HAZLETON AREA SCHOOL DISTRICT DISTRICT UNIT/LESSON PLAN Teacher Name : Mr. Stephen Lucas Subject : ELA Proposed Dates: 12/01/2015 Building : MKEMS Unit Plan Unit Title: UNIT #2 Amazing Animals Essential Questions: What are some messages in animal stories? How do animal characters change familiar stories? How are all living things connected? What helps an animal survive? How are writers inspired by animals? 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). Grade Level (s) 4 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. 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 #6 Research Project(s) Unit 2 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) __X__ 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 Build background on lessons from animal stories. 1 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.2 Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text, in which it appears. R1.4.7 Determine the theme of a story, drama, or poem from details in the text; summarize the text. RL.4.2 Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or DOK LEVEL 1 2 3 4 Activities / Teaching Strategies Week 1 Day 1: Whole Group Reading Unit Opener The Big Idea What can animals teach us? Introduce the Concept Reading/Writing Workshop Build Background, Literary Lessons Listening Comprehension Interactive Read Aloud, “The Coyote and the Hen” Vocabulary Reading/Writing Workshop Comprehension Genre: Folktale Strategy: Ask and Answer Questions Words in Context Shared Read Reading/Writing Workshop “The Fisherman and the Kaha Bird” Whole Group Language Arts Writing Reading/Writing Workshop Build Vocabulary Connect to Words Academic Vocabulary Writing Friendly Letter 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 speaking about a text. RL4.5 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.1 Compare and Contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures. RL.4.9 Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context. RF.4.3a 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 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. Day 2: Comprehension Strategy Reading/Writing Workshop Strategy: Ask and Answer Questions Reading/Writing Workshop Character, Setting, Plot: Sequence Genre Reading/Writing Workshop Literature: Fairy Tale Vocabulary Strategy Reading/Writing Workshop Root Words Whole Group Language Arts Writing Focus on Descriptive Details Writing Writing Entry: Descriptive Details (2) Grammar Common and Proper Nouns Spelling Prefixes Build Vocabulary Expand Vocabulary Build Vocabulary Synonyms Day 3: Whole Group Reading Phonics Review Open and Closed Syllables Phonics Prefixes Inflectional Endings Close Reading Literature Anthology The Secret Message Whole Group Language Arts Writing Writing Entry: Descriptive Details (3) Grammar Sentences: Mechanics and Usage: Sentence Punctuation Spelling Prefixes Build Vocabulary Reinforce the Words Build Vocabulary Consult reference materials both print and digital to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.4c Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1a Reinforce the words Root Words Day 4: Whole Group Reading Fluency Expression Integrate Ideas Research and Inquiry Close Reading Literature Anthology “The Fox and the Goat” Writing Traits: Ideas Writing Writing Entry: Revise Grammar Common and Proper Nouns Spelling Prefixes Whole Group Language Arts Writing Writing Entry: Writing Entry Revise (2) Grammar Common and Proper Nouns Spelling Prefixes 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 Common and Proper Nouns Spelling Prefixes Build Vocabulary Word Squares Morphology Students will- 2 Engage 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. 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. 1 2 3 4 Week 2 Day 1: Whole Group Reading Introduce the Concept Build Background – Animals in Fiction Comprehension Genre: Dramatic Scene Strategy: Ask and Answer Questions Reading/Writing Workshop Listening Comprehension Interactive Read Aloud, "A Grasshopper’s Sad Tale" Vocabulary Context Close Reading “The Ant and the Grasshopper” Writing Reading/Writing Workshop Writing Traits: Voice/Informal Voice Writing Writing Entry: Prewrite and Draft (1) Grammar Singular and Plural Nouns Spelling Digraphs Build Vocabulary Connect to Words Build Vocabulary Connect to Words Academic Vocabulary Day 2: Whole Group Reading Comprehension Strategy Reading/Writing Workshop Ask and Answer Questions Skill: Theme Write about Reading Genre; Dramatic Scene Vocabulary Strategy Reading/Writing Workshop 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 W.4.5 Ask and Answer Questions Understand how to focus on an event. Write about a time when you stood up for yourself. Add details to revise. 