HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Mr. Stephen Lucas
Subject : ELA
Proposed Dates: 2/01/2016
Building : MKEMS
Unit Plan
Unit Title: UNIT #3
Essential Questions:
How can you make new friends feel welcome?
In what ways can you help your community?
How can one person make a difference?
How can words lead to change?
In what ways can advances in science be helpful or harmful?
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
Grade Level (s)
4
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.
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 : Week #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. Engage effectively in a range
of collaborative discussions (oneon-one, in groups, and teacherled). SL.4.1.b
1
Paraphrase portions of a text read
aloud or information presented in
diverse media and formats,
including visually, quantitatively,
and orally. SL.4.2
Describe in depth a character,
setting, or event in a story or
drama, drawing on specific details
in the text (characters’ thoughts,
words, and actions.) RL.4.3
Interpret information presented
visually, orally, or quantitatively
and explain how the information
contributes to an understanding of
DOK
LEVEL
1
2
3
4
Activities / Teaching Strategies
Week 1 Day 1:
Whole Group Reading
Unit Opener
The Big Idea How can you show your community spirit?
Introduce the Concept
Reading/Writing Workshop
Build Background Friendship
Listening Comprehension
Interactive Read Aloud, “Samson’s Advice”
Vocabulary
Reading/Writing Workshop
Comprehension
Genre: Fantasy
Strategy: Visualize
Words in Context
Shared Read
Reading/Writing Workshop
Close Reading of Complex Text
“At the Library”
Whole Group Language Arts
Writing
Reading/Writing Workshop
Build Vocabulary
Connect to Words
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
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
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
Writing
Traits: Sentence Fluency/Transitions
Entry: Prewrite and Draft
Day 2:
Comprehension Strategy
Reading/Writing Workshop
Strategy: Visualize
Skill: Point of View
Write about Reading
Genre: Fantasy
Literature: Fantasy
Vocabulary Strategy: Context Clues
Whole Group Language Arts
Writing
Focus on Descriptive Details
Writing
Writing Entry: Revise
Grammar
Action Verbs
Spelling
r- controlled Vowels
Build Vocabulary
Expand Vocabulary
Review Context Clues
Day 3:
Whole Group Reading
Phonics/Decoding
r-controlled Vowels
Closed syllables
Close Reading
Literature Anthology
The Cricket in Times Square
Whole Group Language Arts
Writing
Writing Entry: Prewrite and Draft
Grammar
Sentences: Mechanics and Usage:
Spelling
r-controlled Vowels
Build Vocabulary
Reinforce the Words
Context Clues
Day 4:
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.

Whole Group Reading
Fluency
Expression
Integrate Ideas
Research and Inquiry
Close Reading
Literature Anthology
“The Girl and the Chenoo”
Whole Group Language Arts
Writing
Writing Traits: Ideas
Writing
Writing Entry: Revise
Grammar
Action Verbs
Spelling
r-controlled Vowels
Use new words in sentences.
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
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
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
Explain the function of nouns,
pronouns, verbs, adjectives, and
adverbs in general and their
functions in particular sentences.
L.3.1a
Whole Group Language Arts
Writing
Share and Reflect
Grammar
Action Verbs
Spelling
r-controlled Vowels
Build Vocabulary
Word Squares
Morphology
Students will2
Engage effectively in a range of
collaborative discussions (one-onone, in groups, and teacher-led)
1
2
3
4
Week 2 Day 1:
Whole Group Reading
Introduce the Concept
Build Background – Helping the Community
McGraw Hill Reading Wonders
Anthology Selections
McGraw Hill Reading Wonders
Reading/Writing Workshop
Selections
FormativeGraphic Organizer
Vocabulary fill in the blank test
Selection Test
Quiz
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
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
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
you stood up for yourself.
Comprehension
Listening Comprehension “Books”
Genre: Realistic Fiction
Strategy: Visualize
Reading/Writing Workshop
Listening Comprehension
Interactive Read Aloud, ""Remembering Hurricane
Katrina”
Vocabulary Context
Close Reading
Writing
Reading/Writing Workshop
Writing Traits: Word Choice/Strong Words
Writing
Writing Entry: Prewrite and Draft
Grammar
Verb Tenses
Spelling
Silent Letters
Build Vocabulary
Connect to Words
Academic Vocabulary
Day 2:
Whole Group Reading
Comprehension Strategy
Reading/Writing Workshop
Visualize
Skill: Point of View
Write about Reading

Genre; Realistic Fiction
Vocabulary Strategy
Reading/Writing Workshop
Context Clues
Writing
Focus on an Event
Writing Traits
Writing Entry: Revise
Grammar
Verb Tenses
Spelling
Silent Letters
Build Vocabulary
Connect to Words
Guided Leveled Readers
Triumph Print Resources
PSSA Practice Released Items
SAS Print Resources
Study Island Resources
Observation
Think-Pair-Share
Quick Writes
Oral Retelling Presentations
Summative- Unit Test
Document Camera
Classroom Computers
Dry Erase Boards
Student Self - AssessmentSelf-Check Rubric

