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: How do people respond to natural disasters? 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 expository text “Earthquakes” and understand, interpret information presented visually, orally—(graphs, diagrams, time lines) ____ 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 21st Grade Level (s) Building : WHEMS Day 1 Objective (s) Students will-interpret information in the expository genre. They will be able to explain information to an understanding of the text in which it appears. DOK LEVEL Activities / Teaching Strategies Grouping DAILY PLAN 1, 2 Demonstrate vocabulary cards Give examples in sentence. Respond to the story State facts from the story Whole Differentiated Independent Materials / Resources Visual vocabulary cards Journals Workbook vocabulary page McGraw Hill Resources Leveled readers Assessment of Objective (s) Formative discussion-Red/green assessment cards Summative- graphic organizer Student Self - Assessmentresponse to reading Vocabulary examples Small group discussion 2 Students will-be able to review the key ideas expressed and explain their own ideas and understanding in light of the discussion. 1,2 Read story. Read teacher read aloud Respond to reading Use graphic organizer Write important details Whole differentiated independent Graphic organizer Workbook page computers Formative-workbook page Graphic organizer Summative- comprehension questions Student Self - Assessment- oral discussion, center skills 3 Students will-paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually and orally. 1,2 Workbook page Use spelling visual cards to go over the short vowels Write about the reading—write an analysis Do Reading/writing workshop Compare/contrast writing Whole differentiated independent Workbook page Spelling visual cards Teacher read aloud Leveled readers Venn diagram Formative-workbook page Think—Pair--Share Summative- analysis about the reading Student Self - Assessment-oral discussion, center skills 4 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 Writing prompt—proofread and share Formative- guided reader responses Summative- spelling test Student Self - Assessmentproofreading their daily language 5 6 7 8 Students will-be able to describe the overall structure (cause/effect) comparison problem/solution of events, ideas, and concepts, or information in a text or part of a text. 1, 2,3 Students will-be able to use combined knowledge of all letter-sound correspondences, syllabication patterns, to read accurately unfamiliar multisyllabic words in context and out of context. 1,2 Students will-be able to analyze models to understand how supporting details explain main ideas. The students will develop the topic with facts, definitions, 1,2,3 Reading/Writing workshop--- recall key characteristics of expository texts -Go over hand out with text features—headings, photographs, and captions --Do nonfiction packet and pick out facts and text evidence Do Reading/Language workshop proofreading Go over spelling cards Do student centered activities (centers) Do spelling packet Go over fluency reading Do read aloud—model Do the student model and proofread Do week 3 daily language/discuss Do practice book Whole Differentiated Pair Independent Whole Differentiated Independent Whole Differentiated independent Daily language—proofreading Leveled readers Nonfiction packets Worksheet workbook Daily language –proofreading Spelling cards Centers Workbook Spelling packet Daily language Writing prompt Workbook Formative-red/green assessment cards Summative- work book page Nonfiction packet Student Self - AssessmentTeacher / student interview Formative-observation/centers Summative-workbook page Student Self - Assessment-daily language self check Formative-proofread their writing Summative- finished writing Student Self - Assessment-daily 9 10 11 12 concrete details, quotations, or other information and examples related to the text Students will-be able to use context (examples—definitions, examples, or restatements in a text) as a clue to the meaning of a word or phrase. They will recognize and explain the meaning of common idioms and proverbs Do the expository writing 1,2,3 Whole Paired Differentiated independent Daily language proofreading Vocab sheet Leveled reader Centers Vocabulary notebooks Formative-red/green assessment Observations throughout centers Summative- vocabulary sheet sentences Student Self - Assessmentstudent centered skiills Students will-be able to comprehend the expository text to cite evidence throughout the text. --The students will be able to evaluate their writing, 1,2 Students will- be able to refer to details and examples in a text when explaining what the text says explicity and when drawing inferences from the text. 1,2 Students will-use combined knowledge of all letter sound correspondences, patterns and morphology with unfamiliar multisyllabic words in context and out of context. 