HAZLETON AREA SCHOOL DISTRICT DISTRICT UNIT/LESSON PLAN
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HAZLETON AREA SCHOOL DISTRICT DISTRICT UNIT/LESSON PLAN Teacher Name : Regina Ercolani Subject : ELA Proposed Dates: 9/8/15 Building : MKEMS Unit Plan Unit Title: Think it Through Essential Questions: Where do good ideas come from? How do your actions affect others? How do people respond to natural disasters? How cab starting a business help others? Review and Assess Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject) CC.1.1.4.E Read with accuracy and fluency to support comprehension. Read on-level text with purpose and understanding. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. CC.1.2.4.A Determine the main idea of a text and explain how it is supported by key details; summarize the text. E04.B-K.1.1.2 CC.1.2.4.B Refer to details and examples in text to support what the text says explicitly and make inferences. E04.B-K.1.1.1 CC.1.2.4.C Explain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text. E04.B-K.1.1.3 CC.1.2.4.D Compare and contrast an event or topic told from two different points of view. E04.B-C.2.1.1 CC.1.2.4.E Use text structure to interpret information (e.g., chronology, comparison, cause/effect, problem/solution). E04.B-C.2.1.2 CC.1.2.4.F Determine the meaning of words and phrases as they are used in grade-level text, including figurative language. Grade Level (s) 4 E04.B-V.4.1.1 E04.B-V.4.1.2 CC.1.2.4.H Explain how an author uses reasons and evidence to support particular points in a text. E04.B-C.3.1.1 CC.1.2.4.K Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools. E04.B-V.4.1.1 CC.1.2.4.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently. CC.1.3.4.A Determine a theme of a text from details in the text; summarize the text. E04.A-K.1.1.2 CC.1.3.4.C Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text. E04.A-K.1.1.3 Writing CC.1.4.4.A Write informative/ explanatory texts to examine a topic and convey ideas and information clearly. CC.1.4.4.B Identify and introduce the topic clearly. E04.C.1.2.1 E04.E.1.1.1 CC.1.4.4.C Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension. E04C.1.2.2 E04E.1.1.2 CC.1.4.4.D Group related information in paragraphs and sections, linking ideas within categories of information using words and phrases; provide a concluding statement or section; include formatting when useful to aiding comprehension. E04.C.1.2.1 E04.C.1.2.3 E04.C.1.2.5 E04.E.1.1.1 E04.E.1.1.3 E04.E.1.1.5 Summative Unit Assessment : Unit 1 Written Assessment Summative Assessment Objective Students Will- Students will be asked to provide text evidence that supports their responses and to integrate knowledge learned from multiple passages. Assessment Method (check one) ____ Rubric ___ Checklist __X__ Unit Test ____ Group ____ Student Self-Assessment ____ Other (explain) Week Objective (s) Students willFollow agreed-upon rules for discussions and carry out assigned roles. SL.4.1.b Paraphrase portions of a text read aloud or information presented in diverse media formats, including visually, quantitatively, and orally. SL.4.2 Build background on clever ideas. 1 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.2 Identify the reasons and evidence a speaker provides to support particular points. SL.4.3 Use concrete words and phrases and sensory details to convey experiences and events precisely. W.4.3d Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single DOK LEVEL 1 2 3 4 Activities / Teaching Strategies Day 1: Whole Group Reading Unit Opener The Big Idea How can a challenge bring out our best? Introduce the Concept Reading/Writing Workshop Build Background, Clever Ideas Listening Comprehension Interactive Read Aloud, “The Princess and the Pea” Vocabulary Reading/Writing Workshop Words in Context Shared Read Reading/Writing Workshop “The Dragon Problem” Whole Group Language Arts Writing Reading/Writing Workshop Writing Traits: Ideas Writing Writing Entry: Descriptive Details (1) Grammar Sentences: Introduce Sentences Spelling Short Vowels: Assess Prior Knowledge Build Vocabulary Connect to Words Build Vocabulary Academic Vocabulary Grouping DAILY PLAN W S I Materials / Resources McGraw Hill Reading Wonders Anthology Selections McGraw Hill Reading Wonders Reading/Writing Workshop Selections Guided Leveled Readers Triumph Print Resources PSSA Practice Released Items SAS Print Resources Study Island Resources Assessment of Objective (s) FormativeGraphic Organizer Vocabulary fill in the blank test Selection Test Quiz Observation Think-Pair-Share Quick Writes Oral Retelling Presentations Summative- Unit Test Document Camera Classroom Computers Dry Erase Boards Student Self - AssessmentSelf-Check Rubric sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. W.4.10 Analyze models to understand how descriptive details add information. Write about a personal experience. Add descriptive details to revise writing. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. SL.4.6 Learn meanings of new vocabulary words. Use new words in sentences. Writing Friendly Letter Day 2: Comprehension Strategy Reading/Writing Workshop Make, Confirm, or Revise Predictions Comprehension Skill Reading/Writing Workshop Character, Setting, Plot: Sequence Genre Reading/Writing Workshop Literature: Fairy Tale Vocabulary Strategy Reading/Writing Workshop Context Clues Whole Group Language Arts Writing Focus on Descriptive Details Writing Writing Entry: Descriptive Details (2) Grammar Sentences: Review Sentences Spelling Short Vowels: Spiral Review Build Vocabulary Expand Vocabulary Build Vocabulary Synonyms Day 3: Whole Group Reading Phonics Short Vowels Phonics Inflectional Endings Close Reading Literature Anthology The Princess and the Pizza Whole Group Language Arts Writing Writing Entry: Descriptive Details (3) Grammar Sentences: Mechanics and Usage: Sentence Punctuation Spelling Short Vowels: Word Meanings Build Vocabulary Reinforce the Words Build Vocabulary Synonyms Day 4: Whole Group Reading Fluency Intonation Integrate Ideas Research and Inquiry Close Reading Literature Anthology “Tomás and His Sons” Whole Group Language Arts Writing Writing Entry: Descriptive Details (4) Grammar Sentences: Proofread Spelling Closed Syllables: Proofread and Write Build Vocabulary Connect to Writing Build Vocabulary Shades of Meaning Day 5: Whole Group Reading Integrate Ideas Research and Inquiry Text Connections Write About Reading Assessment Weekly Assessment Whole Group Language Arts Writing Share and Reflect Grammar Sentences: Assess Spelling Short Vowels: Assess Build Vocabulary Word Squares Build Vocabulary Morphology Students willEngage effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. SL.4.1c Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.2 Build background knowledge on actions and their effects. 2 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). RL.4.3 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.2 Listen for a purpose. Identify characteristics of realistic fiction. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.5 Understand how to focus on an event. Write about a time when 1 2 3 4 Day 1: Whole Group Reading Introduce the Concept Reading/Writing Workshop Build Background, Think of Others Listening Comprehension Interactive Read Aloud, "Say Something" Vocabulary Reading/Writing Workshop Words in Context Shared Read Reading/Writing Workshop "The Talent Show" Writing Reading/Writing Workshop Writing Traits: Ideas Writing Writing Entry: Focus on an Event (1) Grammar Subjects and Predicates: Introduce Subjects and Predicates Spelling Long a: Assess Prior Knowledge Build Vocabulary Connect to Words Build Vocabulary Academic Vocabulary Writing Friendly Letter Day 2: Whole Group Reading Comprehension Strategy Reading/Writing Workshop Make, Confirm, or Revise Predictions Comprehension Skill Reading/Writing Workshop Character, Setting, Plot: Problem and Solution Genre Reading/Writing Workshop Literature: Realistic Fiction Vocabulary Strategy Reading/Writing Workshop Figurative Language Writing McGraw Hill Reading Wonders Anthology Selections McGraw Hill Reading Wonders Reading/Writing Workshop Selections Guided Leveled Readers Triumph Print Resources PSSA Practice Released Items SAS Print Resources Study Island Resources FormativeGraphic Organizer Vocabulary fill in the blank test Selection Test Quiz Observation Think-Pair-Share Quick Writes Oral Retelling Presentations Summative- Unit Test Document Camera Classroom Computers Dry Erase Boards Student Self - AssessmentSelf-Check Rubric you stood up for yourself. Add details to revise. Produce complete sentences, recognizing and correcting inappropriate fragments and runons. L.4.1f Identify subjects and predicates. Punctuate compound subjects