HAZLETON AREA SCHOOL DISTRICT
Unit Plan
DISTRICT UNIT/LESSON PLAN
Teacher Name: Rachel M. Onacko
Grade Level (s): First
Subject: Reading/LA
Start Date: 11-2-15
Building: Drums Elementary/Middle School
Unit Title: Theme 2: Changes Outside My Door
Essential Questions: What makes you special?
What can happen over time?
How do we measure time?
How do plants change as they grow?
How is life different than it was long ago?
What changes do you see occurring outside your door?
How can we make our world better?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
CC.1.1.1.B Demonstrate understanding of the organization of the basic features of print
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.1.1.1.E Read with accuracy and fluency to support comprehension
CC.1.2.1.A Identify the main idea and retell key details of text
CC.1.2.1.C Describe the connection between two individuals, events, ideas, or pieces of information in a text
CC. 1.2.1.H Identify the reasons an author gives to support points in a text
CC.1.2.1.I Identify the basic similarities in and differences between two texts on the same topic
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.1.2.1.L Read and comprehend literary nonfiction and informal text on grade level reading independently
and proficiently
CC.1.3.1.C Describe characters, setting, and major events in a story using key details
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.1.3.1.I Determine of clarify the meaning of unknown and multiple meaning words and phrases based on
grade level reading and content
CC.1.3.1.K Read and comprehend literature on grade level reading independently and proficiently
CC.1.4.1.F
CC.1.4.1.G Write opinion pieces on familiar topics
CC.1.4.1.H Form an opinion by choosing among given topics
CC.1`.4.1.I Support the opinion with reasons related to the opinion
CC.1.4.1.K Use a variety of words and phrases
CC.1.4.1.L Demonstrate a grade appropriate command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling
CC.1.5.1.A Participate in collaborative conversations with peers and adults in small and large groups
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 the changes that
are happening within themselves and their
communities.
Assessment Method (check one)
____ Rubric ___ Checklist _X___ Weekly Skills
Test __X___Unit Theme Test ____ Group
____ Student Self-Assessment
____ Other (explain)
DAILY PLAN
1
DOK
Activities / Teaching
LEVEL
Strategies
Students will
1
daily Morning Message
...demonstrate
2
concepts of print
understanding of
oral language
concepts of print.
chart poems/songs
…orally produce
phonemic segmentation/
single syllable
blending
words by blending
phonics/spelling short e
sounds.
making words activity
…isolate and
high frequency words
produce initial,
journal writing
medial vowel, and
listening comprehension
final sounds in CVC
guided reading
words.
graphic organizer
…decode regularly
spelled one syllable
words.
…segment spoken
single syllable
words into their
complete sequence
of individual
sounds/phonemes.
…recognize and
read grade
appropriate
Objective (s)
Materials /
Resources
Morning Message
Chart poems/songs
Teacher Manual
RWW Big Book
Literature Big Book
Milie Waits for the
Mail
RWW Student Book
“Good, Job, Ben!”
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
51, 52; spelling
book pgs 27 ;
journal writing
Student Self AssessmentSelf check papers
2
irregularly spelled
words.
…use conventional
spelling for words
with common
spelling patterns.
…use common,
proper and
possessive nouns.
…ask and answer
questions about
key details in text.
…focus on a topic,
respond to
questions, and add
details to writing.
…produce and
expand complete
sentences in
response to
prompts.
Students will
1
…recognize the
2
distinguishing
features of a
sentence.
…demonstrate
daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
S
W
I
Morning Message
Chart poems/songs
RWW Big Book
Millie Waits for the
Mail
RWW Student Book
Formative-class
participation;
teacher
observation
Summative-
understanding of
concepts of print.
…ask and answer
questions about
key details in a text
read aloud or
information
presented orally.
…isolate, and
pronounce initial,
medial, and final
sounds/phonemes
in spoken single
syllable words.
…decode regularly
spelled onesyllable words.
…read words with
inflectional
endings.
…recognize and
read grade
appropriate
irregularly spelled
words.
…use conventional
spelling for words
phonics/spelling short e
high frequency words
journal writing
listening comprehension
guided reading
pair partner reading
graphic organizer
Literature
Anthology
The Red Hat
Practice Workbook
Online Resources
Teaching Poster
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
Completed
workbook pages
53, 54; spelling
book pgs 28
Student Self Assessmentpartner check
papers
with common
spelling patterns
and for frequently
occurring irregular
words.
…ask and answer
questions about
key details in text.
…describe
characters,
settings, and
events in a story
using key details.
…use common,
proper and
possessive nouns.
…use commas in
dates to separate
single words in a
series.
3
Students will
…demonstrate
concepts of print.
…retell stories,
including key
details, and
1
2
daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
S
W
I
Morning Message
chart poems/songs
RWW Student Book
Literature
Anthology The Red
Hat
Formativethumbs up
thumbs down,
teacher
observation, class
participation
demonstrate
understanding of
their central
message or lesson.
…read grade level
test orally with
accuracy,
appropriate rate,
and expression.
…decode regularly
spelled one syllable
words.
…read words with
inflectional
endings.
…recognize and
read grade
appropriate
irregularly spelled
words.
…use conventional
spelling for words
with common
spelling patterns
and frequently
occurring regular
words.
phonics/spelling short e
high frequency words
listening comprehension
writing journals
guided reading
graphic organizer
Practice Workbook
Online Resources
Teaching
Poster/Graphic
Organizer
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
Summativecompleted
workbook pages
54, 58; spelling
book 29; graphic
organizer
Student Self Assessmentcheck papers
4
…use common,
proper, and
possessive nouns.
Students will
…demonstrate an
understanding of
concepts of print.
…use the
illustrations and
details in a text to
describe its key
ideas.
…read words with
inflectional
endings.
…recognize and
read grade
appropriate
irregularly spelled
words.
1
2
daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics/spelling short e
high frequency words
listening comprehension
writing journals
guided reading
pair partner reading
graphic organizer
S
W
I
Morning Message
chart poems/songs
Literature
Anthology
Tear and Take story
“A Fun Job”
Practice Workbook
Online resources
Teaching Poster
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
Reader Response
Journals
Process Approach
to Writing poster
Formativeteacher
observation, class
participation
Summativecompleted
workbook pages
57, 60; spelling
pages 30
Student Self Assessmentgraphic organizer
5
Students will
1
…demonstrate an
2
understanding of
concepts of print.
…identify basic
similarities in and
differences
between two texts
on the same topic
(ex: illustrations,
descriptions, or
procedures).
…orally produce
single syllable
words by blending
sounds/phonemes
including
consonant blends.
…decode regularly
spelled one syllable
words.
…recognize and
read grade
appropriate
irregularly spelled
words.
…use common,
Daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics/spelling short e
high frequency words
listening comprehension
writing journals
guided reading
pair partner reading
graphic organizer
S
W
I
Morning Message
chart poems/songs
RWW Student Book
Literature
Anthology
Literature
Genre/Nonfiction
“Firefighters at
Work”
Practice Workbook
Online Resources
Poster
High frequency
cards
Sound spelling
cards
Word building cards
Photo cards
Writing Journals
Leveled/Decodable
Readers
Reader Response
Journals
Formativeteacher
observation, class
participation
Summative- end
of week skills
check, spelling
test, short vowel
quiz; workbook
pgs. 59; graphic
organizer
Student Self Assessmentgraphic organizer
proper, and
possessive nouns.
Students will-
FormativeSummative-
6
Student Self Assessment-