1,2 Example for Teachers Do vocabulary sheet Do vocabulary center activity Use the words in sentences Read the leveled readers and do the response to reading questions. Do figurative language, context clues centers language practice—self check Weekly assessment test Do Benchmark skill test Work on their expository writing (Wrapping up the story) Share expository writing Introduce text structure—cause/effect Do read aloud Go over vocabulary cards Read “Forces and Motion” Do comprehension questions Nonfiction packet Do spelling cards Do center activity Do spelling packet Do daily language Do grammar---text—(quiz) Whole Paired Differentiated independent Weekly assessment test Benchmark test (paper) Expository writing Formative-proofreading their writing Summative- weekly assessment Student Self - Assessment- self proofreading and sharing their writing. Whole Differentiated independent Whole Differentiated independent Anthology book Cause/effect worksheet Nonfiction packet Formative-discussion Spelling packet Center activity Daily language Journal Spelling cards Formative-red/green cards SummativeComprehension questions Student Self - Assessmentdiscussing vocab cards Summative-packet Grammar--quiz Student Self - Assessmentcenters Objective (s) Every performance or learning objective contains at least three parts: Observable Action (task), At Least One Measurable Criterion (standard), and Conditions of performance. DOK LEVEL 1 2 3 4 Grouping DAILY PLAN Activities / Teaching Strategies Activities What was used during instruction to address skills and knowledge (ex. Labs, research projects, interviews, presentations) Teaching Strategies Instructional strategies determine the approach a teacher may take to achieve learning objectives. W S I Materials / Resources Assessment of Objective (s) Materials;Resources Textbooks, manipulatives, supplies, tools, or other pertinent supplemental materials that aid or enhance learning expectations and instruction. Formative is a process used by teachers and students during instruction that provides explicit feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional objectives/outcomes. Ex. Students will use knowledge of letter-sound correspondence to decode gradelevel vocabulary when reading orally and silently. Summative are cumulative evaluations used to measure student growth after instruction and are generally given at the end of a course/unit in order to determine whether long term learning goals have been met. Student Self - Assessment- DOK Level 1 - Recall - measure, recall, calculate, define, list, identify DOK Level 2 - Skill/Concept - graph, classify, compare, estimate, summarize. DOK Level 3 - Strategic Thinking - assess, investigate, formulate, draw conclusions, construct. DOK Level 4 - Extended Thinking - analyze, critique, create, design, apply concepts Grouping W – Whole Group; Whole class instruction is when teachers present a lesson to the whole class with little differentiation in either content or assessment for any student's ability. The purpose of whole class instruction is that all students are presented with a series of learning tasks to allow them to acquire and/or practice their learning. The pace of instruction is such that all students can master it. Learning is then assessed using standardized measures such as graded assignments or topic tests. S – Small Group; typically refers to a teacher working with a small group of students on a specific learning objective. These groups consist of 2-4 students and provide these students with a reduced student-teacher ratio. Small group instruction usually follows whole group instruction. It allows teachers to work more closely with each student, reinforce skills learned in the whole group instruction, and check for student understanding. It allows students more of the teacher's attention and gives them a chance to ask specific questions they may have about what they learned. Teachers often use small group instruction to provide struggling students with intervention as well. I – Individual; is an instructional method that personalizes instruction to the needs and learning style of the learner. This is done by varying the pace of instruction, the method of learning employed and the content to be learned. Often this is accomplished within the context of a larger group through the use of high-quality instructional materials and reduced lecture time. Individualized instruction is not the same as one-to-one instruction; it is simply varying the process to meet the needs of each individual learner in the group. Directions for Building Administrators OBJECTIVE(S) Objectives are like road maps for both you and your students: they help you to focus your instruction on a goal and they help your students understand why they are learning the day's material. Objectives also allow you to decide how you will assess student learning, as they require students to demonstrate what they have learned in some way. The Three Parts of an Objective Every performance or learning objective contains at least three parts: 1. Observable Action (task)- This describes the observable performance or behavior. An action means a verb must be in the statement, for example “type a letter” or “lift a load.” Each objective covers one behavior, hence, normally only one verb should be present. If there are more than one behaviors or the behaviors are complicated, then the objective should be broken down into one or more enabling learning objectives that supports the main terminal learning objective. 