and predicates. Proofread sentences for errors. Focus on an Event Writing Writing Entry: Focus on an Event (2) Grammar Subjects and Predicates: Review Subjects and Predicates Spelling Long a: Spiral Review Build Vocabulary Expand Vocabulary Build Vocabulary Synonyms Day 3: Phonics Long a Phonics Inflectional Endings Close Reading Literature Anthology Experts, Incorporated Whole Group Language Arts Writing Writing Entry: Focus on an Event (3) Grammar Subjects and Predicates: Mechanics and Usage Spelling Long a: Word Meanings Build Vocabulary Reinforce the Words Build Vocabulary Idioms Day 4: Fluency Expression and Rate Close Reading Literature Anthology “Speaking Out to Stop Bullying” Integrate Ideas Research and Inquiry Writing Writing Entry: Focus on an Event (4) Grammar Subjects and Predicates: Proofread Spelling Long a: Proofread and Write Build Vocabulary Connect to Writing Build Vocabulary Shades of Meaning Day 5: Integrate Ideas Research and Inquiry Integrate Ideas Text Connections Integrate Ideas Write About Reading Assessment Weekly Assessment Writing Share and Reflect Grammar Subjects and Predicates: Assess Spelling Long a: Assess Build Vocabulary Word Squares Build Vocabulary Morphology Students will- 3 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.7 Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. SL.4.1d Build background knowledge on responding to natural disasters. 1 2 3 4 Day 1: Whole Group Reading Introduce the Concept Reading/Writing Workshop Build Background, Take Action Listening Comprehension Interactive Read Aloud, “Avalanche!” Vocabulary Reading/Writing Workshop Words in Context Shared Read Reading/Writing Workshop “A World of Change” Whole Group Language Arts Writing Reading/Writing Workshop Writing Traits: Ideas Writing Writing Entry: Supporting Details (1) Grammar McGraw Hill Reading Wonders Anthology Selections McGraw Hill Reading Wonders Reading/Writing Workshop Selections Guided Leveled Readers Triumph Print Resources PSSA Practice Released Items SAS Print Resources Study Island Resources FormativeGraphic Organizer Vocabulary fill in the blank test Selection Test Quiz Observation Think-Pair-Share Quick Writes Oral Retelling Presentations Summative- Unit Test Document Camera Classroom Computers Dry Erase Boards Student Self - AssessmentSelf-Check Rubric Acquire and use accurately gradeappropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). L.4.6 Learn meanings of new vocabulary words. Use new words in sentences. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.1 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. W.4.10 Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.4.2b Analyze models to understand how supporting details explain main ideas. Write about how to help people after a natural disaster. Add details to revise writing. Compound Sentences: Introduce Simple and Compound Sentences Spelling Long e: Assess Prior Knowledge Build Vocabulary Connect to Words Build Vocabulary Academic Vocabulary Writing Friendly Letter Day 2: Whole Group Reading Comprehension Strategy Reading/Writing Workshop Reread Comprehension Skill Reading/Writing Workshop Text Structure: Compare and Contrast Genre Reading/Writing Workshop Informational Text: Expository Text Vocabulary Strategy Reading/Writing Workshop Context Clues Whole Group Language Arts Writing Focus on Supporting Details Writing Writing Entry: Supporting Details (2) Grammar Compound Sentences: Review Simple and Compound Sentences Spelling Long e: Spiral Review Build Vocabulary Expand Vocabulary Build Vocabulary Idioms Day 3: Phonics Long e Phonics Plurals Close Reading Literature Anthology Earthquakes Comprehension Extended Complex Text Whole Group Language Arts Writing Writing Entry: Supporting Details (3) Grammar Compound Sentences: Mechanics and Usage: Punctuating Compound Sentences Spelling Long e: Word Meanings Build Vocabulary Reinforce the Words Build Vocabulary Multiple-Meaning Words Day 4: Fluency Accuracy Close Reading Literature Anthology “Tornado” Integrate Ideas Research and Inquiry Whole Group Language Arts Writing Writing Entry: Supporting Details (4) Grammar Compound Sentences: Proofread Spelling Long e: Proofread and Write Build Vocabulary Connect to Writing Build Vocabulary Shades of Meaning Day 5: Whole Group Reading Integrate Ideas Research and Inquiry Text Connections Write About Reading Assessment