HAZLETON AREA SCHOOL DISTRICT
Unit Plan
DISTRICT UNIT/LESSON PLAN
Teacher Name: Rachel M. Onacko
Grade Level (s): First
Subject: Reading/ELA
Start Date: 11-16-15
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
____ 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 end blends
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
Babies in the Bayou
RWW Student Book
“The Best Spot”
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
71; spelling book
pgs 37 ; 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
“The Best Spot”
RWW Student Book
Literature
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.
…identify the main
topic and retell key
details of a text.
…isolate and
pronounce initial,
medial vowel, and
final
sounds/phonemes
in spoken single
syllable words.
…decode regularly
spelled onesyllable words.
…read words with
inflectional
endings.
…recognize and
read grade
appropriate
phonics/spelling end blends
high frequency words
journal writing
listening comprehension
guided reading
pair partner reading
graphic organizer
Anthology
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
72, 73; spelling
book pgs 38
Student Self Assessmentpartner check
papers
irregularly spelled
words.
…use conventional
spelling for words
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.
3
Students will
1
…demonstrate
2
concepts of print.
…identify the main
topic and retell key
details of a text.
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
At the Pond
Formativethumbs up
thumbs down,
teacher
observation, class
participation
4
…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.
…use common,
proper, and
possessive nouns.
Students will
1
phonics/spelling end blends
high frequency words
listening comprehension
writing journals
guided reading
graphic organizer
daily Morning Message
S
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
74; spelling book
39; graphic
organizer
Morning Message
Formative-
Student Self Assessmentcheck papers
…demonstrate an
understanding of
concepts of print.
…use the
illustrations and
details in a text to
describe its key
ideas.
…identify words
and phrases in
stories or poems
that suggest
feelings or appeal
to the senses.
…isolate and
pronounce initial,
medial vowel, and
final
sounds/phonemes
in spoken single
syllable words.
…read words with
inflectional
endings.
…recognize and
read grade
appropriate
2
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics/spelling short u
high frequency words
listening comprehension
writing journals
guided reading
pair partner reading
graphic organizer
W
I
chart poems/songs
Literature
Anthology At the
Pond
Tear and Take story
“Big Rock Pond”
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
teacher
observation, class
participation
Summativecompleted
workbook pages
75, 76, 77, 80;
spelling pages 40
Student Self Assessmentgraphic organizer
irregularly spelled
words.
…use common,
proper and
possessive nouns.
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.
Daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics/spelling end blends
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/Poetry
“Way Down Deep”
Practice Workbook
Online Resources
Poster
High frequency
cards
Sound spelling
cards
Word building cards
Photo cards
Writing Journals
Leveled/Decodable
Readers
Reader Response
Formativeteacher
observation, class
participation
SummativeWeekly Skills test
Week 3, spelling
test, short vowel
quiz; workbook
pgs. 79; graphic
organizer
Student Self Assessmentgraphic organizer
…recognize and
read grade
appropriate
irregularly spelled
words.
…use common,
proper, and
possessive nouns.
Students will-
Journals
FormativeSummative-
6
Student Self Assessment-