HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Danielle Mariano
Subject :
ELA
Start Date(s):
9/15/2014
Grade Level (s):
4
Building : HTEMS
Unit Plan
Unit Title: Clever Ideas
Essential Questions: Where do good ideas come from? How do your actions affect others? How do people respond to natural disasters? How can science
help you understand how things work? How can starting a business help others?
Standards: SL.4.1b, SL.4.2, SL.4.1c, SL.4.1c,
RL.4.3, RL.4.1, RL.4.7, RL.4.10, RL.4.5, RL.4.4
RI.4.1, RI.4.5, RI.4.10, RI.4.4, RI.4.7, RI.4.2
RF.4.4b,RF.4.3a
L.4.5c, L.4.1f, L.4.3b, L.4.2d, L.4.4a, L.4.5c, L.4.6, L.4.5b, L.4.1f, L.3.1i, L4.2c, L.3.1h, L.4.4c, L.4.1a, L.4.2c
W.4.3a, W.4.3b
Summative Unit Assessment : Theme Unit Test
Summative Assessment Objective
Students will be assessed on their understanding of key instructional content
from the focus unit. The results of this assessment will provide a status of
current achievement in relation to student progress through the CCSS-aligned
curriculum. The results of this assessment can be used to guide instruction,
aid in making leveling and grouping decisions, and determine areas in which
reteaching or remediation is needed.
Assessment Method (check one)
____ Rubric ___ Checklist ___x_ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
Day
Objective (s)
DOK
LEVEL
Grouping
DAILY PLAN
Activities / Teaching Strategies
Materials / Resources
Assessment of Objective (s)
UNIT ONE WEEK 2
1
2
Student will:
-use grade level academic and
domain specific words and phrases
in discussions and sentences
-demonstrate understanding of
words with a similar but not
identical meanings and, by relating
them to their opposites
-write routinely over a shorter
time frame for a range of purposes
-spell appropriate words correctly
-identify subjects and predicates
1
Student will:
-use grade level academic and
domain specific words and phrases
in discussions and sentences
-paraphrase portions of the text
and cite evidence from the text to
support reasoning
-identify characteristics of realistic
fiction
-describe in depth a character,
setting or event in a story, drawing
on specific details in a text
-identify the problem and solution
-make predictions about an
unfamiliar text
-demonstrate understanding of
words with a similar but not
1
2
-Build background knowledge on clever ideas by
showing a video and through discussion
-learn new vocabulary words by using the vocabulary
routine (show the picture of the word, say the word,
read the definition, give an example of the word in a
sentence, ask a question about the word)
- vocabulary squares (word, synonym, picture and
sentence, antonym)
-shared read of the “The Talent Show”
-write from personal experience about a time when you
stood up for yourself
-take notes on subjects and predicates and circle each
part in a sentence
-repeat spelling words out loud
-circle phonemic patterns in each spelling word
-close reading of “The Talent Show”
-think alouds
-completion of practice book pages pertaining to skills
being taught
-collaboration and discussion
-revising a paragraph by adding details to an event
-put spelling words into sentences
-vocabulary squares (word, synonym, picture and
sentence, antonym)
-record characteristics of realistic fiction on a genre
chart
W
W
S
McGraw-Hill Interactive essential
question video
-McGraw-Hill “The Talent Show”
-McGraw-Hill Visual Vocabulary
Cards
-McGraw-Hill Grammar Activities
-student journals
-Document camera/projector
-copies of vocabulary squares
-McGraw-Hill spelling and grammar
reproducibles.
-document camera and projector
-Mc Graw-Hill web program
Formative- Observations,
questioning, discussion
-McGraw Hill “The Talent
Show”
-McGraw-Hill student practice
book
-student journals
-document camera and
projector
-McGraw-Hill web program
Formative- Observations,
questioning, discussion, thumbs
up/down
Student Self - Assessment- sharing
of journal entries, exit slip
Student Self - Assessmentdiscussion of journal entries and
vocabulary squares
identical meanings, and by relating
them to their opposites
-use grade level academic and
domain specific words and phrases
-write routinely over a shorter
time frame for a range of purposes
-spell appropriate words correctly
3
4
Student will:
-use grade level academic and
domain specific words and phrases
in discussions and sentences
-describe in depth a character,
setting or event in a story, drawing
on specific details in a text
-identify the problem and the
solution to a story
-make predictions about an
unfamiliar text
-recognize and explain the
meaning of common idioms,
adages, and proverbs.
