HAZLETON AREA SCHOOL DISTRICT
Unit Plan
DISTRICT UNIT/LESSON PLAN
Teacher Name: Rachel M. Onacko
Grade Level (s): First
Subject: Reading/ELA
Start Date: 10-19-15 through 10-30-15
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.E Use various text features to locate key details of 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.M Write narratives to develop real or imagined experiences or events
CC.1.4.1.N Establish who and what the narrative will be about
CC.1.4.1.O Include thoughts and feelings to describe experiences and events
CC.1.4.1.P Recount two or more appropriately sequenced events using temporal words to signal event order
and provide some sense of closure
CC.1.4.1.Q Use a variety of words or phrases
CC.1.4.1.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames for a range of disciplines, tasks, purposes, and audiences
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.1.5.1.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.D Describe people, places, things, and events with relevant details, expressing ideas and feelings
clearly
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
__X__ Personal Narrative
____ Other (explain)
DAILY PLAN
1
Objective (s)
Students will
...demonstrate
understanding of
concepts of print.
…recount two or
more events in
sequence using
temporal words.
…focus on a
selected topic.
…produce and
expand complete
sentences.
DOK
Activities / Teaching
LEVEL
Strategies
1
daily Morning Message
2
concepts of print
oral language
chart poems/songs
Reader’s Theater
graphic organizer/web
Weekly Skills test Week 4
Reading-Writing
Workshop: The Personal
Narrative “How to Build
a Snowman”
Materials /
Resources
Morning
Message
Process Approach
to Writing poster
Chart
poems/songs
Reader’s Theater
“Roll, Roll, Roll
the Snow!”
Big Weekly
Reader “It’s
Snowing!”
Houghton-Mifflin
Grou
ping
Day
S
W
I
Assessment of
Objective (s)
Formative-class
participation; class
observation;
Questions: How many
of you have made a
snowman before?
What is snow? How is it
formed?
SummativeChart songs/poem
“Snow” “Snowflakes
Falling Down”
2
Students will
1
…demonstrate
2
understanding of
concepts of print.
…recognize the
distinguishing
features of a
sentence.
…focus on a topic,
respond to
questions, and add
details to writing.
…include thoughts
and feelings to
daily Morning Message
concepts of print
oral language
chart poems/songs
Reader’s Theater
Reading-Writing
Workshop: The Personal
Narrative “How to Build
a Snowman”
S
W
I
TE ReadingWriting
Workshop: The
Personal
Narrative
“What Makes a
Great Personal
Narrative?”
handout
Houghton-Mifflin
Student Writing
Model “The Lost
Turtle”
Morning
Message
Process Approach
to Writing poster
Chart
poems/songs
Reader’s Theater
Houghton-Mifflin
TE ReadingWriting
Workshop: The
Personal
Narrative
“Building Mr.
Snowman”
Student Self Assessment-
Formative-class
participation/discussion;
teacher observation
SummativeCompleted
Student Self AssessmentChart songs
“Building Mr.
Snowman”
Graphic organizer
visual/Four Square
describe the
experience/event
in a personal
narrative.
…recount two or
more events in
sequence using
temporal words.
…produce and
expand complete
sentences using a
variety of words
and phrases.
3
Students will
1
…demonstrate
2
understanding of
concepts of print.
…recognize the
distinguishing
features of a
sentence.
…focus on a topic,
respond to
questions, and add
details to writing.
…include thoughts
daily Morning Message
concepts of print
oral language
chart poems/songs
Reader’s Theater
Reading-Writing
Workshop: The Personal
Narrative “How to Build
a Snowman”
S
W
I
Morning
Message chart
poems/songs
Process Approach
to Writing poster
Houghton-Mifflin
TE ReadingWriting
Workshop: The
Personal
Narrative
Formative-class
participation/discussion;
teacher observation
SummativeRevisit visual graphic
organizer
Student Self Assessment-
4
and feelings to
describe
experiences or
events in a
personal narrative.
…recount two or
more events in
sequence using
temporal words.
…produce and
expand complete
sentences using a
variety of words
and phrases.
Students will
1
…demonstrate an
2
understanding of
concepts of print.
…focus on a
selected writing
topic.
…produce and
expand sentences.
…include thoughts
and feelings to
describe
experiences/events
daily Morning Message
concepts of print
oral language
chart poems/songs
Reader’s Theater
Reading-Writing
Workshop: The Personal
Narrative “How to Build
a Snowman”
S
W
I
Morning
Message
chart
poems/songs
Reader’s Theater
Process Approach
to Writing poster
Houghton-Mifflin
TE ReadingWriting
Workshop: The
Personal
Narrative
Formative- teacher
observation, class
participation/discussion
Summative- begin rough
draft
Student Self Assessment- graphic
organizer; rough draft
in a personal
narrative.
…recount two or
more events in
sequence using
temporal words.
…produce and
expand sentences
using a variety of
words and phrases.
5
Students will
1
…demonstrate an
2
understanding of
concepts of print.
…include
thoughts/feelings
to describe
experiences/events
in a personal
narrative.
…produce and
expand complete
sentences using a
variety of words
and phrases.
…recount two or
Daily Morning Message
concepts of print
oral language
chart poems/songs
Reader’s Theater
Reading-Writing
Workshop: The Personal
Narrative “How to Build
a Snowman”
S
W
I
Morning
Message
chart
poems/songs
Reader’s Theater
Process Approach
to Writing poster
Houghton-Mifflin
TE ReadingWriting
Workshop: The
Personal
Narrative
Formative-teacher
observation, class
participation/discussion
Summative- rough draft
Student Self Assessmentgraphic organizer, rough
draft
more sequence of
events using
temporal words.
Students will-
Weekly Skills test Week 5
FormativeSummative-
6
Student Self Assessment-