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.
Expand Vocabulary
Review Root Words
Day 3:
Whole Group Reading
Phonics/Decoding
Words with Silent Letters
Open syllables

Close Reading
Literature Anthology
Aguinaldo
Whole Group Language Arts
Writing
Readers to Writers
Writing Entry: Prewrite and Draft
Grammar
Mechanics and Usage
Spelling

Silent Letters
Build Vocabulary
Reinforce the Words
Context Clues
Day 4:
Whole Group Reading
Fluency
Expression
Close Reading
Literature Anthology
Close Reading
Partaking in Public Services
Integrate Ideas
Research and Inquiry
Writing
Writing Entry: Revise
Grammar
Verb Tenses
Spelling
Silent Letters
Build Vocabulary
Connect to Writing
Shades of Meaning
Day 5:
Integrate Ideas
Research and
Inquiry
TextConnections
Write About
Reading
Assessment

Comprehension and Vocabulary Skills Test
Writing
Writing Entry:
Share and Reflect
Grammar
Verb Tenses

Spelling
Silent Letters
Build Vocabulary
Word Squares
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
3
1
2
3
4
Week 3 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
Whole Group Reading
Introduce the Concept
Reading/Writing Workshop
Build Background
Liberty and Justice
Listening Comprehension
Interactive Read Aloud; “Nelson Mandela; Working for
Freedom”
Vocabulary
Reading/Writing Workshop
Words in Context
Close Reading of Complex Text; ”Judy’s Appalachia”
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
Whole Group Language Arts
Writing
Reading/Writing Workshop
Comprehension
Preview Genre: Biography
Preview Strategy: Reread
Review the key ideas expressed
and explain their own ideas and
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
understanding in light of the
discussion. SL.4.1d
Paraphrase portions of a text read
aloud or information presented in
diverse media and formats,
including visually, quantitatively,
and orally. SL.4.2
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
Explain events, procedures, ideas,
or concepts in a historical,
scientific, or technical text,
including what happened and why,
based on specific information in
the text. RI.4.3
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.
Readers to Writers
Writing Traits: Ideas/Relevant Evidence
Writing Entry: Prewrite and Draft
Grammar
Main and Helping Verbs
Spelling
Soft c and g
Build Vocabulary
Connect to Words
Academic Vocabulary
Day 2:
Whole Group Reading
Reading/Writing Workshop
Strategy: Reread
Comprehension Skill:
Author’s Point of View
Write about Reading
Genre:
Biography
Vocabulary Strategy:
Synonyms and Antonyms
Whole Group Language Arts
Readers to Writers
Writing
Writing Entry: Revise
Grammar
Main and Helping Verbs
Spelling
Soft c and g
Build Vocabulary
Expand Vocabulary
Review Context Clues
Day 3:
Whole Group Reading
Phonics/Decoding
Soft c and g
Final –e Syllables
Close Reading
Literature
Anthology

Delivering Justice: W.W. Law and the Fight for Civil
Rights
Comprehension
Extended Complex Text


Write about how to help
people after a natural
disaster.
Add details to revise writing.
Whole Group Language Arts
Readers to Writers
Writing Entry: Prewrite and Draft
Grammar
Mechanics and Usage
Spelling
Soft c and g
Build Vocabulary
Reinforce the Words
Synonyms and Antonyms

Day 4:
Whole Group Reading
Fluency
Accuracy
Integrate Ideas
Research and Inquiry
Close Reading: “Keeping Freedom in the Family:
Coming of Age in the Civil Rights Movement”
Whole Group Language Arts
Readers to Writers
Writing Entry: Revise
Grammar
Main and Helping Verbs
Spelling
Soft c and g
Build Vocabulary
Connect to Writing
Shades of Meaning
Day 5:
Whole Group Reading
Integrate Ideas
Research and Inquiry
Text Connections