-write routinely over a shorter
time frame for a range of purposes
-spell appropriate words correctly
-identify subjects and predicates
(simple and complete)
Student will:
-use grade level academic and
domain specific words and phrases
in discussions and sentences
-describe in depth a character,
setting or event in a story, drawing
on specific details in a text
-identify the problem and solution
in a story
-write routinely over a shorter
time frame for a range of purposes
-spell appropriate words correctly
-recognize and explain the
meaning of common idioms,
adages, and proverbs.
1
2
1
2
-shared reading of “Experts, Incorporated”
-collaboration and discussion
-take notes on complete subjects, simple subjects,
complete predicates, and simple predicates.
-Label each part of a sentence using the projector,
document camera, and the whiteboard
-respond to the prompt: “Tell about a time when you
teamed up with another person to do something” in
student journals.
-putting spelling words in a sentences
-close reading of “Experts, Incorporated”
-small group completion of a story map
- answer “Respond to Reading” questions
-collaboration and discussion
-respond to a prompt about clever ideas in writing
journal
W
S
W
S
-McGraw Hill “Experts,
Incorporated”
-McGraw-Hill student practice
book
-student journals
-document camera
-McGraw-Hill student web
program
-document camera and
projector
-Mc Graw Hill web program
Formative- Observations,
questioning, discussion, thumbs
up/down, PDN
McGraw Hill “Experts,
Incorporated”
-McGraw-Hill student practice
book
-student journals
-document camera
-McGraw-Hill student web
program
Formative- Observations,
questioning, discussion, PDN,
Student Self - Assessmentdiscussion of journal topics, selfcorrection of mistakes from correct
modeling of labeling sentences on
the whiteboard, sharing spelling
sentences
Student Self - Assessment- small
group discussion, large group
discussion
5
6
Student will:
-describe in depth a character,
setting or event in a story, drawing
on specific details in a text
-make predictions about an
unfamiliar text
-identify the sequence of events in
a story
-write routinely over a shorter
time frame for a range of purposes
-spell appropriate words correctly
-identify subjects and predicates
(simple and complete)
-demonstrate understanding of
words with a similar but not
identical meanings
1
Student will:
-describe in depth a character,
setting or event in a story, drawing
on specific details in a text
-identify problem and solution
-demonstrate understanding of
words with a similar but not
identical meanings and by their
opposites
-recognize and explain the
meaning of common idioms,
adages, and proverbs.
1
2
-shared and close reading of “Speaking Out to Stop
Bullying”
-citing evidence from two different stories to compare
characters and plots
-small and individual group completion of various
practice book pages
-spelling test
-whole group, small group, and individual practice of
labeling subjects and predicates(simple and complete)
W
S
McGraw Hill:
-“Speaking out to Stop Bullying,
“The Talent Show”, and “Experts,
Inc”
-student practice book
-various grammar resources from
internet and classroom library
-
Formative- Observations,
questioning, discussion, spelling
test
Summative- spelling test
Student Self – whole group and
large group labeling of parts of a
sentence, collaboration with
completing workbook pages
2
3
-Quiz on subjects and predicates
-comprehension test on “Experts Incorporated”
-vocabulary quiz on vocab words from week 2
-research the meanings of common idioms
-write the idiom, meaning, and draw a picture of the
figurative meaning of the idiom on a notecard
W
McGraw-Hill:
-weekly skills test
-grammar reproducibles
-student journals
-internet website “idomsite.com”
-notecards
Formative- Observations,
questioning, lesson quiz,
Idiom notecard project
Summative- quiz on subjects and
predicates, comprehension test,
vocab quiz
Student Self –group work on idiom
cards