HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Teresa Pollock
Building : HEMS
Subject :
Reading
Start Date(s):
Nov. 11
Grade Level (s):
4th
DAILY PLAN
Unit Plan
Unit Title: Natural Connections
Essential Questions: How are all living things connected?
Standards: RI.4.7 Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. SL.4.1.d
Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. RI.4.2 Determine the main idea of a text and explain how it is supported by key details;
summarize the text. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. L.4.6 Acquire and use
accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being RI.4.1 Refer to details and examples in a
text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including
what happened and why, based on specific information in the text. RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or
subject area. W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8 Recall relevant information from experiences or gather relevant
information from print and digital sources; take notes and categorize information, and provide a list of sources. L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the
meaning of a word or phrase.
Summative Unit Assessment :
Summative Assessment Objective
Students will determine the main idea of a text and explain how it is supported by key
details; summarize the text, use vocabulary words in correct context, determine text features of a
narrative nonfiction, use context clues to find meaning in text, ,use supporting details to write an
analysis, and add supporting details to make connections between bees and flowers
Assessment Method (check one)
____ Rubric ___ Checklist ____ Unit Test ____ Group
____ Student Self-Assessment
_x___ Other (explain) intervention assessments for approaching level
1
2
Objective (s)
DOK
LEVEL
Students will Interpret information
presented visually, orally, or
quantitatively and explain how the
information contributes to an
understanding of the text in which
it appears. RI.4.7. Review the key
ideas expressed and explain their
own ideas and understanding in
light of the discussion. SL.4.1d.
RI.4.2 Determine the main idea of
a text and explain how it is
supported by key details;
summarize the text. SL.4.2
Paraphrase portions of a text read
aloud or information presented in
diverse media and formats,
including visually, quantitatively,
and orally. L.4.6 Acquire and use
accurately grade-appropriate
general academic and domainspecific words and phrases,
including those that signal precise
actions, emotions, or states of
being. RI.4.1 Refer to details and
examples in a text when explaining
what the text says explicitly and
when drawing inferences from the
text. RI.4.3 Explain events,
procedures, ideas, or concepts in a
historical, scientific, or technical
text, including what happened and
why, based on specific information
in the text.
1
Students will Determine the main
idea of a text and explain how it is
supported by key details;
summarize the text. RI.4.2. RI.4.4
Determine the meaning of general
academic and domain-specific
words or phrases in a text relevant
to a grade 4 topic or subject area.
L.4.4.a Use context (e.g.,
definitions, examples, or
restatements in text) as a clue to the
1
Activities / Teaching Strategies
Have students read the Essential Question
on page 118 of the Reading/ Writing
Workshop. Tell them they will be learning
about ecosystems, which describe all
relationships between living things in an
area. Build Background Video. Play the
video about animals living in their habitats.
Discuss the video with students. Select the
graphic organizer. Ask students to share
words and phrases that tell about the
weekly concept of natural connections.
Have partners turn and discuss what they
have learned about natural connections.
Explain that the passage you will read
aloud is narrative nonfiction. Discuss
features of narrative nonfiction. Use the
Think Alouds on page T141 to model the
strategy. Read aloud “Return of the
Wolves” and model how to use the
strategy. Or click on the sound iconto play
the audio. Summarize Have students
restate the main idea and key details from
“Return of the Wolves” in their own
words. Introduce each vocabulary word
using the Vocabulary Routine found on the
Visual Vocabulary Cards. Explain to
students that they will read how plants and
animals are connected in a coral reef
ecosystem. Read “Rescuing Our Reefs”
with students. Note the vocabulary words
previously taught are highlighted in the
text.
Grouping
Day
W
S
Materials / Resources
RWW, video, graphic organizer,
vocabulary word cards
Assessment of Objective (s)
Formative- teacher observation,
graphic organizer
SummativeStudent Self - Assessment-
Formative- graphic organizer
Model summarizing a passage by rereading
the section “Connections” on page 123
with students and helping them locate the
key details in the section.
Identify the key details in the section
“Connections” on page 123. Then model
using the details written on the graphic
organizer to determine the main idea
supported by the key details. Have partners
complete a graphic organizer for “Coral
W
S
Graphic organizer, RWW
SummativeStudent Self - Assessment-
Bleaching” on pages 124 and 125 by
finding key details and determining the
main idea. Review each section as students
complete their graphic organizers. Share
with students the following key
characteristics of narrative nonfiction.
Model identifying and using the text
features on pages 123–125 of “Rescuing
Our Reefs.”
Model finding context clues that tell more
about the meaning of the word consumer
on page 123 of “Rescuing Our Reefs.”
meaning of a word or phrase.
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.
1
Explain that a three-letter blend is a
combination of three consonants found at
the beginning of a word. Sometimes the
first two letters are a digraph. Write the
following blends on the board and
pronounce each one: scr, str, spr, spl, and
thr. Point out that thr includes the digraph
th. The t and h combine to form the sound
/th/, as in three. Add -er to an adjective
when comparing two things. Add -est to an
adjective when comparing more than two
things. As students read the selection, ask
them to fill in the graphic organizer on
Your Turn Practice Book page 72 to
record the main idea and key details of
each section. “The Buffalo Are Back”
Genre:Remind students that the author uses
narrative nonfiction to give factual
information while telling a story. Point out
that the information is presented in the
order that the events occurred.
3
1
4
Students will Read on-level prose
and poetry orally with accuracy,
appropriate rate, and expression on
successive readings. RF.4.4b Use
context to confirm or self-correct
word recognition and
understanding, rereading as
necessary. RF.4.4c RI.4.3 Explain
events, procedures, ideas, or
concepts in a historical, scientific,
Model reading the section titled
“Balancing Act” on page 125 of “Rescuing
Our Reefs.” Be sure to pronounce each
word clearly. Point out that words like
fragile, pollution, and immediately might
require repeated practice to build accuracy
in reading. Practice/Apply Have students
partner-read the first two paragraphs of the
passage, reading one paragraph each. Tell
them to use the context of the text to help
W
S
I
Anthology, practice book
Formative- practice book
SummativeStudent Self - Assessment-
W
S
I
RWW, Practice book, Anthology
Formative- practice book
Summative-
Student Self - Assessment-
or technical text, including what
happened and why, based on
specific information in the text.
Students will Conduct short
research projects that build
knowledge through investigation of
different aspects of a topic.
5
them confirm or self-correct word
recognition. If time permits, have partners
switch paragraphs and read the text to each
other again. Daily Fluency Practice
Students can practice fluency using Your
Turn Practice Book. Compare Texts
Students will read an expository selection
about the forest ecosystem. Ask students to
do a close reading of the text, rereading to
deeply understand the content. As they
read encourage them to take notes and use
the summarize strategy or other strategies
they know to help them. Then students will
use the text evidence they gathered to
compare this text with The Buffalo Are
Back.
1
Recall relevant information from
experiences or gather relevant
information from print and digital
sources; take notes and categorize
information, and provide a list of
sources.
Weekly assessment
1
Explain that students will work in pairs or
groups to complete a short research project
on a specific environment and how the
different living things in that environment
are connected. They will then use their
research to create a food web that
illustrates these connections. Have students
share their food webs with another pair or
group. Afterward have groups or pairs
share feedback.
W
S
I
Computer lab, library books,
foldables (food web
Formative- food web
Summative-
Student Self - Assessment-
I
FormativeSummative-
6
Student Self - Assessment-