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 understand how descriptive details add information. Write about a personal experience. Add descriptive details to revise writing. Writing Focus on an Event Writing Traits- Voice/Informal Voice Writing Entry: Prewrite and Draft Grammar Subjects and Predicates: Singular and Plural Nouns Spelling Digraphs Build Vocabulary Connect to Words Academic Vocabulary Day 3: Phonics Digraphs Possessives Inflectional Endings Close Reading Literature Anthology Close Reading Ranita, the Frog Princess Whole Group Language Arts Writing Writing Entry: Prewrite and Draft Grammar Mechanics and Usage Spelling Digraphs Build Vocabulary Reinforce the Words Antonyms Day 4: Fluency Intonation Close Reading Literature Anthology Close Reading The Moonlight Concert Mystery Integrate Ideas Research and Inquiry Writing Writing Entry: Revise Grammar Singular and Plural Nouns Spelling Digraphs Build Vocabulary Connect to Writing Shades of Meaning Day 5: Integrate Ideas Research and Inquiry Text Connections Write About Reading Assessment Writing Share and Reflect Grammar Singular and Plural Nouns Spelling Digraphs Build Vocabulary Word Squares 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 1 2 3 4 Week 3 Day 1: Whole Group Reading Introduce the Concept Reading/Writing Workshop Build Background Natural Connections Listening Comprehension Interactive Read Aloud, “Return of the Wolves” Vocabulary Reading/Writing Workshop Words in Context “Rescuing our Reefs” Whole Group Language Arts Writing Reading/Writing Workshop 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 disasters. 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 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. Comprehension Genre: Narrative Nonfiction Strategy: Summarize Writing Writing Traits: Ideas/Supporting Details Writing Entry: Prewrite and Draft Grammar Irregular Plural Nouns Spelling Three-Letter Blends Build Vocabulary Connect to Words Academic Vocabulary Day 2: Whole Group Reading Reading/Writing Workshop Strategy: Summarize Comprehension Skill Main Idea and Key Details Genre Narrative Nonfiction Vocabulary Strategy Context Clues Whole Group Language Arts Readers to Writers Writing Writing Entry: Revise Grammar Irregular Plural Nouns Spelling Three Letter Blends Build Vocabulary Expand Vocabulary Antonyms Day 3: Phonics Three Letter Blends Words Ending in –er and -est Close Reading Literature Anthology The Buffalo are Back Comprehension Extended Complex Text Whole Group Language Arts Readers to Writers Writing Entry: Prewrite and Draft Grammar Mechanics and Usage Spelling Three Letter Blends Build Vocabulary Reinforce the Words Context Clues Day 4: Fluency Accuracy Close Reading Integrate Ideas Research and Inquiry Whole Group Language Arts Readers to Writers Writing Entry: Revise Grammar Irregular Plural Nouns Spelling Three Letter Blends Build Vocabulary Connect to Writing Shades of Meaning Day 5: Whole Group Reading Integrate Ideas Research and Inquiry Text Connections Write About Reading Assessment Weekly Assessment Writing Readers to Writers Writing Entry: Share and Reflect Grammar Irregular Plural Nouns Assess Spelling Three Letter Blends Assess Build Vocabulary Word Squares Morphology Students will- Week 4 Day 1: 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 Introduce the Concept Reading/Writing Workshop Build Background; Adaptations Listening Comprehension Interactive Read Aloud, "Adaptations at Work" Comprehension Genre: Expository Text Strategy: Summarize 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 FormativeGraphic Organizer Vocabulary fill in the blank test Selection Test Quiz Observation Think-Pair-Share Quick Writes Oral Retelling Presentations Summative- Unit Test Vocabulary Reading/Writing Workshop Words in Context Writing Reading/Writing Workshop Writing Traits: Organization/Logical Order Writing Entry: Prewrite and Draft Grammar Possessive Nouns Spelling R controlled vowel /ar/ and /or/ Build Vocabulary Connect to Words Academic Vocabulary 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. Day 2: Comprehension Strategy Reading/Writing Workshop Summarize Comprehension Skill Main Idea and Key Details Write about Reading Genre Expository Text Vocabulary Strategy Prefixes 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 Writing Readers to Writers Writing Entry: Revise Grammar Possessive Nouns Student Self - AssessmentSelf-Check Rubric 