HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Danielle Mariano
Subject :
ELA
Start Date(s):
11/11/2014
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 5
1
2
Student will:
-use grade level academic and
domain specific words and phrases
in discussions and sentences
-identify characteristics of a
persuasive article
-write routinely over a shorter
time frame for a range of purposes
-demonstrate understanding of
vocabulary words by identifying
words with similar and opposite
meanings.
-use relative pronouns and relative
adverbs.
-use a comma before a
coordinating conjunction in a
compound sentence
1
Student will:
-refer to details and examples in
the text when explaining what the
text says
-reread informational text to
increase comprehension
-determine the main idea of a text
and explain how it is supported by
key details
-interpret information presented
visually, orally, or quantitatively,
and explain how the information
contributes to an understanding of
the text in which it appears.
-demonstrate understanding of
words with a similar but not
1
2
-Build background knowledge on the essential question
“How can starting a business help others?” by showing
a video
-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 Dollars and Sense
-identify characteristics of persuasive article and record
them on a genre chart.
-respond to the prompt: “What kind of business would
you like to see started in your community? Give
reasons for your opinion and vary sentence length.”
-take notes on clauses and complex sentences
-close reading of Dollars and Sense
-think alouds
-collaboration and discussion
-vocabulary squares (word, synonym, picture and
sentence, antonym)
-completing a graphic organizer of main idea and details
-completion of workbook page on persuasive textvocabulary squares (word, synonym, picture and
sentence, antonym)
-completion of grammar workbook page with labeling
dependent and independent clauses
W
W
S
McGraw-Hill building background
video
-McGraw-Hill Dollars and Sense
-McGraw-Hill Visual Vocabulary
Cards
-McGraw-Hill Grammar Activities
-student journals
-Document camera/projector
-copies of vocabulary squares
-McGraw-Hill spelling and grammar
reproducibles.
Formative- Observations,
questioning, discussion
-McGraw Hill Dollars and Sense
-McGraw-Hill student practice
book
-McGraw Hill grammar practice
book
-student journals
-document camera and
projector
-McGraw-Hill student web
program
-vocabulary squares print out
Formative- Observations,
questioning, discussion, PDN
Student Self - Assessment-Small group review of vocab
squares, class discussion on Dollars
and Sense
Student Self-Assessment: think
alouds, discussion of web, selfcheck of labeling types of clauses
identical meanings
-use grade level academic and
domain specific words and phrases
-identify types of clauses
-demonstrate understanding of
vocabulary words by identifying
words with similar and opposite
meanings.
3
4
Student will:
-determine the meaning of general
academic and domain-specific
words and phrases in a text
-identify relative pronouns and
relative adverbs
-use grade level academic and
domain specific words and phrase-refer to details and examples in
the text when explaining what the
text says
-reread persuasive text to increase
comprehension
-determine the main idea of a text
and explain how it is supported by
key details
- with support, develop and
strengthen writing as needed by
planning, revising, and editing
-identify cause and effect
relationships
1
Student will:
--read and comprehend persuasive
text
-identify main idea and details
-use grade level academic and
domain specific words and phrases
-with support, develop and
strengthen writing as needed by
planning, revising, and editing
-use a variety of transition words
-use commas and conjunctions
correctly in sentences with
1
2
--shared read of Kids in Business
-grammar workbook page on relative pronouns and
relative adverbs
-revise and edit narratives
-practice vocabulary skills and grammar skills on the
McGraw-Hill website
-continue working on cause and effect foldable
-complete a grammar workbook page identifying
relative pronouns and relative adverbs.
W
S
McGraw-Hill:
-Kids in Business
- student practice book
-grammar practice book
-website games and practice
activities on computer
-Crash Course in Forces and
Motion
Formative- Observations,
questioning, discussion, thumbs
up/down, teacher guided revision
of narratives
Student Self –discussion of answers
to questions, online games and
activities
-document camera and
projector
-student journals
-construction paper
2
-vocabulary quiz
-collaboration and discussion
-completion of practice book activities from student
practice book (small group and individual)
-review of vocabulary words using the vocabulary
squares and the McGraw Hill online vocabulary
activities and games
-edit and revise drafts of personal narrative
-continue and finishing final product of cause and effect
foldable
-practice skills on McGraw Hill website
-study island practice on cause and effect and main
W
S
McGraw Hill Crash Course in
Forces and Motion
-McGraw-Hill student practice
book
-computer and projector
-student journals
-document camera
-McGraw-Hill student web
program
-grammar workbook
-study island computer program
Formative- Observations,
questioning, discussion, thumbs
up/down, PDN, teacher guided
revision of narratives
Summative-McGraw Hill
vocabulary quiz
-study island teacher generated
quiz
Student Self - Assessment-
5
6
7
independent and dependent
clauses
idea and details-assessment on topics when students
have a proficient in the practice sessions
-complete page in grammar workbook
Student will:
-spell appropriate words correctly
-refer to details and examples in
the text when explaining what the
text says
-reread informational text to
increase comprehension
-determine the main idea of a text
and explain how it is supported by
key details
-punctuate complex sentences
correctly
-introduce spelling words (long o)-students repeat
words aloud and find patterns using the whiteboard
and projector
-close read of Kids in Business
-answer “Respond to Reading” questions
-small group and large group discussion of answers
-complete a grammar workbook page
Student will:
-refer to details and examples in
the text when explaining what the
text says
-identify conjunctions and types of
clauses
-determine the main idea of a text
and explain how it is supported by
key details
-students will use TRACES to
respond to a prompt
- spell appropriate words correctly
Student will:
-determine the main idea of a text
and explain how it is supported by
key details
-students will use TRACES to
respond to a prompt
- spell appropriate words correctly
1
2
individual or small group
discussion, group dialogue activityworking with peers, discussion of
vocab squares, rereading and
revising draft of narrative/peer
editing
W
S
-McGraw Hill assessments
-student journals
-document camera and projector
-student spelling workbook
-student grammar workbook
-spelling tic-tac-toe print out
Formative- Observations,
questioning, discussion,
Summative-
Student Self - Assessmentindividual or small group discussion
1
2
-comprehension test on Kids in Business
-grammar test on types of clauses and conjunctions
-shared and close read of Starting a Successful Business
-journal writing, group discussion, and collaboration in
relation to types of businesses kids can start
-guided writing activity using TRACES writing method
W
--guided writing activity using TRACES writing method
-complete weekly skills test
-answer the “Make Connections” questions based on
Starting a Successful Business
-group discussion on answers to questions
W
S
S
McGraw-Hill:
-comprehension assessment
-grammar workbook page (used as
an assessment)
-spelling tic tac toe print out
-student journals
-system 44 Decodable Digest for
TRACES
Formative- Observations,
questioning,
McGraw-Hill:
-Reader/Writer text book
-reading notebook
-student journals
Formative- Observations,
questioning,
Student Self - Assessment- small
group discussion / partner
discussion
Student Self - Assessment- small
group discussion / partner
discussion
8
Students will:
-spell appropriate words correctly-determine the main idea of a text
and explain how it is supported by
key details
-students will use TRACES to
respond to a prompt
-spelling test
-practice exercises on study island focusing on main
idea and details.
-assessment on main idea and details if student scores
proficient on practice session
-complete TRACES writing activity
-complete various workbook pages pertaining to skills
-finish weekly skills test
-McGraw Hill student reading
workbook
-student journals
-study island web based program
-computers
Formative-observations, questiong
Summative-spelling test, study
island teacher generated
assessment
Student Self-Assessment—practice
exercises on study island.