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: Amazing Animals
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,
RI.4.10, RI.4.4, RI.4.7, RI.4.2
RL.4.2 RL.4.3, RL.4.1 RL.4.10, RL.4.5, RL.4.4, RL.3.1, RL.4.6, RL.4.5, RL.4.9,
RF.4.4b, RF.4.3a, RF.4.4c, RF.4.4a
L.4.5c, L.4.3b, L.4.2d, L.4.4a, L.4.5c, L.4.6, L3.1a ,L.3.1c, L.3.1.b, L.3.4a,
W.4.3a, W.4.3b, W.4.3d, W.4.2.B, W.4.10, W.4.4
L.4.5a, L.5.2a, L.3.4c, L.4.2a, L.4.3C, L.3.2d, L.4.4a, L.4.4b,
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 TWO WEEK 3
1
2
Student will:
-use grade level academic and
domain specific words and phrases
in discussions and sentences
-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
-demonstrate understanding of
vocabulary words by identifying
words with similar and opposite
meanings.
-spell grade appropriate words
correctly
-review of making singular nouns
plural
-write for various purposes
1
Student will:
-refer to details and examples in
the text when explaining what the
text says
-determine the main idea of a
paragraph or section of a story
-summarize the important details
in a text
1
2
-Build background knowledge on the essential question
“How are all living things connected?” 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)
-identify characteristics of Narrative Nonfiction
-students introduce themselves to a new spelling list by
chorally repeating each word after the teacher reads it.
-grammar workbook page
-complete two activities with making nouns that end
with s, x, ch, and sh plural, and with making nouns that
end with y plural.
-preview and introduce the skills of summarizing, main
idea and details, and context clues
-create a web graphic organizer that has the topic of
“Connections”, then list how plants and animals can be
connected
-write a summary about Christmas vacation using
descriptive details.
-exchange journals about Christmas vacation with
peers. Peers will then illustrate a piece of the response.
-respond to the journal prompt of “Explain why plants
and animals need each other. Use facts and details that
support your idea”
-review plural nouns
-shared and close read of Rescuing Coral Reefs
-think alouds
W
W
S
McGraw-Hill:
- building background video
-McGraw-Hill Visual Vocabulary
Cards
-McGraw-Hill Grammar Activities
-student journals
-Document camera/projector
-copies of vocabulary squares
-student reading notebooks and
journals
-computers
Formative- Observations,
questioning, discussion
-McGraw Hill textbook
-Mc Graw Hill reading/writing
workshop book
-McGraw Hill grammar practice
book
-student journals
-document camera and
projector
Formative- Observations,
questioning, discussion, PDN
Student Self - Assessment-completion of vocab squares in an
group for two words
Summative-
SummativeStudent Self-Assessment: think
alouds, group and peer discussion
-use grade level academic and
domain specific words and phrase
-demonstrate understanding of
vocabulary words by identifying
words with similar and opposite
meanings.
-write for a specific purpose
-make singular nouns plural
3
-collaboration and discussion
-completion of vocabulary squares (word, synonym,
picture and sentence, antonym)
Student will:
-determine the meaning of general
academic and domain-specific
words and phrases in a text
-use grade level academic and
domain specific words and phrase-refer to details and examples in
the text when explaining what the
text says
-determine the main idea and key
details in a story
-make singular nouns plural
-writing for various purposes
1
Student will:
-identify main idea and details
-use grade level academic and
domain specific words and phrases
-identify and make irregular plurals
1
2
2
-complete prompt “Explain why plants and animals
need each other”
--shared and close read of The Buffalo are Back
-colloboration and discussion to determine the main
idea and supporting details in the story
-quiz on singular and plural nouns
- continue with close read of The Buffalo are Back
-collaboration, writing, and discussion of main idea and
supporting details of specific paragraphs.
