HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Rosalie Kesselring
Subject :
Reading
Start Date(s):
November 15, 2014
Grade Level (s):
Building : HEMS
Unit Plan
Unit Title: Amazing Animals
Essential Questions: What are some messages in animal stories?
Standards: RL.4.7, RL.4.5, RL.4.2, RL.4.6, RL.4.1, RL.4.9, RL.4.10, RL.4.1
SL4.2, SL4.1, SL.4.1.b, SL.4.4, SL.4.6, SL.4.3
L.4.4.b, L.4.4.c
RF.4.3.a, RF.4.4.b
W.4.9.a
Summative Unit Assessment :
Summative Assessment Objective
Assessment Method (check one)
Students will- Ask and answer questions, know the theme of a story,
summarize, Find main idea and key details, find author’s point of view,
prefixes, inflectional endings,
____ Rubric ___ Checklist ____ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
DAILY PLAN
4th
Objective (s)
Students will paraphrase portions of a text
read aloud or information presented in diverse
media and formats, including visually,
quantitatively, and orally. SL.4.2
Interpret information presented visually,
orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or
interactive elements on Web pages) and
explain how the information contributes to an
understanding of the text in which it appears.
RI.4.7
1
2
DOK
LEVEL
1
2
Have students read the Essential
Question on page 90 of the Reading/
Writing Workshop. Explain that
stories can be used to teach a lesson.
Materials / Resources
W
S
I
Reading Writing Workshop
Assessment of Objective (s)
Formative- PB
Video Practice Book
SummativeStudent Self - Assessment-
Invite students to share their ideas about the
Essential Question with the class.
Build Background play the video
about the story the dog tells the fawn.
Discuss the video with students. Have
pairs discuss the story. Ask partners to
share with the class what they
discussed. Point out that readers can
ask questions before, during, and after
reading to help them understand the
content and remember important
details. Tell them that when reading a
story, it is helpful to ask: What
problem does the main character
have?
Introduce each vocabulary word using
the Vocabulary Routine found on the
Visual Vocabulary Cards.
Close reading. Make connections
Follow agreed-upon rules for discussions and
carry out assigned roles. SL.4.1b
Students will refer to details and examples in
a text when explaining what the text says
explicitly and when drawing inferences from
the text. RL.4.1
Ask and answer questions about sections of
text to increase understanding. Determine a
theme of a story, drama, or poem from details
in the text; summarize the text. RL.4.2
Compare and contrast the treatment of similar
themes and topics (e.g., opposition of good
and evil) and patterns of events (e.g., the
quest) in stories, myths, and traditional
literature from different cultures. L.4.4.b,
L.4.4.cstories, dramas, and poetry, in the
grades 4–5 text complexity band proficiently,
with scaffolding as needed at the high end of
the range. RL.4.10
Activities / Teaching Strategies
Grouping
Day
1
2
Explain that when they read fiction,
students may not understand all of the
events and themes right away. Remind
students that they can ask and answer
questions about the text to help them
Model how asking and answering
questions can help you understand
why the fisherman is poor in the
beginning of “The Fisherman and the
Kaha Bird.” Reread the first paragraph
on page 95 of “The Fisherman and the
Kaha Bird.”
understand. Explain to students that
the theme is the central message or
lesson that an author wants readers to
understand.
Have students reread “The Fisherman
and the Kaha Bird” and use the
graphic organizer to list additional
W
S
I
Reading Writing Workshop
Practice Book
Formative- PB
SummativeStudent Self - Assessment-
Recognize the characteristics of folktales.
Students will use combined knowledge of all
letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar
multisyllabic words in context and out of
context. RF.4.3a
Refer to details and examples in a text when
explaining what the text says explicitly and
when drawing inferences from the text.
RL.4.1
clues about the theme. Have groups of
students use their completed graphic
organizers to discuss what the theme
is. Then have them compare the theme
to the lesson in “The Coyote and the
Hen.” Remind students to use clues
from the text to support their
conclusions. Share with students the
following key characteristics of
folktales.
1
2
Explain that a prefix is a group of
letters added to the beginning of a
word that changes the word’s
meaning. Write the following prefixes
on the board: re-, un-, dis-, in-, im-, ir. Pronounce each prefix and give its
meaning. Explain that a prefix can
have more than one meaning, such as
the prefix un- (“not” and “the opposite
of”).
W
S
I
Whiteboard, practice book,
Anthology
Formative- PB
SummativeStudent Self - Assessment-
Adding -ed or -ing to verbs creates
new verb forms and tenses. There are
some spelling rules to follow when
adding an inflectional ending.
3

For most words ending in a vowel and
a consonant, double the final
consonant before adding -ed or -ing:
stop, stopped, stopping; pet, petted,
petting.Model, Guided practice
As students read the selection, ask
them to take notes by filling in the
graphic organizer on Your Turn
Practice Book page 52 to determine
the theme of the selection.
4
Students will refer to details and examples in
a text when explaining what the text says
explicitly and when drawing inferences from
the text. RL.4.1
Report on a topic or text, tell a story, or
recount an experience in an organized manner,
using appropriate facts and relevant,
descriptive details to support main ideas or
themes; speak clearly at an understandable
pace. SL.4.4
1
2
Explain to students that they will
conduct a short research project about
the moral, or message, in two or three
versions of a fable or folktale.
Students will look for versions of a
fable or folktale and create an outline
detailing the characters, setting, and
plot.
Have students present their outlines,
including the moral of the story, to the
W
I
Leveled readers
Formative- oral reports
Summative-
Student Self - Assessment-
class. Make sure students explain how
details in the story support the moral,
or message. Ask them to consider
whether formal or informal language
is best for the presentations. Have
students use online Presentation
Checklist 2 to evaluate their
presentations.
5
Students will compare and contrast the
treatment of similar themes and topics (e.g.,
opposition of good and evil) and patterns of
events (e.g., the quest) in stories, myths, and
traditional literature from different cultures.
RL.4.9
Review the key ideas expressed and explain
their own ideas and understanding in light of
the discussion. Apply grade 4 Reading
standards to literature (e.g., “Describe in
depth a character, setting, or event in a story
or drama, drawing on specific details in the
text [e.g., a character’s thoughts, words, or
actions].”). W.4.9a
Identify the reasons and evidence a speaker
provides to support particular points. SL.4.3
1
2
Cite Evidence Explain to students that
they will work in groups to compare
information about messages, or
themes, in animal stories. Model how
to compare this information by using
examples from the week’s Leveled
Readers and The Fisherman and the
Kaha Bird, Reading/Writing
Workshop pages 94–97. Review class
notes and completed graphic
organizers. You may also wish to
model going back into the text for
more information. You can use an
Accordion Foldable® to record
comparisons.
Students should cite at least three
examples from each text.
Leveled readers, graphic
organizers
Formative- oral reports
Summative-
Student Self - Assessment-
SL.4.1d
Present Information Ask groups of
students to present their findings to the
class. Encourage discussion, asking
students to comment on information
on the charts that is similar and ideas
that are different.
Using text evidence, students will
analyze how well the author used
characters and events to communicate
the theme or message of the story.
Students will complete the selection test to the
best of their knowledge
6
Writing:
Writing
Vocabulary:
About
Comprehension:
Root Words
Theme RL.4.2
Text
L.3.4c
RL.4.2,
W.4.9a
2
Give assessment
W
Assessment
FormativeSummative- selection test
Student Self - Assessment-