HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Teresa Pollock
Subject :
Reading
Start Date(s):
Oct. 27, 2014
Grade Level (s):
Building : HEMS
Unit Plan
Unit Title: Amazing Animals
Essential Questions: What are some messages in animal stories?
Standards: RL.4.7, RL.4.5, RL.4.2, RL.4.6, RL.4.1, RL.4.9, RL.4.10, RL.4.1
SL4.2, SL4.1, SL.4.1.b, SL.4.4, SL.4.6, SL.4.3
L.4.4.b, L.4.4.c
RF.4.3.a, RF.4.4.b
W.4.9.a
Summative Unit Assessment :
Summative Assessment Objective
Assessment Method (check one)
Students will- Ask and answer questions, know the theme of a story,
summarize, Find main idea and key details, find author’s point of view,
prefixes, inflectional endings,
____ Rubric ___ Checklist ____ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
DAILY PLAN
4th
Objective (s)
Students will paraphrase portions of a text
read aloud or information presented in diverse
media and formats, including visually,
quantitatively, and orally. SL.4.2
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
1
2
DOK
LEVEL
1
2
Recognize the characteristics of folktales.
Have students read the Essential
Question on page 90 of the Reading/
Writing Workshop. Explain that
stories can be used to teach a lesson.
W
S
I
Materials / Resources
Assessment of Objective (s)
Formative- PB
Reading Writing Workshop
Video Practice Book
SummativeStudent Self - Assessment-
Invite students to share their ideas about the
Essential Question with the class.
Build Background play the video about
the story the dog tells the fawn. Discuss
the video with students. Have pairs
discuss the story. Ask partners to share
with the class what they discussed.
Point out that readers can ask questions
before, during, and after reading to help
them understand the content and
remember important details. Tell them
that when reading a story, it is helpful
to ask: What problem does the main
character have?
Introduce each vocabulary word using
the Vocabulary Routine found on the
Visual Vocabulary Cards.
Close reading. Make connections
Follow agreed-upon rules for discussions and
carry out assigned roles. SL.4.1b
Students will 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
Ask and answer questions about sections of
text to increase understanding. Determine a
theme of a story, drama, or poem from details
in the text; summarize the text. RL.4.2
Compare and contrast the treatment of similar
themes and topics (e.g., opposition of good
and evil) and patterns of events (e.g., the
quest) in stories, myths, and traditional
literature from different cultures. L.4.4.b,
L.4.4.cstories, dramas, and poetry, in the
grades 4–5 text complexity band proficiently,
with scaffolding as needed at the high end of
the range. RL.4.10
Activities / Teaching Strategies
Grouping
Day
1
2
Explain that when they read fiction,
students may not understand all of the
events and themes right away. Remind
students that they can ask and answer
questions about the text to help them
Model how asking and answering
questions can help you understand why
the fisherman is poor in the beginning
of “The Fisherman and the Kaha Bird.”
Reread the first paragraph on page 95
of “The Fisherman and the Kaha Bird.”
understand. Explain to students that the
theme is the central message or lesson
that an author wants readers to
understand.
Have students reread “The Fisherman
and the Kaha Bird” and use the graphic
organizer to list additional clues about
the theme. Have groups of students use
their completed graphic organizers to
W
S
I
Reading Writing Workshop
Practice Book
Formative- PB
SummativeStudent Self - Assessment-
discuss what the theme is. Then have
them compare the theme to the lesson
in “The Coyote and the Hen.” Remind
students to use clues from the text to
support their conclusions. Share with
students the following key
characteristics of folktales.
Students will use combined knowledge of all
letter-sound correspondences, syllabication
patterns, and morphology (e.g., roots and
affixes) to read accurately unfamiliar
multisyllabic words in context and out of
context. RF.4.3a
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
1
2
Explain that a prefix is a group of
letters added to the beginning of a word
that changes the word’s meaning. Write
the following prefixes on the board: re-,
un-, dis-, in-, im-, ir-. Pronounce each
prefix and give its meaning. Explain
that a prefix can have more than one
meaning, such as the prefix un- (“not”
and “the opposite of”).
W
S
I
Whiteboard, practice book,
Anthology
Formative- PB
SummativeStudent Self - Assessment-
Adding -ed or -ing to verbs creates new
verb forms and tenses. There are some
spelling rules to follow when adding an
inflectional ending.
3

For most words ending in a vowel and a
consonant, double the final consonant
before adding -ed or -ing: stop,
stopped, stopping; pet, petted,
petting.Model, Guided practice
As students read the selection, ask
them to take notes by filling in the
graphic organizer on Your Turn
Practice Book page 52 to determine
the theme of the selection.
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. RL.4.1
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
1
2
Explain to students that they will
conduct a short research project about
the moral, or message, in two or three
versions of a fable or folktale. Students
will look for versions of a fable or
folktale and create an outline detailing
the characters, setting, and plot.
Have students present their outlines,
including the moral of the story, to the
class. Make sure students explain how
details in the story support the moral, or
message. Ask them to consider whether
formal or informal language is best for
the presentations. Have students use
W
I
Leveled readers
Formative- oral reports
Summative-
Student Self - Assessment-
online Presentation Checklist 2 to
evaluate their presentations.
5
Students will compare and contrast the
treatment of similar themes and topics (e.g.,
opposition of good and evil) and patterns of
events (e.g., the quest) in stories, myths, and
traditional literature from different cultures.
RL.4.9
Review the key ideas expressed and explain
their own ideas and understanding in light of
the discussion. Apply grade 4 Reading
standards to literature (e.g., “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].”). W.4.9a
Identify the reasons and evidence a speaker
provides to support particular points. SL.4.3
1
2
Cite Evidence Explain to students that
they will work in groups to compare
information about messages, or themes,
in animal stories. Model how to
compare this information by using
examples from the week’s Leveled
Readers and The Fisherman and the
Kaha Bird, Reading/Writing
Workshop pages 94–97. Review class
notes and completed graphic
organizers. You may also wish to
model going back into the text for more
information. You can use an Accordion
Foldable® to record comparisons.
Students should cite at least three
examples from each text.
Leveled readers, graphic
organizers
Formative- oral reports
Summative-
Student Self - Assessment-
Present Information Ask groups of
students to present their findings to the
class. Encourage discussion, asking
students to comment on information on
the charts that is similar and ideas that
are different.
SL.4.1d
Using text evidence, students will
analyze how well the author used
characters and events to communicate
the theme or message of the story.
Students will complete the selection test to the
best of their knowledge
6
Writing:
Writing
Vocabulary:
About
Comprehension:
Root Words
Theme RL.4.2
Text
L.3.4c
RL.4.2,
W.4.9a
2
Give assessment
W
Assessment
FormativeSummative- selection test
Student Self - Assessment-