HAZLETON AREA SCHOOL DISTRICT
Unit Plan
DISTRICT UNIT/LESSON PLAN
Teacher Name: Rachel M. Onacko
Grade Level (s): First
Subject: Reading/ELA
Start Date: 12-1-15
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.1.4.1J Create an organizational structure that includes reasons and provides some sense of closure
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.1.4.1.X Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames 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.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 ____ Group
____ Student Self-Assessment
____ Other (explain)
DAILY PLAN
1
DOK
Activities / Teaching
LEVEL
Strategies
Students will
1
daily Morning Message
S
...demonstrate
2
concepts of print
W
understanding of
oral language
I
concepts of print.
chart poems/songs
…orally produce
phonemic segmentation/
single syllable
blending
words by blending
phonics/spelling words with
sounds.
consonant digraphs th, sh, ng
…isolate and
making words activity
produce initial,
high frequency words
medial vowel, and
journal writing
final sounds in CVC
listening comprehension
words.
guided reading
…decode regularly
graphic organizer
spelled one syllable
words.
…segment spoken
single syllable
words into their
complete sequence
of individual
sounds/phonemes.
…recognize and
Objective (s)
Materials /
Resources
Morning Message
Chart poems/songs
Teacher Manual
RWW Big Book
Literature Big Book
The Story of Martin
Luther King Jr.
RWW Student Book
“Thump, Thump
Helps Out”
Practice Workbook
Online Resources
Poster
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
Grou
ping
Day
Assessment of
Objective (s)
FormativeTeacher
observation; class
participation
Summativecompleted
workbook pages
81; spelling book
pgs 47 ; journal
writing
Student Self AssessmentSelf check papers
2
read grade
appropriate
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
daily Morning Message
concepts of print
oral language
chart poems/songs
S
W
I
Morning Message
Chart poems/songs
RWW Big Book
“Thump, Thump
Formative-class
participation;
teacher
observation
sentence.
…demonstrate
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
phoneme
segmentation/blending
phonics/spelling words with
consonant digraphs th, sh, ng
high frequency words
journal writing
listening comprehension
guided reading
pair partner reading
graphic organizer
Helps Out”
RWW Student Book
Literature
Anthology
Practice Workbook
Online Resources
Teaching Poster
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
SummativeCompleted
workbook pages
82, 83; spelling
book pgs 48
Student Self Assessmentpartner check
papers
read grade
appropriate
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
…demonstrate
concepts of print.
…identify the main
1
2
daily Morning Message
concepts of print
oral language
chart poems/songs
S
W
I
Morning Message
chart poems/songs
RWW Student Book
Literature
Formativethumbs up
thumbs down,
teacher
topic and retell key
details of a text.
…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
phoneme
segmentation/blending
phonics/spelling words with
consonant digraphs th, sh, ng
high frequency words
listening comprehension
writing journals
guided reading
graphic organizer
Anthology
Nell’s Books
Practice Workbook
Online Resources
Teaching
Poster/Graphic
Organizer
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
observation, class
participation
Summativecompleted
workbook pages
84; spelling book
49; graphic
organizer
Student Self Assessmentcheck papers
4
possessive nouns.
Students will
…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
1
2
daily Morning Message
S
concepts of print
W
oral language
I
chart poems/songs
phoneme
segmentation/blending
phonics/spelling words with
consonant digraphs th, sh, ng
high frequency words
listening comprehension
writing journals
guided reading
pair partner reading
graphic organizer
Morning Message
chart poems/songs
Literature
Anthology Nell’s
Books
Tear and Take story
“All Help with the
Play”
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
Formativeteacher
observation, class
participation
Summativecompleted
workbook pages
85, 86, 87, 90;
spelling pages 50
Student Self Assessmentgraphic organizer
read grade
appropriate
irregularly spelled
words.
…use common,
proper and
possessive nouns.
5
Students will
…demonstrate an
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
1
2
Daily Morning Message
S
concepts of print
W
oral language
I
chart poems/songs
phoneme
segmentation/blending
phonics/spelling words with
consonant digraphs th, sh, ng
high frequency words
listening comprehension
writing journals
guided reading
pair partner reading
graphic organizer
Morning Message
chart poems/songs
RWW Student Book
Literature
Anthology
Literature
Genre/Nonfiction
“Kids Can Help!”
Practice Workbook
Online Resources
Poster
High frequency
cards
Sound spelling
cards
Word building cards
Photo cards
Writing Journals
Leveled/Decodable
Formativeteacher
observation, class
participation
Summative- end
of week skills
check, spelling
test, short vowel
quiz; workbook
pgs. 89; graphic
organizer
Student Self Assessmentgraphic organizer
spelled one syllable
words.
…recognize and
read grade
appropriate
irregularly spelled
words.
…use common,
proper, and
possessive nouns.
Students will-
Readers
Reader Response
Journals
FormativeSummative-
6
Student Self Assessment-