Weekly Assessment Writing Share and Reflect Grammar Compound Sentences: Assess Spelling Long e: Assess Build Vocabulary Word Squares Build Vocabulary Morphology Students willRefer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.1 Acquire and use accurately gradeappropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation). L.4.6 4 Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.4.3a Use a variety of transitional words and phrases to manage the sequence of events. W.4.3c Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). L.4.1a Use a comma before a coordinating conjuction in a compound sentence. L.4.2c Distinguish relative pronouns and relative adverbs. Punctuate complex sentences correctly. Day 1: Introduce the Concept Reading/Writing Workshop Build Background, Ideas In Motion Listening Comprehension Interactive Read Aloud, "Look Out Below!" Vocabulary Reading/Writing Workshop Words in Context Shared Read Reading/Writing Workshop “The Big Race” Writing Reading/Writing Workshop Writing Traits: Organization Writing Writing Entry: Sequence (1) Grammar Clauses and Complex Sentences: Introduce Clauses Spelling Long i: Assess Prior Knowledge Build Vocabulary Connect to Words Build Vocabulary Academic Vocabulary Writing Personal Narrative Day 2: Comprehension Strategy Reading/Writing Workshop Reread Comprehension Skill Reading/Writing Workshop Text Structure: Cause and Effect Genre Reading/Writing Workshop Informational Text: Narrative Nonfiction Vocabulary Strategy Reading/Writing Workshop Context Clues FormativeGraphic Organizer Vocabulary fill in the blank test Selection Test Quiz Observation Think-Pair-Share Quick Writes Oral Retelling Presentations Summative- Unit Test Student Self - AssessmentSelf-Check Rubric Acquire and use accurately gradeappropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. L.4.6 Expand vocabulary by adding inflectional endings and affixes. Writing Focus on Sequence Writing Writing Entry: Sequence (2) Grammar Clauses and Complex Sentences: Review Clauses Spelling Long i: Spiral Review Build Vocabulary Expand Vocabulary Build Vocabulary Multiple-Meaning Words Day 3: Phonics Long i Phonics Inflectional Endings Close Reading Literature Anthology A Crash Course in Forces and Motion with Max Axiom Writing Writing Entry: Sequence (3) Grammar Clauses and Complex Sentences: Mechanics and Usage Spelling Long i: Word Meanings Build Vocabulary Reinforce the Words Build Vocabulary Context Clues Day 4: Fluency Phrasing and Rate Close Reading Literature Anthology “The Box-Zip Project” Integrate Ideas Research and Inquiry Writing Writing Entry: Sequence (4) Grammar Clauses and Complex Sentences: Proofread Spelling Long i: Proofread and Write Build Vocabulary Connect to Writing Build Vocabulary Shades of Meaning Day 5: Integrate Ideas Research and Inquiry Integrate Ideas Text Connections Integrate Ideas Write About Reading Assessment Weekly Assessment Writing Share and Reflect Grammar Clauses and Complex Sentences: Assess Spelling Long i: Assess Build Vocabulary Word Squares Build Vocabulary Morphology Students willInterpret information presented visually, orally, or quantitatively (e.g, in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.7 5 Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.1b Build background knowledge on inventions. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. W.4.10 Analyze models to Day 1: Introduce the Concept Reading/Writing Workshop Build Background, Putting Ideas to Work Listening Comprehension Interactive Read Aloud, "Kids Can Help" Vocabulary Reading/Writing Workshop Words in Context Shared Read Reading/Writing Workshop “Dollars and Sense” Writing Reading/Writing Workshop Writing Traits: Sentence Fluency Writing Writing Entry: Sentence Lengths (1) Grammar Run-On Sentences: Introduce Run-On Sentences Spelling Long o: Assess Prior Knowledge Build Vocabulary Connect to Words Build Vocabulary Academic Vocabulary Writing Personal Narrative McGraw Hill Reading Wonders Anthology Selections McGraw Hill Reading Wonders Reading/Writing Workshop Selections Guided Leveled Readers Triumph Print Resources PSSA Practice Released Items SAS Print Resources Study Island Resources FormativeGraphic Organizer Vocabulary fill in the blank test Selection Test Quiz Observation Think-Pair-Share Quick Writes Oral Retelling Presentations Summative- Unit Test Document Camera Classroom Computers Dry Erase Boards Student Self - AssessmentSelf-Check Rubric understand how to vary sentence lengths. Write about why people work. Vary sentence lengths to revise writing. Produce complete sentences, recognizing and correcting inappropriate fragments and runons. L.4.1f Identify run-on sentences. Fix fragments and run-ons. Proofread sentences for mechanics and usage errors. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RI.4.1 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.2 Listen for a purpose. Identify characteristics of a persuasive article. Day2: Comprehension Strategy Reading/Writing Workshop Reread Genre Reading/Writing Workshop Informational Text: Persuasive Article Writing Focus on Sentence Lengths Writing Writing Entry: Sentence Lengths (2) Grammar Run-On Sentences: Review Run-On Sentences Spelling Long o: Spiral Review Build Vocabulary Expand Vocabulary Build Vocabulary Context Clues Day3: Close Reading Literature Anthology “Kids in Business” Vocabulary Strategy Reading/Writing Workshop Suffixes Comprehension Skill Reading/Writing Workshop Main Idea and Key Details Writing Writing Entry: Sentence Lengths (3) Grammar Run-On Sentences: Mechanics and Usage Spelling Long o: Word Meanings Build Vocabulary Reinforce the Words Build Vocabulary Suffixes Day 4: Phonics Compound Words Close Reading Literature Anthology “Starting a Successful Business” Writing Writing Entry: Sentence Lengths (4) Grammar Run-On Sentences: Proofread Spelling Long o: Proofread and Write Build Vocabulary Connect to Writing Build Vocabulary Shades of Meaning Students willRead on-level text with purpose and understanding. RF.4.4a Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.4.4b 6 Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary. RF.4.4c Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, Day 5: Integrate Ideas Write About Reading Integrate Ideas Research and Inquiry Integrate Ideas Text Connections Fluency Phrasing and Rate Writing Share and Reflect Grammar Run-On Sentences: Assess Spelling Long o: Assess Build Vocabulary Word Squares Build Vocabulary Morphology Weekly Skill Assessment Day 1: Reader's Theater Whodunit? Woo Knows... Writing Celebrate: Share Your Writing Writing Personal Narrative Reading Wonders Adaptive Learning Assessment Unit 1 Assessment Assessment Fluency Assessment Day 2: Reader's Theater Whodunit? Woo Knows... Reading Digitally Bullying: It's Against the Law Research and Inquiry McGraw Hill Reading Wonders Anthology Selections McGraw Hill Reading Wonders Reading/Writing Workshop Selections Guided Leveled Readers Triumph Print Resources PSSA Practice Released Items SAS Print Resources Study Island Resources FormativeGraphic Organizer Vocabulary fill in the blank test Selection Test Quiz Observation Think-Pair-Share Quick Writes Oral Retelling Presentations Summative- Unit Test Document Camera Classroom Computers Dry Erase Boards Student Self - AssessmentSelf-Check Rubric descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.4 Orient the reader by establishing a situation and introducing a narrator and/or character; organize an event sequence that unfolds naturally. W.4.3a Use dialogue and description to develop experiences and events or show the responses of characters to situations. W.4.3b Use a variety of transitional words and phrases to manage the sequence of events. W.4.3c Research Skill: Parts of a Library Writing Celebrate: Share Your Writing Review and Reteach Comprehension: Cause and Effect (Informational) Review and Reteach Comprehension: Compare and Contrast (Informational) Review and Reteach Comprehension: Main Idea and Key Details (Informational) Review and Reteach Comprehension: Problem and Solution (Literature) Review and Reteach Comprehension: Sequence (Literature) Level Up Read Approaching Leveled Reader: George’s Giant Wheel Day 3 Review and Reteach Weekly Vocabulary Writing Celebrate: Share Your Writing Reading Digitally Bullying: It's Against the Law Day 4: Reader's Theater Whodunit? Woo Knows... Writing Listening to Presentations Review and Reteach Write About Reading: Inform/Explain Review and Reteach Write About Reading: Opinion Level Up Write About Reading Day 5: Research and Inquiry Synthesize and Present Assessment Unit Assessment Level Up Read Approaching Leveled Reader: George’s Giant Wheel Level Up Write About Reading Assessment Exit Test
