Unit Plan
Unit Title: All students will engage effectively in a range of collaborative discussions, writing , reading, and skill student centered activities throughout the theme of Clever
Ideas and Thinking of others
Essential Questions: Where do good ideas come from?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
L.3.5b—Identify real life connections between words and their use.
L.3.6—Acquire and use accurately grade appropriate conversational general academic and domain specific words and phrases.
RI,3.2 Record stories, fables, folk tales, and myths from diverse cultures, determine the central message or morals and explain how it is conveyed through key details in the
text
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring to the text as the basis for the answers
RL.3.3 Describe characters in a story and explain how their actions contribute to the sequence of events.
R1.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author or similar characters
L.3.4a Use sentence level content as a clue to the meaning of a word or phrase.
L.4.4 Consult reference materials to clarify the precise meaning of key words and phrases.
L.3.5-Distinguish literal and nonliteral meaning of words and phrases in context
Summative Unit Assessment : The weekly test, unit test, workbook pages, book logs, response to readings, and response to
leveled readers
Summative Assessment Objective
Assessment Method (check one)
Students Will be able to comprehend the story “Experts” and understand the
genre realistic fiction. The children will be able to define, give example, and
ask a question for the vocabulary words.
____ Rubric ___ Checklist ____ Unit Test ____ Group
_x___ Student Self-Assessment
__x__ Other (explain) vocabulary word cards, reading responses
Teacher Name :
4th
Tracy Wisdo
Subject :
ELA
Proposed Dates: September 29
Grade Level (s)
Building : WHEMS
Day
Objective (s)
Students will-understand the
vocabulary using the context and
be able to give examples.
DOK
LEVEL
1, 2
Demonstrate vocabulary cards
Give examples in sentence.
Retell the story.
Respond to the story
1
2
Activities / Teaching Strategies
Grouping
DAILY PLAN
Whole
Differentiated
Materials / Resources
Visual vocabulary cards
Journals
Workbook vocabulary page
Assessment of Objective (s)
Formative discussion-
Summative- graphic organizer
Student Self - Assessmentresponse to reading
Vocabulary examples
Small group discussion
Students will-be able to describe
in depth a character, setting, or
event in a story or drama,
drawing on specific details in the
text.
1,2
Read story.
Read teacher read aloud
Respond to reading
Use graphic organizer
Whole
differentiated
Graphic organizer
Workbook page
computers
Formative-workbook page
Graphic organizer
Summative- comprehension
questions
Student Self - Assessment- oral
discussion, center skills
3
Students will-demonstrate
understanding of figurative
language, word relationships,
and word meanings.
1,2
Workbook page
Use spelling visual cards to go over the short vowels
Write about the reading—write an analysis
Whole
differentiated
Workbook page
Spelling visual cards
Formative-workbook page
Summative- analysis about the
reading
Student Self - Assessment-oral
discussion, center skills
4
5
Students will- be able to use
combined knowledge of all letter
sound correspondences,
patterns, and read accurately
unfamiliar multisyllabic words in
context and out of context.
1,2
Students will-be able to use
concrete words and phrases and
sensory details to convey
experiences and events precisely.
1,2,3
Use spelling cards
Do workbook page
Do Spelling handout
Journals—go over proofreading
Whole
Differentiated
paired
Spelling cards
Workbook page
Journals
computers
Formative-worksheet, journal
Summative- workbook page
Student Self - Assessmentdiscussion with groups
Write a response to the reading.
Go over daily language proofreading
Go over the guided readers with the questions.
Respond to the guided readers.
Give weekly spelling test.
Whole
Differentiated
paired
Daily language proofreading
Guided readers
Formative- guided reader
responses
Summative- spelling test
Student Self - Assessmentproofreading their daily language