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: How Can You Show Your Community Spirit?
Essential Questions: How can you make new friends feel welcome?
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 THREE WEEK 1
1
Student will:
-identify similes and metaphors
-create similes and metaphors
-identify the various elements of
poetry
-write for various purposes
-spell grade appropriate words
correctly, consulting a reference as
needed
1
2
-identify the two things being compared in similes and
metaphors
-finish similes and metaphors with nouns and/or verbs.
-label parts of the poem
-find the theme, meter, mood, numbers of stanzas and
lines, and rhyme scheme of poems
-respond to a prompt using the TRACES writing method
W
McGraw-Hill:
-spelling practice book
-weekly skills test
Formative- Observations,
questioning, discussion,
S
-writing journal
-Document camera/projector
-poetry, drama, and prose packet
from “Teachers Pay Teachers”
Student Self - Assessment- group
discussion about poems
Summative-Weekly skills test
Student will:
-correctly combine subjects and
predicates of sentences.
-writing for various purposes
1
2
-grammar quiz on combining sentences
-respond to a prompt using the TRACES writing method
--find the theme, meter, mood, numbers of stanzas and
lines, and rhyme scheme of poems
W
S
2
Student will:
-identify and create figurative
language terms such as
onomatopoeia
-write for various purposes
1
2
-combine predicates in sentences
-complete various activities with onomatopoeia
-respond to a prompt using the TRACES writing method
W
S
McGraw-Hill:
-weekly skills test
Formative- Observations,
questioning, discussion
-student journals
-document camera and
projector
-packet from “Teachers Pay
Teachers” on Poetry, Drama,
and Prose
Summative-Weekly Skills test,
Grammar quiz on combining
sentneces
McGraw-Hill:
-onomatopoeia worksheets
from various websites
Formative- Observations,
questioning, discussion, thumbs
up/down,
Student Self-Assessment: think
alouds, group and peer discussion
about poems
Summative3
Student Self –discussion of answers
to questions
Student will:
-identify alliteration
-create alliteration
-write a poem using alliteration
1
2
-show a power point presentation on alliteration
-present and complete various worksheets with
alliteration
-complete a poem using words that follow a pattern of
alliteration
W
S
-various worksheet from the
internet on alliteration
-power point on alliteration
from Teachers Pay Teachers
Formative- Observations,
questioning, discussion, small
group work on alliteration sheets
Summative-
4
Student Self - Assessmentindividual or small group discussion
5
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
-identify action verbs
-create poems using alliteration
Students will:
-correct grammar in paragraphs
-recall various reading skills
-write form various purposes
6
1
2
1
2
-Build background knowledge on the essential question
“How can you make new friends feel welcome?” 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)
-label action verbs in a sentence
-continue creating poems using alliteration
-correct grammar in paragraphs by choosing the correct
multiple choice answer
-begin working on a Weekly Skills test-multiple choice
and TRACES writing process
W
S
McGraw-Hill:
-textbook
-reading writing workshop book
-vocab squares
-website
-grammar practice book
Formative- Observations,
questioning, discussion,
Summative-
-Alliteration poem template
Student Self - Assessmentindividual or small group discussion
W
McGraw-Hill
-Weekly Skills Assessment
S
Formative- Observations
Summative-Weekly skills test
-grammar correction packet
Student Self -
7
-write for various purposes
--spell grade appropriate words
correctly
-identify verbs as past, present, or
future
-creating and typing alliteration
poems
-identify the author’s point of view
-write a short fantasy story using elements of fantasy
-shared and close read of “The Librarian”
-notes and discussion on point of view
-model how to use Microsoft Word
-publish alliteration poems on Microsoft Word
-identify past, present and future tense of verbs in
sentences
W
-using alliteration to create poems
-write for various purposes
-identify verbs as past, present, or
future
-identify author’s point of view
-begin completing a process analysis on a selected task
-continue working with verb tense
-shared read of “Chester Cricket”
-discussion of point of view
-responding to questions with discussion and writing
with point of view
W
S
McGraw-Hill
-textbook
-grammar workbook
Formative- Observations,
questioning,
Summative-spelling test
-document camera and projector
-writing journals
S
8
McGraw-Hill
-textbook
-grammar workbook
-writing notebook
-vocab squares
-writing notebook
-Weekly skills test
Student Self - Assessment- small
group discussion / partner
discussion, check classmates’
answers on board
Formative-observations,
questioning,
Summative- Weekly skills test
Student Self-Assessment—self
check of classmates’ answers on
board
-document camera and projector
-process analysis packet
-writing journals
Student will:
-identify various elements of
figurative language and recognize
how it is used
-write for various purposes
--complete practice sessions on Figurative Meanings on
the study island computer program
-continue completing a weekly skills test and complete
the TRACES writing process with a prompt.
-continue prewriting and drafting a process analysis
essay
McGraw Hill:
-Weekly skills test
W
9
10
-computers
-study island
-process analysis packet
-writing journals
Formative-observations,
Summative-Study island practice
sessions and teacher created
assessment
-Selection test from McGraw Hill
Student Self-practice sessions self check on study island
W