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. Spelling R controlled vowels /ar/ and /or/ Build Vocabulary Expand Vocabulary Review Suffixes Day 3: Phonics/Decoding R controlled vowels /ar/ and /or/ Suffixes –ful and -less Close Reading Literature Anthology Spiders Writing Writing Entry: Prewrite and Draft Grammar Mechanics and Usage Spelling R controlled vowels /ar/ and /or/ Build Vocabulary Reinforce the Words Prefixes Day 4: Fluency Rate Close Reading Literature Anthology “Anansi and the Birds” Integrate Ideas Research and Inquiry Writing Writing Entry: Revise Grammar Possessive Nouns Spelling R controlled vowels /ar/ and /or/ Build Vocabulary Connect to Writing Shades of Meaning Day 5: Integrate Ideas Research and Inquiry Text Connections Write About Reading Assessment Weekly Assessment Writing Share and Reflect Grammar Possessive Nouns; Assess Spelling R controlled /ar/ and /or/ Build Vocabulary Word Squares Morphology Students willWeek 5 Day 1: 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 Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.1b Build background knowledge on inventions. 5 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 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 Introduce the Concept Reading/Writing Workshop Build Background; Animals All Around Listening Comprehension Interactive Read Aloud, "Animal Haiku" Vocabulary Reading/Writing Workshop Words in Context Close Reading of Complex Text “Dog”, “The Eagle”, “Chimpanzee”, and “Rat” Writing Reading/Writing Workshop Writing Traits: Word Choice/Precise Language Writing Entry: Prewrite and Draft Grammar Combining Sentences Spelling Suffixes Build Vocabulary Connect to Words Academic Vocabulary Day 2: Comprehension Genre; Lyric Poetry and Haiku Reading/Writing Workshop Skill; Point of View Write about Reading Literary Elements; Meter and Rhyme Vocabulary Strategy; Figurative Language Writing Writing Entry: Revise Grammar Combining Sentences 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 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. Spelling Suffixes Build Vocabulary Expand Vocabulary Review Prefixes Day 3: Phonics/Decoding Suffixes Contractions Close Reading Literature Anthology “The Sandpiper”, “Bat”, “The Grasshopper Springs”, and “Fireflies at Dusk” Writing Writing Entry: Prewrite and Draft Grammar Mechanics and Usage Spelling Suffixes Build Vocabulary Reinforce the Words Similes and Metaphors Day 4: Fluency; Expressions and Phrasing Integrate Ideas Research and Inquiry Close Reading Readers Writers Workshop “Fog”, and “White Cat Winter” Writing Writing Entry: Revise Grammar Combining Sentences Spelling Suffixes Build Vocabulary Connect to Writing Shades of Meaning Day 5: Integrate Ideas Write About Reading Research and Inquiry Text Connections Writing Share and Reflect Grammar Combining Sentences: Assess Spelling Suffixes: Assess Build Vocabulary Word Squares Morphology Weekly Skill Assessment 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 Use context to confirm or selfcorrect word recognition and understanding, rereading as necessary. RF.4.4c 6 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, 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 Write routinely over extended Week 6 Day 1: Reader's Theater “The Nightingale” Assign Roles Model Fluency; Accuracy, Rate, and Prosody Research and Inquiry Writing Celebrate: Share Your Writing Writing Explanatory Essay/ How-to Prepare to Present Your Writing Assessment Unit 1 Assessment Assessment Fluency Assessment Day 2: Reader's Theater “The Nightingale” Model Fluency; Accuracy, Rate, and Prosody Research and Inquiry Reading Digitally “Sharks Under Attack” Research and Inquiry Reliable sources 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) 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 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 understand how descriptive details add information. Write about a personal experience. Add descriptive details to revise writing. Review and Reteach Comprehension: Sequence (Literature) Day 3: Review and Reteach Weekly Vocabulary Writing Celebrate: Share Your Writing Reading Digitally Close Reading “Sharks Under Attack” Research and Inquiry Projects Day 4: Reader's Theater “The Nightingale” Performance Research Inquiry Projects Writing Listening to Presentations Review and Reteach Present your Explanatory Essay/How-to Evaluate Your Presentation Day 5: Research and Inquiry Synthesize and Present Presentations Assessment Unit Assessment Writing Write About Reading Explanatory Essay/ How-to Portfolio Choice Assessment Exit Test