HAZLETON AREA SCHOOL DISTRICT
Unit Plan
DISTRICT UNIT/LESSON PLAN
Teacher Name: Rachel M. Onacko
Grade Level (s): First
Subject: Reading/ELA
Start Date: 1-11-16
Building: Drums Elementary/Middle School
Unit Title: Theme 3: Figuring Out/Discovering the World Around Us
Essential Questions:
How can we make sense of the world around us?
How can we classify and categorize things?
How do animals survive in nature?
What insects do you know about, and how are they alike and different?
How do people work with animals?
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.E Use various text features and search tools to locate key facts or information in a text
CC.1.2.1.F Ask and answer questions to help determine or clarify the meaning of words and phrases 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.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
Describe how characters in a story respond to major events and challenges
CC.1.3.1D Identify who is telling the story at various points in the text
CC.1.3.1.F Identify words and phrases in stories or poems that suggest feelings or appeal to the senses
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.J Use words and phrases acquired through conversations, reading, and being read to, and responding
to texts, including words that signal connections and relationships between the words and phrases
CC.1.3.1.K Read and comprehend literature on grade level reading independently and proficiently
CC.1.4.1.A Write an informative text to examine a topic and convey ideas and information
CC.1.4.1.B Identify and write about one specific topic
CC.1.4.1.C Develop the topic with two or more facts
CC.1.4.1.D Group information and provide a sense of closure
CC.1.4.1.E Choose words and phrases for effect
CC.1.4.1.F Demonstrate a grade appropriate command of the conventions of standard English grammar,
usage, capitalization, punctuation, and spelling
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.W With guidance and support, recall information from experiences or gather information from
provided sources to answer a question
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.D Describe people, places, things, and events with revelant 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 the changes that
are happening within themselves and their
communities.
Assessment Method (check one)
____ Rubric ___ Checklist __X__ Weekly Skills
Test ____ Group
__X__ 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
…decode regularly
phonemic segmentation/
spelled one syllable
blending
words.
phonics/spelling words long
…know final –e and
i/i_e
common vowel
making words activity
Objective (s)
Materials /
Resources
Morning Message
Chart poems/songs
Teacher Manual
RWW Big Book
Literature Big Book
Mystery Vine
RWW Student Book
“Time to Plant!”
Practice Workbook
Grou
ping
Day
S
W
I
Assessment of
Objective (s)
FormativeTeacher
observation; class
participation
Summativecompleted
workbook pages
111; spelling
2
team conventions
representing long
vowel sounds
…recognize and
read grade
appropriate
irregularly spelled
words.
…use conventional
spelling for words
with common
spelling patterns
and for frequently
occurring irregular
words.
…decode regularly
spelled onesyllable words.
…use verbs to
convey a sense of
past, present and
future.
…ask and answer
questions about
key details in text.
.
Students will
high frequency words
journal writing
listening comprehension
guided reading
graphic organizer
1
daily Morning Message
S
Online Resources
Poster
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
book pgs 57 ;
journal writing
Morning Message
Formative-class
Student Self AssessmentSelf check papers
3
…recognize the
2
distinguishing
features of a
sentence.
…demonstrate
understanding of
concepts of print.
…ask and answer
questions about
key details in a text
read aloud or
information
presented orally.
…read words with
inflectional
endings.
…describe
characters,
settings, and major
events in a story
using key details..
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics/spelling words with
long i/i_e
high frequency words
journal writing
listening comprehension
guided reading
pair partner reading
graphic organizer
W
I
Students will
…demonstrate
concepts of print.
…retell stories,
including key
daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
S
W
I
1
2
Chart poems/songs
RWW Big Book
“Time to Plant”
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
participation;
teacher
observation
Morning Message
chart poems/songs
RWW Student Book
Literature
Anthology
Formativethumbs up
thumbs down,
teacher
observation, class
SummativeCompleted
workbook pages
112, 113; spelling
book pgs 58
Student Self Assessmentpartner check
papers
details and
demonstrate
understanding of
their central
message or lesson.
…read grade level
test orally with
accuracy,
appropriate rate,
and expression.
…segment spoken
single-syllable
words into their
complete sequence
of individual
sounds/phonemes.
…read words with
inflectional
endings.
…recognize and
read grade
appropriate
irregularly spelled
words.
…use conventional
spelling for words
with common
segmentation/blending
phonics/spelling words with
long I /i_e
high frequency words
listening comprehension
writing journals
guided reading
graphic organizer
“The Big Yuca
Plant”: A Play
Practice Workbook
Online Resources
Teaching
Poster/Graphic
Organizer
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
participation
Summativecompleted
workbook pages
114; spelling book
59; graphic
organizer
Student Self Assessmentcheck papers
4
spelling patterns
and frequently
occurring regular
words.
…write opinion
pieces in which
they introduce the
topic or name the
book they are
writing about, state
an opinion, supply
a reason for the
opinion, and
provide closure.
…use verbs to
convey a sense of
past, present, and
future.
Students will
1
…demonstrate an
2
understanding of
concepts of print.
…know and use
various text
features to locate
key facts or
information in a
daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics/spelling words with
long i/i_e
high frequency words
S
W
I
Morning Message
chart poems/songs
Literature
Anthology “The Big
Yuca Plant”: A Play
Tear and Take story
“A Gift for Mom”
Practice Workbook
Online resources
Formativeteacher
observation, class
participation
Summativecompleted
workbook pages
115, 116, 117,
text efficiently.
…read words with
inflectional
endings.
…recognize and
read grade
appropriate
irregularly spelled
words.
5
Students will
…demonstrate an
understanding of
concepts of print.
…compare and
contrast the
adventures and
experiences of
characters in
stories.
…read words with
inflectional
listening comprehension
writing journals
guided reading
pair partner reading
graphic organizer
1
2
Daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics/spelling words with
long i/i_e
high frequency words
listening comprehension
writing journals
guided reading
S
W
I
Teaching Poster
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
Reader Response
Journals
120; spelling
pages 60
Morning Message
chart poems/songs
RWW Student Book
Literature
Anthology
Literature
Genre/Nonfiction
“How Plants Grow”
Practice Workbook
Online Resources
Poster
High frequency
Formativeteacher
observation, class
participation
Student Self Assessmentgraphic organizer
SummativeWeekly Skliis test,
spelling test, long
vowel quiz;
workbook pgs.
119; graphic
organizer
endings.
…orally produce
single-syllable
words by blending
sounds/phonemes
including
consonant blends.
Students will-
pair partner reading
graphic organizer
cards
Student Self Sound spelling
Assessmentcards
graphic organizer
Word building cards
Photo cards
Writing Journals
Leveled/Decodable
Readers
Reader Response
Journals
FormativeSummative-
6
Student Self Assessment-