2. At Least One Measurable Criterion (standard)- This states the level of acceptable performance of the task in terms of quantity, quality, time limitations, etc. This will answer any question such as “How many?” “How fast?” or “How well?” For example, “At least 5 will be produced”, “Within 10 minutes”, and “Without error.” There can be more than one measurable criterion. Do not fall into the trap of putting in a time constraint because you think there should be a time limit or you cannot easily find another measurable criterion — use a time limit only if required under normal working standards. 3. Conditions of performance - Describes the actual conditions under which the task will occur or be observed. Also, it identifies the tools, procedures, materials, aids, or facilities to be used in performing the task. This is best expressed with a prepositional phase such as “without reference to a manual” or “by checking a chart.” DEPTH OF KNOWLEDGE (DOK) What is the DOK and Why Do We Need It? The Depth-of-knowledge (DOK) was created by Norman Webb from the Wisconsin Center for Education Research. The Depth of Knowledge is the degree of depth or complexity of knowledge standards and assessments require; this criterion is met if the assessment is as demanding cognitively as the expectations standards are set for students. Completely aligned standards and assessments requires an assessment system designed to measure in some way the full range of cognitive complexity within each specified content standard. Norman Webb identified four levels for assessing the DOK of content standards and assessment items. The DOK levels are Recall (Level 1), Skill or Concept (Level 2), Strategic Thinking (Level 3) and Extended Thinking (Level 4). Of course to accurately evaluate the DOK level, each level needs to be defined and examples given of types of student behaviors. DOK implies the interaction of how deeply a student needs to understand the content with different ways of responding and interacting with the content. DOK Level 1 - Recall - measure, recall, calculate, define, list, identify. This category involves basic tasks that require students to recall information and/or reproduce knowledge/skills. This may involve simple procedures or working with facts or terms. Students do not need to figure out this level of DOK they either know the answer or they don't. DOK Level 2 - Skill/Concept - graph, classify, compare, estimate, summarize. This DOK level requires students to compare and contrast, describe or explain, or convert information. It may involve going beyond describing, to explaining how or why. At this level students may need to infer, estimate, or organize. DOK Level 3 - Strategic Thinking - assess, investigate, formulate, draw conclusions, construct. At this level students are required to use higher order thinking processes. They may be asked to solve real-world problems, predict outcomes, or analyze something. Students may need to access knowledge from multiple subject areas to reach a solution. DOK Level 4 - Extended Thinking - analyze, critique, create, design, apply concepts. Higher ordered thinking skills are essential at this level of DOK. Students must employ strategic thinking to solve problems at this level. Students will need to conduct, and synthesize as well as manage at level 4. ACTIVITIES/TEACHING STRATEGIES Activities: exploratory or reinforcing experiences that help students attain learning expectations. Teaching Strategies: all approaches that a teacher may take to actively engage students in learning. These strategies drive a teacher's instruction as they work to meet specific learning objectives. Effective instructional strategies meet all learning styles and development needs of the learners. Types: Direct Instruction - is highly teacher-directed and is among the most commonly used. This strategy is effective for providing information or developing step-by-step skills. It also works well for introducing other teaching methods, or actively involving students in knowledge construction. Examples - Structured Overview, Lecture, Explicit Teaching, Drill & Practice, Compare & Contrast, Didactic Questions, Demonstrations, Guided & Shared - reading, listening, viewing, thinking Indirect Instruction - indirect instruction is mainly student-centered, although the two strategies can complement each other. Indirect instruction seeks a high level of student involvement in observing, investigating, drawing inferences from data, or forming hypotheses. It takes advantage of students' interest and curiosity, often