HAZLETON AREA SCHOOL DISTRICT
Unit Plan
DISTRICT UNIT/LESSON PLAN
Teacher Name: Rachel M. Onacko
Grade Level (s): First
Subject: Reading/ELA
Start Date: 3-7-16
Building: Drums Elementary/Middle School
Unit Title: Theme 4: Together We Can Find Out How To Build a Community
Enduring Understanding: Students have a sense of belonging to a group and can start to assume
responsibility and leadership. The students will take these qualities with them as they progress to their
second grade learning environment, where they develop to become independent thinkers.
Essential Questions:
How can we make sense of the world around us?
How can we classify and categorize things?
What can you see in the sky?
What inventions do you know about?
What sounds can you hear? How are they made?
How does teamwork help us?
How can we work together to make our lives better?
Who helps you?
What traditions do you know about?
Why do we celebrate holidays?
What qualities make a good community leader?
What can you do to be a responsible leader in your community?
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 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 the changes that
are happening within themselves and their
communities.
Assessment Method (check one)
____ Rubric ___ Checklist __X__ Unit Test ____
Group
__X__ Student Self-Assessment
____ Other (explain)
DAILY PLAN
Objective (s)
1
Students will
...demonstrate
understanding of
concepts of print.
…check their
schema and build
background
knowledge.
…ask and answer
questions about
key details in a
text.
...participate in
collaborative
conversations
w/peers.
…isolate and
pronounce initial,
medial, and final
sounds/phonemes
in spoken single
syllable words.
…know final e and
common vowel
team conventions
DOK
Activities / Teaching
LEVEL
Strategies
1
daily Morning Message
2
concepts of print
oral language
chart poems/songs
phonemic segmentation/
blending
phonics/spelling words long
o/o, oa, ow, oe
making words activity
high frequency words
journal writing
listening comprehension
guided reading
graphic organizer
Materials /
Resources
Morning Message
Chart poems/songs
Teacher Manual
RWW Student Book
“Go Wild!”
Practice Workbook
Online Resources
Poster
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
Weekly Reader’s
Theater
Grou
ping
Day
S
W
I
Assessment of
Objective (s)
FormativeTeacher
observation; class
participation
Summativecompleted
workbook pages
173, spelling book
pgs 87, 88; journal
writing
Student Self AssessmentSelf check papers
2
for representing
long vowel sounds.
…use conventional
spelling for words
with common
spelling patterns
and for frequently
occurring irregular
words.
…recognize and
read grade
appropriate
irregularly spelled
words.
…decode regularly
spelled onesyllable words.
…use verbs to
convey a sense of
past, present, and
future.
Students will
1
…demonstrate
2
understanding of
concepts of print.
…ask and answer
questions about
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
“Go Wild!”
Practice Workbook
Online Resources
Formative-class
participation;
teacher
observation
Summative-
key details in a text
read aloud or
information
presented orally.
…orally produce
single syllable
words by blending
sounds/phonemes
including
consonant blends.
…decode twosyllable words
following the basic
patterns for
breaking the words
into syllables.
…recognize and
read grade
appropriate
irregularly spelled
words.
…use conventional
spelling for words
with common
spelling patterns
and for frequently
occurring irregular
phonics/spelling words long
o/o, oa, ow, oe
high frequency words
journal writing
listening comprehension
guided reading
pair partner reading
graphic organizer
Teaching Poster
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
weekly Reader’s
Theater
Completed
workbook pages
175, 176; spelling
book pgs 89
Student Self Assessmentpartner check
papers
3
words.
…ask and answer
questions about
key details in a
text.
…know and use
various text
features to locate
key facts or
information.
…distinguish
between
information
provided by
pictures or other
illustrations and
information
provided by the
words in a text.
…identify the main
topic and retell key
details of a text.
…capitalize dates
and the names of
people.
Students will
1
…demonstrate
2
daily Morning Message
concepts of print
S
W
Morning Message
chart poems/songs
Formativethumbs up
concepts of print.
…read on level text
orally with
accuracy,
appropriate rate,
and expression.
…identify the main
topic and retell key
details of a text.
…isolate and
pronounce initial,
medial, and final
sounds/phonemes
in spoken single
syllable words.
…recognize and
read grade
appropriate
irregularly spelled
words.
…decode two
syllable words
following the basic
patterns by
breaking the words
into syllables .
…use conventional
oral language
chart poems/songs
phoneme
segmentation/blending
phonics/spelling words long
o/o, oa, ow, oe
high frequency words
listening comprehension
writing journals
guided reading
graphic organizer
I
RWW Student Book
Literature
Anthology
Vulture View
Practice Workbook
Online Resources
Teaching
Poster/Graphic
Organizer
High Frequency
Cards
Sound Spelling
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
weekly Reader’s
Theater
thumbs down,
teacher
observation, class
participation
Summativecompleted
workbook pages
178; spelling
book 90; graphic
organizer
Student Self Assessmentcheck papers
4
spelling for words
with common
spelling patterns
and frequently
occurring regular
words.
…define words by
category and by
one or more key
attributes.
…use verbs to
convey a sense of
past, present, and
future.
Students will
…demonstrate an
understanding of
concepts of print.
…identify words
and phrases in
stories or poems
that suggest
feelings or appeal
to the senses.
…isolate and
pronounce initial,
medial, and final
1
2
daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics/spelling words long
o/o, oa, ow, oe
high frequency words
listening comprehension
writing journals
guided reading
pair partner reading
S
W
I
Morning Message
chart poems/songs
Literature
Anthology Vulture
View
Tear and Take story
“Crows”
Practice Workbook
Online resources
Teaching Poster
High Frequency
Cards
Sound Spelling
Formativeteacher
observation, class
participation
Summativecompleted
workbook pages
178, 179, 181,
182, 186; spelling
pages 90
Student Self -
5
sounds/phonemes
in spoken single
syllable words.
…decode twosyllable words
following basic
patterns by
breaking the words
into syllables.
…recognize and
read grade
appropriate
irregularly spelled
words.
…verbs to convey a
sense of past,
present, and
future.
Students will
1
…demonstrate an 2
understanding of
concepts of print.
…decode twosyllable words
following basic
patterns by
breaking words
graphic organizer
Daily Morning Message
concepts of print
oral language
chart poems/songs
phoneme
segmentation/blending
phonics/spelling words long
o/o, oa, ow, oe
high frequency words
S
W
I
Cards
Word Building
Cards
Photo Cards
Writing Journals
Leveled/Decodable
Readers
Reader Response
Journals
weekly Reader’s
Theater
Assessmentgraphic organizer
Morning Message
chart poems/songs
RWW Student Book
Literature
Anthology
Literature
Genre/Poetry
“When It’s
Snowing”
Formativeteacher
observation, class
participation
Summative- end
of week skills
check, spelling
test, long vowel
into syllables.
…orally produce
single-syllable
words by blending
sounds/phonemes
including
consonant blends.
…recognize and
read grade
appropriate
irregularly spelled
words.
…use verbs to
convey a sense of
past, present, and
future.
Students will-
listening comprehension
writing journals
guided reading
pair partner reading
graphic organizer
Practice Workbook
Online Resources
Poster
High frequency
cards
Sound spelling
cards
Word building cards
Photo cards
Writing Journals
Leveled/Decodable
Readers
Reader Response
Journals
weekly Reader’s
Theater
quiz; workbook
pgs. 183, 184,
185; graphic
organizer
Student Self Assessmentgraphic organizer
FormativeSummative-
6
Student Self Assessment-