Write About Reading
Assessment Comprehension and Vocabulary
Weekly Assessment
Writing
Readers to Writers
Writing
 Entry: Share and Reflect
Grammar
Main and Helping Verbs Assess
Spelling
Soft c and g 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
Whole Group Reading
Introduce the Concept
Reading/Writing Workshop
Build Background; Powerful Words
Listening Comprehension
Interactive Read Aloud, "Bringing Words to the Deaf"
Comprehension
Genre: Biography
Strategy: Reread
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
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.
Write routinely over extended
time frames (time for research,
reflection, and revision) and
Vocabulary
Reading/Writing Workshop
Words in Context
Close Reading “Words for Change”
Writing
Reading/Writing Workshop
Writing Traits: Organization/Strong Conclusions
Writing Entry: Prewrite and Draft
Grammar
Linking Verbs
Spelling
plurals
Build Vocabulary
Connect to Words
Academic Vocabulary
Day 2:
Whole Group Reading
Reading/Writing Workshop
Comprehension Strategy
Reread
Comprehension Skill
Author’s Point of View
Write about Reading
Genre
Biography
Vocabulary Strategy
Greek and Latin Suffixes
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
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
Readers to Writers
Writing Entry: Revise
Grammar
Linking Verbs
Spelling
plurals
Build Vocabulary
Expand Vocabulary
Review Synonyms and Antonyms
Day 3:
Phonics/Decoding
Plurals
Suffixes –ment, -ness, -age, -ance, and -ence
Close Reading
Literature Anthology
Abe’s Honest Words: The Life of Abraham Lincoln
Writing
Writing Entry: Prewrite and Draft
Grammar
Mechanics and Usage
Spelling
plurals
Build Vocabulary
Reinforce the Words
Greek and Latin Suffixes
Day 4:
Whole Group Reading
Fluency
Expression
Close Reading
Literature Anthology
“A New Birth of Freedom”
Integrate Ideas
Research and Inquiry
Writing
Writing Entry: Revise
Grammar
Linking Verbs
Spelling
plurals
Build Vocabulary
Connect to Writing
Shades of Meaning
Day 5:
Whole Group Reading
Review and Assess
Integrate Ideas
Research and Inquiry
Text Connections
Write About Reading
Assessment Comprehension and Vocabulary
Weekly Assessment
Writing
Writing Entry
Share and Reflect
Grammar
Helping Verbs; Assess
Spelling
Plurals; Assess
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
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
Whole Group Reading
Introduce the Concept
Reading/Writing Workshop
Build Background; Feeding the World
Listening Comprehension
Interactive Read Aloud, "All About Organic"
Vocabulary
Words in Context
Comprehension;
Preview Genre: Persuasive Articles
Preview Strategy: Reread
Close Reading of Complex Text
“Food Fight”
Writing
Reading/Writing Workshop
Writing Traits: Voice/Audience and Purpose
Writing Entry: Prewrite and Draft
Grammar
Irregular Verbs
Spelling
Compound Words
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

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
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.
Build Vocabulary
Connect to Words
Academic Vocabulary
Day 2:
Whole Group Reading
Reading/Writing Workshop
Comprehension
Strategy: Reread
Skill; Author’s Point of View
Genre; Persuasive Article
Write about Reading
Vocabulary Strategy; Greek Roots
Writing
Writing Entry: Revise
Grammar
Irregular Verbs
Spelling
Compound Words
Build Vocabulary
Expand Vocabulary
Review Latin and Greek Suffixes
Day 3:
Whole Group Reading
Phonics/Decoding
Compound Words
Roots and Related Words
Close Reading
Literature Anthology
“A New Kind of Corn”
Writing
Writing Entry: Prewrite and Draft
Grammar
Mechanics and Usage
Spelling
Compound Words
Build Vocabulary
Reinforce the Words
Greek Roots
Day 4:
Whole Group Reading
Fluency; Rate
Integrate Ideas
Research and Inquiry
Close Reading
Readers Writers Workshop
“The Pick of the Patch”
Writing
Writing Entry: Revise
Grammar
Irregular Verbs
Spelling
Compound Words
Build Vocabulary
Connect to Writing
Shades of Meaning
Day 5:
Whole Group Reading
Review and Assess
Integrate Ideas
Write About Reading
Research and Inquiry
Text Connections
Assessments- Comprehension and Vocabulary
Weekly Skill Assessment
Writing
Share and Reflect
Grammar
Irregular Verbs: Assess
Spelling
Compound Words: Assess
Build Vocabulary
Word Squares
Morphology
Weekly Skill Assessment
Students willRead on-level text with purpose
and understanding. RF.4.4a
6
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
Paraphrase portions of a text read
Week 6 Day 1:
Reader's Theater
“Nat Love, Western Hero”
Assign Roles
Model Fluency; Accuracy, Rate, and Prosody
Research and Inquiry
Writing
Share your Writing:
Book Review/Opinion Essay
Prepare to Present your Writing
Assessment
Unit 1 Assessment
Assessment
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
aloud or information presented in
diverse media and formats,
including visually, quantitatively,
and orally. SL. 4.2
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
Conduct short research projects
that build knowledge through
investigation of different aspects
of a topic. W.4.7
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.
Fluency Assessment
Day 2:
Reader's Theater
“Nat Love, Western Hero”
Model Fluency; Accuracy, Rate, and Prosody
Research and Inquiry Projects:
Gathering Information
Reading Digitally
“Kids Lead the Way”
Writing
Share Your Writing
Review and Reteach
Book Review/Opinion Essay
Discuss Peer Feedback
Day 3:
Review and Reteach
Weekly Vocabulary
Close Reading “Kids Lead the Way”
Writing
Share Your Writing
Book Review/Opinion Essay
Rehearse your Presentation
Day 4:
Reader's Theater
Performance
Research Inquiry Projects
Writing
Share your Writing
Present your Review/Opinion Essay
Evaluate Your Presentation
Day 5:
Research and Inquiry
Synthesize and Present
Presentations
Assessment
Unit Assessment
Writing
Share your Writing
Book Review/Opinion Essay
Portfolio Choice
Assessment
Exit Test