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