HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name :
T. Pollock
Subject : Reading
Start Date(s): January 30
Grade Level (s): 4
Building : HEMS
Unit Plan
Unit Title: Adaptations
Essential Questions: What helps animals to survive?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
 L.4.2.d Spell grade-appropriate words correctly, consulting references as needed. [6 lessons]

L.4.3.a Choose words and phrases to convey ideas precisely. [1 lesson]

L.4.4.a Use context (e.g., definitions, examples, or restatements in text) as a clue to the meaning of a word or phrase. [5 lessons]

L.4.4.b Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., telegraph, photograph, autograph). [10 lessons]

L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [1 lesson]

L.4.5.c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms). [1 lesson]

L.4.6 Acquire and use accurately grade-appropriate 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). [6
lessons]

RF.4.3.a 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. [11 lessons]

RF.4.4.a Read on-level text with purpose and understanding. [2 lessons]

RF.4.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. [2 lessons]

RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [2 lessons]

RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. [13 lessons]

RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the
text. [3 lessons]

RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. [1 lesson]

RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. [5 lessons]

RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4–5 text complexity band
proficiently, with scaffolding as needed at the high end of the range. [1 lesson]

RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. [1 lesson]
 RL.4.6 Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. [1
lesson]

SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on
others’ ideas and expressing their own clearly. [4 lessons]

SL.4.1.a Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to
explore ideas under discussion. [1 lesson]

SL.4.1.b Follow agreed-upon rules for discussions and carry out assigned roles. [1 lesson]

SL.4.1.d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. [1 lesson]

SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. [1 lesson]

SL.CCR.3 Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. [1 lesson]

W.4.2.a Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to
aiding comprehension. [1 lesson]

W.4.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. [1 lesson]

W.4.2.c Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). [1 lesson]

W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. [7 lessons]

W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;
demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. [1 lesson]

W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. [1 lesson]

W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list
of sources. [1 lesson]

W.4.9.b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”). [1 lesson]

W.4.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences. [6 lessons]
Summative Unit Assessment :
Summative Assessment Objective
Students will list main idea and key details, correctly use and identify words
with prefixes and write about the text.
Assessment Method (check one)
____ Rubric ___ Checklist __X__ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
Day
1
Objective (s)
Determine the main idea of a text
and explain how it is supported by
key details; summarize the
text.RI.4.2
Paraphrase portions of a text read
aloud or information presented in
diverse media and formats,
including visually, quantitatively,
and orally. SL.4.2
 Listen for a purpose.
 Identify characteristics of
expository text.
DOK
LEVEL
1
2
Grouping
DAILY PLAN
Activities / Teaching Strategies
Discuss “Adapting to Survive”
 Select the Weekly Opener: Adaptations.
 Draw students’ attention to the photograph
of the chameleon and the title “Adapting to
Survive.”
 Ask the Essential Question: What helps an
animal survive?
 Read together with students the information
on page 133 from the Reading/Writing
Workshop.
 Ask students to talk to a partner and discuss
how chameleons adapted to their
environment for protection.
 Invite students to share their ideas about the
Essential Question with the class.
Use Graphic Organizer
W
Materials / Resources
RWW
Practice book
Notebook
Assessment of Objective (s)
Formative-Define vocabulary
Identify characteristics of
expository text.
Paraphrase text
Spelling sort
SummativeStudent Self - AssessmentP

Select the graphic organizer.

Discuss with students the elements of
expository text.

Ask partners to discuss the features of
“Adaptations at Work” that help them identify
the Read Aloud as an expository text.

As a class, record the features in the genre
chart and save the organizer.
Summarize Have students paraphrase the most
important information from “Adaptations at Work” in
their own words.
 Introduce spelling words with control r
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.4.1Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
2
spelling when writing. Form and
use possessives. L.3.2d

Identify possessive nouns.

Form singular and plural
possessive nouns
correctly.