-notes and practice activities with irregular nouns
-vocabulary squares print out
W
S
W
S
McGraw-Hill:
-student text book
- student practice book
-grammar practice book
-document camera and
projector
-student journals
Formative- Observations,
questioning, discussion, thumbs
up/down,
McGraw Hill textbook
-McGraw-Hill student practice
book
-computer and projector
-document camera
Formative- Observations,
questioning, discussion, small
group spot checking of writing,
circling main idea and detail on a
projected story on the white board
4
Summative-quiz on plural nouns
Student Self –discussion of answers
to questions
SummativeStudent Self - Assessmentindividual or small group discussion
5
Student will:
-answer multiple choice questions
on Study Island
1
-complete practice sessions on Summarizing texts on
the study island computer program
-complete an assessment on Study Island on
W
-document camera and projector
-computers
-study island program
-refer to details and examples in
the text when explaining what the
text says
-reread text to increase
comprehension
-identify main ideas and details
from text
-spell grade appropriate words
correctly
2
Summarizing Texts when student scores a P on the
practice session
-complete a graphic organizer on main idea and detail
using one section of a text
-spelling test
-watch a movie about The Dust Bowl
-complete a 3-2-1 activity while and after viewing the
movie
-
S
-McGraw-Hill reading website
-you tube
-reading practice book
-reading text book
Formative- Observations,
questioning, discussion,
Summative-spelling test, study
island teacher generated
assessment, spelling test
Student Self - Assessmentindividual or small group
discussion,
6
7
8
Students will:
-identify main idea and detail
--demonstrate understanding of
vocabulary words by identifying
words with similar and opposite
meanings
-make irregular plurals
-cite evidence from text to support
answers to questions
-correct grammar mistakes in
paragraphs
1
2
-activities in grammar workbook with irregular plurals
-finish vocab squares
-begin answering questions about The Buffalo are Back
-read leveled readers and fill out graphic organizers on
main idea and details.
-discussion of 3-2-1 activity from the movie
-paragraph grammar correction activity with multiple
choice
- demonstrate understanding of
vocabulary words by identifying
words with similar and opposite
meanings
-make irregular plurals
-TRACES writing activity
--correct grammar mistakes in
paragraphs
-write for a specific purpose
-begin a TRACES writing activity using a question in the
reading book about the story The Buffalo are Back
-paragraph grammar correction activity with multiple
choice
-review for grammar quiz on irregular plurals
-review for vocabulary and comprehension test based
on the The Buffalo are Back
-correct grammar mistakes in
paragraphs
--make irregular plurals
-TRACES writing activity
-grammar workbook activities with irregular plurals
-review for Weekly Skills test
-continue with TRACES writing activity using the story
The Buffalo are Back
W
S
McGraw-Hill
-textbook
-vocab squares print out
-leveled readers
-grammar workbook
-grammar correction packet
Formative- Observations,
questioning, partner work, writing
answers on the white board
Student Self - Assessment- small
group discussion / partner
discussion, self-check of student
answers on the white board.
W
S
McGraw-Hill
-textbook
-grammar workbook
-writing notebook
-grammar correction packet
Formative- Observations,
questioning, individual check with
TRACES
SummativeStudent Self - Assessment- small
group discussion / partner
discussion, self-check of
classmates’ answers on board,
using the TRACES poster to check
work
W
S
McGraw-Hill
-textbook
-grammar workbook
-writing notebook
Formative-observations,
questioning, small group work with
TRACES , whole and large group
discussion of chart
-identify main idea and detail
-write for a specific purpose
-refer to details and examples in
the text when explaining what the
text says
-identify main idea and detail
-summarize a section of a text in
its entirety.
9
10
-correct grammar mistakes in
paragraphs
-write for a specific purpose
-summarize a text or a portion of a
text
-use context clues to determine
the meaning of a word or phrase
-identify main idea and details in a
text
-summarize or identify a summary
statement of a text or a portion of
a text
-use context clues to determine
the meaning of a word or phrase
-write for a specific purpose
-paragraph grammar correction activity with multiple
choice
-SRI benchmark assessment
-comprehension and vocab test on The Buffalo are Back
-shared and close read of Energy in the Ecosystem
-whole group and small group activity of completing a
chart labeling producers, consumers, and decomposers
from each story from week 3
-write a summary of Energy in the Ecosystem
-paragraph grammar correction activity with multiple
choice
-continue with TRACES writing method
-review for the Weekly Skills test
--complete practice sessions on Summarizing texts on
the study island computer program
-complete an assessment on Study Island on
Summarizing Texts when student scores a P on the
practice session
-begin the Weekly skills assessment (multiple choice
portion)
-Continue working on TRACES writing method
-grammar correction packet
-reading notebook
W
W
-grammar correction packet
-writing notebook
-Mc Graw hill textbook
-McGraw Hill weekly skills test
-study island computer program
-computers
-writing notebooks
Summative- grammar quiz on
irregular plurals
-SRI benchmark assessment
-Comprehension and vocab test on
The Buffalo are Back
Student Self-Assessment—self
check of classmates’ answers on
board, using the TRACES poster to
check work
Formative-observations, whole
group review of various skills,
individual conferences about
TRACES
Student Self-Assessment-Using the
TRACES poster to check work
Formative-observations,
Summative-Study Island practice
sessions, study island teacher
made assessment,
Student Self-Assessment-use
TRACES poster to check progress
with work.