HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Miss Correale
Subject : Reading
Start Date(s):11/20/2015
Grade Level (s):
Building : West Hazleton
Unit Plan
Unit Title: an educational unit title summarizes content across several lessons that establishes and reinforces certain skills and essential knowledge for grade levels and
content areas.
Strokes of Genius
Essential Questions: Essential questions are concept in the form of questions. Questions suggest inquiry. Essential questions are organizers and set the focus for the
lesson or unit. Essential questions are initiators of creative and critical thinking. Essential questions are conceptual commitments focusing on key concepts implicit in the
curriculum
How does technology lead to creative ideas?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
E05.A-K.1.1 Demonstrate understanding of key ideas and details in literature.
E05.A-C.3.1 Demonstrate understanding of connections within, between, and among texts.
E05.A-V.4.1 Demonstrate understanding of vocabulary and figurative language in literature.
E05.B-K.1.1 Demonstrate understanding of key ideas and details in informational texts.
E05.B-C.2.1 Demonstrate understanding of craft and structure in informational texts.
E05.B-C.3.1 Demonstrate understanding of connections within, between, and among informational texts.
E05.B-V.4.1 Demonstrate understanding of vocabulary and figurative language in informational texts.
E05.D.1.1 Demonstrate command of the conventions of standard English grammar and usage.
E05.D.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.
Summative Unit Assessment :
Summative Assessment Objective
Assessment Method (check one)
5
Students will identify and use story vocabulary correctly within the context of
sentences. Students will read, analyze, and discuss 2 biography stories and
make connections between the stories. Students will use text evidence and
their prior knowledge to respond to questions and prompts from the stories.
Students will read, analyze, and discuss a realistic fiction story and make
connections to the biographies. Students will write summaries using
sequential order. Students will identify key ideas about biographies.
Students will identify and use word roots in order to identify the meanings of
unknown words.
____ Rubric ___ Checklist __X__ Unit Test ____ Group
__X__ Student Self-Assessment
____ Other (explain)
Day
1
Objective (s)
Students will listen to a Read
Aloud to build background
knowledge. Students will identify
and use story vocabulary correctly
within the context of sentences
and paragraphs.
DOK
LEVEL
1,2
Activities / Teaching Strategies
Structured Overview
Cooperative learning
Discussion
Partner sharing
Grouping
DAILY PLAN
W,S
Materials / Resources
Reading Writing Workshop Books
Vocabulary Cards
Your Turn Book
Assessment of Objective (s)
Formative- Discussion
Exit pass
Summative- Completion of Your
Turn book page 31
Student Self - AssessmentCollaborative discussions
2
Students will read, analyze, and
discuss the biography, “Fantasy
Becomes Fact”. Students will
respond to a journal prompt,
“What are some ways you would
like to improve a machine or other
object that you use in your
everyday life?”
1,2,3
Students will discuss the reading
strategies: Ask and Answer
Questions, Sequencing, and
Biography.
1,2,3
Structured overview
Guided and shared
Cooperative discussions
Journal writing
W,S,I
Reading Writing Workshop Books
Journals
Formative- Collaborative
discussions
Peer learning
Summative- Journal entry
Student Self - AssessmentQuestioning, journal entry
Structured overview
Reading for meaning
Peer partner learning
W,S
Reading Writing Workshop Books
Your Turn Books
Student notebooks
Formative- Collaborative
discussion
Partner sharing
Exit pass
3
Summative- completion of Your
Turn book pages 33,34,35, and 36
Student Self - Assessment-
Questioning
4
5
Students will identify Greek Roots
and use them to understand the
meanings of unknown words while
reading. Students will close read
the biography, “The Boy Who
Invented TV”. Students will
complete a graphic organizer
putting events from the story in
sequential order and respond to
questions using text evidence.
2,3,4
Students will read, analyze, and
discuss the realistic fiction story,
“Time to Invent”. Students will
respond to questions using text
evidence.
2,3
Structured overview
Reading for meaning
Think-pair-share
Collaborative discussions
W,S
Reading Writing Workshop Books
Your Turn Books
Reading Anthology books
Student notebooks
Formative- Collaborative
discussions
Think-pair-share
Exit pass
Summative- completion of Your
Turn book page 37
Student Self - AssessmentQuestioning
Reflective response
Reading for meaning
Collaborative discussions
S
Reading Anthology books
Formative- Think-pair-share
Exit pass
Collaborative discussions
Summative-
Student Self - AssessmentReflective response
6
Students will complete the
vocabulary quiz correctly
identifying the vocabulary words
and their definitions. Students will
read, analyze, and discuss one of
the Leveled Reader stories in
collaborative groups.
1,2,3,4
Reading for meaning
Think-pair-share
Collaborative discussions
I,S
Vocab Quiz
Leveled Readers
Formative- Think-pair-share
Exit pass
Collaborative discussions
Summative- Vocabulary Quiz
Student Self - AssessmentQuestioning
7
Students will complete the Weekly
Assessment Test by using text
evidence, sequencing, and Greek
roots.
1,2,3,4
Reading for meaning
I
Weekly Assessment Test
Formative- Exit pass
Summative- Completion of test
Student Self - AssessmentQuestioning