Proofread sentences for
Close Read Animal adaptations.
Identify and learn how to write possessive nouns.
Spelling review words and different “r” spellings
Identify and define words with ous suffix ending
Have each student select an animal to write about.
Remind students to present the information in a logical
order.
W
W
I
w
I
RWW
Grammar book page 457 and 478
Formative-Grammar book pages
Spelling review
Creating word list of words with
ous suffix ending
Student writing
SummativeStudent Self - Assessment-
mechanics and usage
errors.
Ii
Students will-
3
4
Determine the
main idea of a text and
explain how it is supported
by key details; summarize
the text. RI.4.2
Use common, grade
appropriate Greek and
Latin affixes and roots
as clues to the meaning
of a word
(e.g., telegraph,
photograph,
autograph). L.4.4b
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing. Form and
use possessives. L.3.2d
 Identify possessive
nouns.
 Form singular and plural
possessive nouns
correctly.
 Proofread sentences for
mechanics and usage
errors.
Students will- Use common, gradeappropriate Greek and Latin affixes
and roots as clues to the meaning
of a word (e.g., telegraph,
photograph, autograph). L.4.4b
Determine the main idea of a text
and explain how it is supported by
key details; summarize the
text. RI.4.2
2
Close read Spiders
Answer Respond to Reading page 165
Prefixes
 Select the vocabulary strategy mini-lesson.
 Use page 137 of “Staying Warms” to model
using the prefix extra- in the second sentence
to find the meaning of the
word extraordinary. Click through the minilesson or use the tools to model using
prefixes.
 After modeling go to the Your Turn section of
the mini-lesson.
 Review single and plural possessive nouns
using Daily Language Practice
G
Close read leveled readers Extreme animals
Close read Anansai and the Birds Compare text to
Spiders
Suffixes -ful and -less
 Select the Phonics/Word Study activity.
 Read the directions and model how to answer
the first prompt.
 At their desks have students identify how to
answer the rest of the prompts in Round 1.
 Then call volunteers to complete the first
round.
 Have students compare their answers to the
volunteers’ responses.
G
I
Anthology
Practice book
Whiteboard
Teacher’s edition for Daily Language
Actitivity
Formative-Discuss and Respond to
Reading questions
Your Turn section of prefix mini
lesson
Daily Language Activity
SummativeStudent Self - Assessment-
I
I
2
1
2
Leveled readers
Anthology
Formative-Comparing text of
Anansai and the Birds to Spiders
Write words with suffixes ful and
less
Summative-
Student Self - Assessment-
5
6
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
Determine the main idea of a text
and explain how it is supported by
key details; summarize the
text. RI.4.2
2
Students will- Demonstrate
understanding of figurative
language, word relationships, and
nuances in word meanings. L.4.5
Acquire and use accurately grade
appropriate 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, andendangered when
discussing animal
preservation). L.4.6
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
Introduce a topic clearly and group
related information in paragraphs
and sections; include formatting
(e.g., headings), illustrations, and
multimedia when useful to aiding
comprehension. W.4.2a
Link ideas within categories of
information using words and
phrases (e.g. another, for example,
also, because).W.4.2c
Develop the topic with facts,
definitions, concrete details,
2
1
2
Tier II Display the Word-Building Cards fore, en, car,
back, stor, for, yard, my, anding. Then write the
syllables tar, morn, cast, pet, get, and ced on the board.
Have students use the cards and the syllables on the
board to build multisyllabic words with r-controlled
vowels. Have students underline the r-controlled
vowels in each word.
Close reader leveled reader Hare and the Water
2
Help students generate words related to vibration.
Draw a word web. Label the web “Vibration.”
 Have partners use a dictionary or thesaurus
to generate related words and synonyms to
add to the web.
 Add words not included, such
as quiver or tremor.
 Ask students to copy the words in their word
study notebook.
Use the Daily Language Activity and Grammar
Practice Reproducibles page
45 for assessment.
Review Week’s vocabulary terms
Make text connections Cite Evidence Explain
to students that they will work in groups to
compare information they have learned
about adaptations from all the texts they
have read. Model how to compare this
information by using examples from the
week’s Leveled Readers and Animal
Adaptations,Reading/Writing
Workshop pages 136–139. Review class notes
and completed graphic organizers.
Provide copies of the Expert Model “How to
Make a Code Wheel” and the features of a
How-To Text found online in Writer’s
Workspace.
Features of a How-To Text
 It explains a process, such as how something
works or how to do something.
 It lists steps in the order they need to be
followed.
 It has time-order words to make the order of
the steps clear.
I
Formative-Building multisyllable
words using r control vowles
Discussion of Hare and the Water
Summative-
2
Student Self - Assessment-
Daily Language Reproducible p45
Vocabulary words
Graphic organizers
How to text model
Formative-Page 45
Defining vocabulary
Comparison of texts
Writing a How to Text
Summative-
Student Self - Assessment-
I
W
I

quotations, or other information
and examples related to t he
topic. W.4.2b
With some guidance and support
from adults, use technology,
including the Internet, to produce
and publish writing as well as to
interact and collaborate with
others; demonstrate sufficient
command of keyboarding skills to
type a minimum of one page in a
single sitting. W.4.6
7
Comprehension:
Main Idea and Key Details RI.4.2
Vocabulary:
Prefixes L.4.4b
Writing:
Writing About Text RI.4.2, W.4.9b
Introduce a topic clearly and group
related information in paragraphs
and sections; include formatting
(e.g., headings), illustrations, and
multimedia when useful to aiding
comprehension. W.4.2a
Link ideas within categories of
information using words and
phrases (e.g. another, for example,
also, because).W.4.2c
Develop the topic with facts,
definitions, concrete details,
quotations, or other information
and examples related to t he
topic. W.4.2b
With some guidance and support
from adults, use technology,
including the Internet, to produce
and publish writing as well as to
interact and collaborate with
others; demonstrate sufficient
command of keyboarding skills to
type a minimum of one page in a
single sitting. W.4.6
2
It shares facts, definitions, details, quotations,
or examples that explain each step.
Discuss the Expert Model
Weekly Assessment Test
Proofread How to Text and share work
I
W
Weekly Assessment Test
How to text writings.
Weekly Assessment Test