encouraging them to generate alternatives or solve problems. In indirect instruction, the role of the teacher shifts from lecturer/director to that of facilitator, supporter, and resource person. The teacher arranges the learning environment, provides opportunity for student involvement, and, when appropriate, provides feedback to students while they conduct the inquiry. Examples - Problem Solving, Case Studies, Reading for Meaning, Inquiry, Reflective Discussion, Writing to Inform, Concept Formation, Concept Mapping, Concept Attainment, Cloze Procedure Interactive Instruction - relies heavily on discussion and sharing among participants. Students can learn from peers and teachers to develop social skills and abilities, to organize their thoughts, and to develop rational arguments. It is important for the teacher to outline the topic, the amount of discussion time, the composition and size of the groups, and reporting or sharing techniques. Interactive instruction requires the refinement of observation, listening, interpersonal, and intervention skills and abilities by both teacher and students. Examples - Debates, Role Playing, Panels, Brainstorming, Peer Partner Learning, Discussion, Laboratory Groups, Think-Pair-Share, Cooperative Learning, Jigsaw, Problem Solving, Structured Controversy, Tutorial Groups, Interviewing, Conferencing Experiential Instruction - is inductive, learner centered, and activity oriented. Personalized reflection about an experience and the formulation of plans to apply learning to other contexts are critical factors in effective experiential learning. The emphasis in experiential learning is on the process of learning and not on the product. Experiential learning can be viewed as a cycle consisting of five phases, all of which are necessary: experiencing (an activity occurs); sharing or publishing (reactions and observations are shared); analyzing or processing (patterns and dynamics are determined); inferring or generalizing (principles are derived); and, applying (plans are made to use learning in new situations). Examples - Field Trips, Narratives, Conducting Experiments, Simulations, Games, Storytelling, Focused Imaging, Field Observations, Role-playing, Model Building, Surveys Independent Study refers to the range of instructional methods which are purposefully provided to foster the development of individual student initiative, self-reliance, and self-improvement. While independent study may be initiated by student or teacher, the focus here will be on planned independent study by students under the guidance or supervision of a classroom teacher. \ Examples – Essays, Computer Assisted Instruction, Journals, Learning Logs, Reports, Learning Activity Packages, Correspondence Lessons, Learning Contracts, Homework, Research Projects, Assigned Questions, Learning Centers GROUPIING W – Whole Group; Whole class instruction is when teachers present a lesson to the whole class with little differentiation in either content or assessment for any student's ability. The purpose of whole class instruction is that all students are presented with a series of learning tasks to allow them to acquire and/or practice their learning. The pace of instruction is such that all students can master it. Learning is then assessed using standardized measures such as graded assignments or topic tests. S – Small Group; typically refers to a teacher working with a small group of students on a specific learning objective. These groups consist of 2-4 students and provide these students with a reduced student-teacher ratio. Small group instruction usually follows whole group instruction. It allows teachers to work more closely with each student, reinforce skills learned in the whole group instruction, and check for student understanding. It allows students more of the teacher's attention and gives them a chance to ask specific questions they may have about what they learned. Teachers often use small group instruction to provide struggling students with intervention as well. I – Individual; is an instructional method that personalizes instruction to the needs and learning style of the learner. This is done by varying the pace of instruction, the method of learning employed and the content to be learned. Often this is accomplished within the context of a larger group through the use of highquality instructional materials and reduced lecture time. Individualized instruction is not the same as one-to-one instruction; it is simply varying the process to meet the needs of each individual learner in the group. MATERIALS/RESOURCES Materials: are the physical items used to support the presentation of and interaction with the curriculum content. Resources: textbooks, manipulatives, supplies, tools, or other pertinent supplemental items that aid or enhance learning expectations and instruction. ASSESSMENT OF OBJECTIVE(S) Formative - is a process used by teachers and students during instruction that provides explicit feedback to adjust ongoing teaching and