HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Danielle Mariano
Subject :
ELA
Start Date(s):
2/17/2015
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)
PSSA PREP
Student will:
-correct grammar mistakes in
paragraphs
-write for various purposes
-complete PSSA type multiple
choice assessments
-identify various verb tenses
-identify various text structures
1
2
1
2
3
Student will:
-identify various verb tenses
-change verbs to different tenses
-identify hyperbole
-identify first and third person
point of view
-write for various purposes
Student will:
-write for various purposes
-make inferences based on
information in a text
-identify prepositions and
prepositional phrases
1
2
1
2
-choose the correction for grammar mistakes in
paragraphs
-respond to a writing prompt using cause and effect
structure of writing
-begin the planning process of responding to a compare
and contrast prompt-partner work
-answer multiple choice questions on study island-topic
depending on progress of student
-identify past, present, and future tenses of verbs, as
well as past, present, and future progressive tense of
verbs.
-whole group activity of reviewing text structure.
-partner work on filling in a Venn Diagram
-take quiz on verb tenses (past, present, future and
past, present and future progressive)
-take quiz on text structure
-review hyperbole and author’s purpose
-continue working on Compare and contrast essay
-continue with compare and contrast essay
-read paragraphs and make inferences on who they are
talking about or where the short story takes place
-use prepositions in sentences
-answer questions based on inferences on study island
W
S
-grammar correction packet
-cause and effect and compare and
contrast writing prompts
-student journals
-study island web program
-computers
-grammar notebook
-grammar practice book
-text structure packet
-projector and document camera
Formative- Observations,
questioning, discussion,
Student Self - Assessment- study
island session scores, partner work
with Venn Diagrams
Summative-
W
S
W
S
-grammar practice book
-text structure packet from
Triumph and Study Island
-worksheets on various PSSA
material
-writing journals
-compare and contrast prompts
-projector and document
camera
Formative- Observations,
questioning, discussion, spot check
of compare and contrast essays
-student journals
-inference worksheets
-preposition worksheets
-computers
-study island computer program
Formative- Observation, spot check
of compare and contrast essays
Summative-quiz on progressive
verb tense…quiz on text structure
Student Self-Assessment: using
info on text structure quiz to check
work
Summative
-determine author’s point of view
4
5
6
Student will:
-make inferences based on
information from text
-create sentences using
prepositions and prepositional
phrases
-distinguish between fact and
opinion
-create fact and opinion
statements
-writing for various purposes
Student will
-make inferences based on textual
evidence
-identify and use prepositions
correctly in a cloze activity
-identify various text structures
-identify various types of figurative
language and the reasons why
they are used in text and poems
-identify author’s point of view and
the feelings of the author
Students will:
-identify character traits of
characters in literature
-write for various purposes
-use prepositions to form
1
2
1
2
-make inferences about where the passage takes place
and who the passage is about
-use prepositional phrases to complete and create new
sentences
-create facts and opinions about various topics
-view a powerpoint on the structure of a persuasive
essay.
-continue final copies of compare and contrast essays
-complete activities with prepositions and inference3s
-on study island students will work at their own pace on
practice sessions with figurative meanings, text
structure, and author’s point of view.
-take quizzes on various topics on study island once a
proficient is reached on the practice sessions.
W
S
-document camera and
projector
Student Self –use session scores to
check understanding on study
island
-worksheets on prepositions
and inferences
-worksheet on fact and opinion
-clear plastic folders
-dry erase markers
-writing journal
-document camera
-projector
-power point presentation on
persuasive essays
Formative- Observations, spot
check on compare and contrast—
group discussion
SummativeStudent Self - Assessment- group
discussion
McGraw-Hill
Formative- Observations, work on
the board when checking
worksheets
W
S
-worksheets on inferences and
prepositions
-computers
-study island program
Summative- study island teacher
generated assessments
Student Self - Assessment- check
scores on practice sessions of study
island, self- check of answers from
the board
1
2
-writing a narrative about the weekend using dialogue,
onomatopoeia, sensory details, and a simile
-continue working on persuasive piece with a review of
the power point
-discussion of character traits of a popular character in
W
McGraw-Hill
-grammar practice book
Formative- Observations,
questioning, discussion
S
Summative-
Sentences
-identify helping and main verbs
a movie with evidence to support answers
-use prepositions to describe pictures
-computers
-writing journals
Student Self –peer editing of
narratives
-preposition worksheet
-persuasive power point
7
8
-identify characteristics of drama
-answer multiple choice questions
on a PSSA type assessment
-use prepositions to form
sentences
-identify character traits of a
character from literature
-identify helping and main verbs
and identify the tense of the verb
1
-identify elements of drama
-use diagrams, charts, and graphs
to aid in comprehension of
material
-identify helping verbs, main verbs,
and the tense of the verbs
1
Student will:
-label prepositional phrases in
sentences
-label prepositions and the object
of the preposition in a
prepositional phrase
-write for various purposes
1
2
2
2
-identify elements of drama by pieces of a short play
-answer multiple choice questions on a Pearson
practice test
-think aloud session using the Pearson test to help
students develop strategies for taking a test
-write sentences to describe pictures using prepositions
-give character traits of the character Ginger from Black
Beauty
-
W
McGraw-Hill
S
-grammar workbook
-read a short play and answer questions about the
elements of the play
-answer questions on how charts, graphs, and timelines
help with comprehension of informational text
-label the helping verb and the main verb in sentences
-identify the tense of the verb
W
-using a worksheet that was already used for
prepositions, students practiced finding prepositional
phrases in the completed sentences
-students labeled prepositions and the object of the
prepositions in each phrase
-continued work on Persuasive Essays—body and
summary
Summative-document camera and projector
-Pearson practice test
-preposition packet
-character trait worksheet
S
10
-take a spelling test
-answer various multiple choice questions on Study
Island’s practice sessions
-complete assigned teacher created assessments once a
P or A is achieved in the practice session.
McGraw-Hill
-grammar workbook
-document camera and projector
Student Self - Assessment- check
classmates’ answers on board
Formative-observations,
questioning, thumbs up/down
Summative-
-Triumph Diagrams, Charts, and
Graphs handout
-Drama, Poetry and Prose packet
McGraw Hill:
-grammar workbook
W
9
Student will:
-spell grade level appropriate
words correctly
-answer multiple choice questions
on various Common Core topics
-write for various purposes
Formative- Observations,
questioning, thumbs up/down
W
-preposition packet
-writing journals
-projector
-document camera
-computers
-study island program
-spelling list from Mc Graw Hill
Student Self-Assessment—self
check of classmates’ answers on
board
Formative-observations, thumbs
up thumbs down, writing of
answers on the board using
projector and document camera
SummativeStudent Self-Assessment--check
classmates’ answers on the board
with their own answers
Formative-Observations,
Summative-Study island teacher
created tests, spelling test
Student Self –Assessment-