UNIT/LESSON PLAN
Teacher Name: Rachel M. Onacko
Grade Level (s): First
Subject: Reading/LA
Start Date: 9-21-15
Building: Drums Elementary/Middle School
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 Test
____ Group
____ Student Self-Assessment
____ Other (explain)
DAILY PLAN
Objective (s)
1
Students will
...demonstrate
understanding of
concepts of print.
…orally produce
single syllable
words by blending
sounds.
…isolate and
pronounce initial,
medial, and final
sounds/phonemes
in single syllable
spoken words.
…decode regularly
spelled one syllable
words.
…recognize and
read grade
appropriate
irregularly spelled
words.
…use conventional
spelling for words
with common
DOK
Activities / Teaching
LEVEL
Strategies
1
daily Morning Message
2
concepts of print
oral language
chart poems/songs
phonemic segmentation/
blending
phonics short i
making words activity
high frequency words
journal writing
listening comprehension
guided reading
graphic organizer
Materials /
Resources
Morning Message
Chart poems/songs
Teacher Manual
RWW Big Book
Literature Big Book
Alicia’s Happy Day
RWW Student Book
“Six Kids”
Practice Workbook
Online Resources
Poster
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
Grou
ping
Day
S
W
I
Assessment of
Objective (s)
FormativeTeacher
observation; class
participation
Summativecompleted
workbook pages
11, 12; journal
writing
Student Self AssessmentSelf check papers
2
spelling patterns.
…ask and answer
questions about
key details in text.
…identify and use
correct word order.
Students will
1
…recognize the
2
distinguishing
features of a
sentence.
…demonstrate
understanding of
concept of print.
…isolate and
pronounce initial,
medial, and final
sounds/phonemes
in spoken single
syllable words.
…decode regularly
spelled one syllable
words.
…recognize and
read grade
appropriate
irregularly spelled
daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics short i
high frequency words
journal writing
listening comprehension
guided reading
pair partner reading
graphic organizer
S
W
i
Morning Message
Chart poems/songs
RWW Big Book
RWW Student Book
Practice Workbook
Online Resources
Teaching Poster
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
Formative-class
participation;
teacher
observation
SummativeCompleted
workbook pages,
journal writing,
personal narrative
Student Self Assessmentpartner check
papers
words.
…ask and answer
questions about
key details in text.
…use end
punctuation for
sentences.
…focus on a topic,
respond to
questions, and add
details to writing.
…produce and
expand complete
sentences in
response to
prompts.
3
Students will
1
…demonstrate
2
concepts of print.
…orally produce
single syllable
words by blending
sounds including
consonant blends.
…decode regularly
spelled one syllable
daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics short i
high frequency words
listening comprehension
writing journals
S
W
I
Morning Message
chart poems/songs
RWW Student Book
Literature
Anthology Go, Pip!
Practice Workbook
Online Resources
Teaching
Poster/Graphic
Organizer
Formativethumbs up
thumbs down,
teacher
observation, class
participation
Summativecompleted
workbook pages
words.
…recognize and
read grade
appropriate
irregularly spelled
words.
…ask and answer
questions about
key details,
…retell stories
including key
details and
demonstrate
understanding of
their central
message or lesson.
…read grade level
text orally with
accuracy,
appropriate rate
and expression.
…use conventional
spelling for words
with common
spelling patterns
and for frequently
occurring irregular
guided reading
graphic organizer
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
13, 14 graphic
organizer
Student Self AssessmentSelf check papers
4
words.
...use end
punctuation.
Students will
1
…demonstrate an
2
understanding of
concepts of print.
…know and use
text features to
locate key facts or
information in a
text.
…isolate and
pronounce initial,
medial, and final
vowel
sounds/phonemes
in spoken single
syllable words.
…decode regularly
spelled one syllable
words.
…recognize and
read grade
appropriate
irregularly spelled
words.
daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics short i
high frequency words
listening comprehension
writing journals
guided reading
pair partner reading
graphic organizer
S
W
I
Morning Message
chart poems/songs
Literature
Anthology I Live
Here
Practice workbook
Online resources
Teaching Poster
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
Formativeteacher
observation, class
participation
Summativecompleted
workbook pages
18, 19
Student Self Assessmentpartner check
papers
5
…use end
punctuation
correctly.
…produce and
expand complete
sentences in
response to
prompts.
Students will
1
…demonstrate an
2
understanding of
concepts of print.
…segment spoken
single syllable
words into their
complete sequence
of individual
sounds/phonemes.
…compare and
contrast the
adventures and
experiences of
characters in a
story.
…use conventional
spelling for words
with common
Daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics short i
high frequency words
listening comprehension
writing journals
guided reading
pair partner reading
graphic organizer
S
W
I
Morning Message
chart poems/songs
Literature
Anthology I Live
Here
Tear and Take story
“Pip and Tip”
Practice workbook
Online resources
Poster
High frequency
cards
Sound spelling
cards
Word building cards
Photo cards
Writing Journals
Leveled/Decodable
Readers
Formativeteacher
observation, class
participation
Summative- end
of week skills
check, short i
spelling test;
workbook pages
17, 20
Student Self AssessmentCompleted WB
pages, graphic
organizer
spelling patterns
and for frequently
occurring irregular
words.
…produce and
expand complete
sentences in
response to
prompts.
Students will-
FormativeSummative-
6
Student Self Assessment-