learning to improve students’ achievement of intended instructional objective(s)/outcome(s). Examples: Observations, Questioning, Discussion, Exit/Admit Slips, Learning/Response Logs, Graphic Organizers, Peer/Self Assessments, Practice Presentations, Visual Representations, Kinesthetic Assessments, Individual Whiteboards, Laundry Day, Four Corners, Constructive Quizzes, Think Pair Share, Appointment Clock, As I See It Summative - A summative assessment is a more formal method of testing student knowledge about a previously learned concept or unit of study. This type of evaluation is also commonly given at the end of the quarter, during the middle of the year and as a final, cumulative exam. Summative assessments give the instructor an idea of how much content the students have retained and may use the results to determine effective learning and teaching techniques for the class. Examples: End of unit tests or projects, standardized assessments, portfolios. Relation to Instruction Frequency Relation to grading Students role Requirements for use Examples Purpose Everyday Connection Formative Occurs during instruction Summative Occurs after instruction Occurs on an ongoing basis (daily) Occurs at a particular point in time to determine what students know Graded Not graded – information is used as feedback to students and teachers, mastery is not expected when students are first introduced to a concept Active engagement – self assessment Clearly defined learning targets that students understand Clearly defined criteria for success that students understand Use of descriptive versus evaluative feedback Better thought of as a process rather than a thing. Examples include observations, interviews, evidence from work samples, paper and pencil tasks Designed to provide information needed to adjust teaching and learning while they are still occurring Passive engagement in design and monitoring Well designed assessment blue print that outlines the learning targets Well designed test items using best practices State assessments, interim assessments, end of unit assessments, common assessments Designed to provide information about the amount of learning that has occurred at a particular point Since summative assessments occur after instruction every few weeks, months, or once a year, they to help evaluate the effectiveness of programs, school improvement goals, alignment of curriculum, or student placement in specific Getting your drivers license. “A good analogy for this is the road test that is required to receive a driver's license. What if, before getting your driver's license, you received a grade every time you sat behind the wheel to practice driving? What if your final grade for the driving test was the average of all of the grades you received while practicing? Because of the initial low grades you received during the process of learning to drive, your final grade would not accurately reflect your ability to drive a car. In the beginning of learning to drive, how confident or motivated to learn would you feel? Would any of the grades you received provide you with guidance on what you needed to do next to improve your driving skills? Your final driving test, or summative assessment, would be the accountability measure that establishes whether or not you have the driving skills necessary for a driver's license—not a reflection of all the driving practice that leads to it. Student Self-Assessment: Involving students in the assessment and evaluation process is an essential part of balanced assessment. When students become partners in the learning process, they gain a better sense of themselves as readers, writers, and thinkers. As students reflect on what they have learned and on how they learn, they develop the tools to become more effective learners. Students need to examine their work and think about what they do well and in which areas they still need help. To guide students in understanding the process of self-evaluation, you may want to have them complete a Self-Reflection/Self-Assessment sheet of your own (teacher developed). Once students have reflected on their learning, they are ready to set new goals for themselves. As they work toward these goals, they should be encouraged to reflect on their learning journey at regular intervals. You might have students record their observations during these periods of self-reflection to help reaffirm their goals and motivate them to move toward meeting each goal. With practice, students who self-assess become more conscious learners, able to apply knowledge of their learning needs and styles to new areas of study. As students become more active participants in the assessment process, they will begin to evaluate their strengths and attitudes, analyze their progress in a particular area, and set goals for future learning. Examples: writing conferences, discussion (whole-class, small-group, or individual), reflection logs, weekly self-evaluations, self-assessment checklists and inventories, teacher-student interviews