HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name :
Teresa Pollock
Subject :
Reading
Start Date(s): Oct. 6
Grade 4 Level (s):
Building : HEMS
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.
Think It Through
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 do people respond to natural disasters?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
RI.4.7, SL.4.1.d , L.4.6,
RI.4.1, RI.4.3
RI.4.5, RI.4.10, RI.4.4, L.4.4.a
RF.4.3.a
RI.4.1, RI.4.3
W.4.9.b, SL.4.3
Summative Unit Assessment:
Summative Assessment Objective
Students will close read of expository text, reread, compare and contrast, use
context clues for multiple meaning words.
Assessment Method (check one)
____ Rubric ___ Checklist ___x_ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
Day
Objective (s)
Students will 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
1
DOK
LEVEL
Activities / Teaching Strategies
Grouping
DAILY PLAN

1

Model using the Concept Web to generate
words and phrases related to responding to
natural disasters. Add students’
contributions.
Have partners continue the discussion
by sharing what they have learned about
responding to natural disasters. They can
complete the Concept Web, generating
additional related words and phrases.
W
S
I
Materials / Resources
RWW
Your Turn Practice Book
Graphic organizer
Assessment of Objective (s)
Formative- PB, graphic organizer,
SummativeStudent Self - Assessment-
Build background knowledge on responding to natural
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 (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


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
2
Students will describe the overall
structure (e.g., chronology,
comparison, cause/ effect, problem/
solution) of events, ideas, concepts,
or information in a text or part of a
text. RI.4 .5
Identify comparisons contrasts
Recognize the characteristics and
1
Explain that text structure is a way that authors organize
a text. Comparison and contrast is one kind of text
structure. It shows how things are alike and different.
Model for students how to use the notes
from the graphic organizer to summarize
how slow and fast natural processes are
similar and different.
Have students reread the section “Fast and
W
S
I
Graphic organizer
RWW
PB
Formative- teacher observation
SummativeStudent Self - Assessment-
Powerful” on page 52. Then have them list
details in a Venn diagram to compare and
contrast volcanoes and landslides. Students
can work in pairs. Have students use the
completed graphic organizer to orally
compare volcanoes and landslides.
Write About Reading: Summary Ask
pairs to work together to write a summary
of “Fast and Powerful.” Select pairs of
students to share their summaries with the
class.
text features of expository text
Determine the meaning of general
academic and domain-specific
words or phrases in a text relevant
to a grade 4 topic or subject area.
RI.4.4
Use context (e.g., definitions,
examples, or restatements in text)
as a clue to the meaning of a word
or phrase. L.4.4a
Genre: Expository Text





3
Students will Use combined
knowledge of all letter-sound
correspondences, syllabication
patterns, and morphology (e.g.,
roots and affixes) to read
accurately unfamiliar multisyllabic
Use page 53 of “A World of Change” to
model how to identify and use text features
of an expository text. Click through the
mini-lesson or use the tools to model
identifying and using text features.
After modeling go to the Your Turn
section of the mini-lesson.
Ask partners to reread “A World of
Change” and list three text features and
discuss what they learned from each one.
Have them record their responses at their
desks.
Then call volunteers to the whiteboard
to identify and discuss the text features
they found.

Have students compare what they wrote
to the volunteers’ responses.

Or you can choose to assign the Your
Turn for independent practice or a
computer center activity with a partner.
context clues, multiple meaning words
1
Write the list of words on the board. Help
students identify the spelling of the /ē/
sound in each word. Then have students
pronounce each word.
W
I
Spelling worksheet
Anthology
Practice Book
Formative- worksheet, PB
SummativeStudent Self - Assessment-
Close read “Earthquakes” Develop
comprehension
words in context and out of
context. RF.4.3a
Skill: Compare and Contrast
Literary Device: Figurative Language
Skill: Make Inferences
Strategy: Reread
Review strategies for finding the meaning
of unfamiliar words, such as using context
clues, word parts, or a dictionary.
4
Students will 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
Students will read
1
Students will Integrate information
from two texts on the same topic in
order to write or speak about the
subject knowledgeably. RI.4.9
Review the key ideas expressed
and explain their own ideas and
understanding in light of the
discussion. SL.4.1d
1
5
6
Students will-
Students will read another informational text, “Tonado”.
Ask students to do a close reading of the text to
understand the content. Encourage them to use the
reread strategy. Students will also take notes. They will
use the text evidence they gathered to compare this text
with Earthquakes
W
I
Cite Evidence Explain to students that
they will work in groups to compare
information they have learned about
responding to natural disasters from all the
texts they have read. Model how to
compare this information by using
examples from the week’s Leveled
Readers and A World of Change,
Reading/ Writing Workshop pages 50–
53. Review class notes and completed
graphic organizers. You may also wish to
model going back into the text for more
information. You can use a Four-Door
Foldable® to record comparisons.
Students should cite at least three examples
from each text. Cite Evidence Using
evidence from a text they have read,
students will analyze how the author used
an illustration to provide more details
about a topic.
W
S
I
Anthology
Formative- teacher observation
Summative-
Student Self - Assessment-
PB
RWW
Formative- PB
Summative-
Student Self - Assessment-
Formative-
Summative-
Student Self - Assessment-