HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Denise Rimshaw
Subject : Language Arts
Start Date(s): 9/23/14
Building : HEMS
Unit Plan
Unit Title: Culture and Traditions
Essential Questions:
1.
2.
3.
4.
5.
6.
7.
8.
Could all conflicts be resolved?
What similarities do the young and old share?
What are some differences between the young and old?
How do family members communicate or influence one another?
What is the secret to reaching someone with words?
In what situations do words divide or connect people of different generations?
Why is it important to reach across the generations?
What is the meaning of wisdom?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
C.C.2.8.C
C.C.2.8.D
C.C.1.8.A
C.C.1.8.C
C.C.1.8.E
C.C.1.8.J
C.C.1.8.K
Summative Unit Assessment : Project, Quarterly Exam
Summative Assessment Objective
Students will- Design a visual display honoring an older person representing
values, traditions, and what the person means to the student
Assessment Method (check one)
____ Rubric ___ Checklist ____ Unit Test X Group
____ Student Self-Assessment
____ Other (explain)
Grade Level (s): 8
Day
1
2
3
4
5
6
Objective (s)
Students will take the Scholastic
SRI test to determine their Lexile
score.
Students will take the Scholastic
SRI test to determine their Lexile
score
Students will take the Study Island
Benchmark to determine their
strengths and weaknesses in ELA
Students will take the Study Island
Benchmark to determine their
strengths and weaknesses in ELA
Students will take the Study Island
Benchmark to determine their
strengths and weaknesses in ELA
Students will-understand and use
effective writing techniques to tell
a story about an interaction
between generations by prewriting
a narrative essay.
DOK
LEVEL
Grouping
DAILY PLAN
Activities / Teaching Strategies
Materials / Resources
Assessment of Objective (s)
1,2,3,4
Independent Study
I
Computers
Summative- Lexile score
1,2,3,4
Independent Study
I
Computers
Summative-Lexile Score
1,2,3,4
Independent Study
I
Computers
Summative-Benchmark Score
1,2,3,4
Independent Study
I
Computers
Summative-Benchmark Score
1,2,3,4
Independent Study
I
Computers
Summative-Benchmark Score
Direct Instruction-teacher outline
Indirect Instruction-writing
SG
I
Glencoe Writers’ Choice
Graphic Organizer
Formative-Observation, discussion,
graphic organizers
3, 4
SummativeStudent Self - Assessment-
7
8
Students will-write a narrative
retelling of a story about an
interaction between generations
using chronological order and
transitions
3,4
Students will-identify the conflict,
create vivid descriptions, and use
dialogue when rewriting their
narrative
2, 3, 4
Glencoe Writers’ Choice
Interactive Instruction-brainstorming, peer partner
learning
W
I
Formative-Observation, Discussion
SummativeStudent Self - Assessment-
Direct Instruction-Structured Overview
Indirect Instruction-problem solving, applying
knowledge
Glencoe Writers’ Choice
S
Formative-Observation, discussion,
think-pair-share
SummativeStudent Self - Assessment-
9
Students will- self-assess their
writing by completing a selfassessment writing form.
4
Independent Study-self-assessment
I
Glencoe Writers’ Choice
Self-Assessment Form
FormativeSummative-
Student Self - Assessment-selfassessment form
Students will-peer review a
partner’s writing by completing a
peer review sheet.
4
Experiential Instruction-sharing
Interactive Instruction-conferencing, peer-review
S
Glencoe Writers’ Choice
Peer Review Sheet
Formative-discussion
Summative-
10
Student Self - Assessment-peer
review
Students will-complete the final
draft of their narrative writing
without error, and submit.
3,4
Experiential Instruction-sharing, publishing
I
Pearson Revision Checklist
FormativeSummative- finished essay
11
Student Self - Assessment-
12
13
14
15
16
17
Students will analyze dialogue
between characters to help
identify conflict by reading
“Gentleman of Rio en Medio”
Students will analyze dialogue
between characters to help
identify conflict by reading
“Gentleman of Rio en Medio”
Students will evaluate what the
author’s use of language and
dialogue say about the relationship
between the characters by
completing a worksheet from
Common Core workbook.
Students will evaluate what the
author’s use of language and
dialogue say about the relationship
between the characters by
completing a worksheet from
Common Core workbook
Students will develop an
understanding of personal
pronouns by completing grammar
exercises
Students will identify pronoun
antecedents and ensure the
pronouns agree with them by
4
Interactive Instruction-peer partner learning,
cooperative learning
S
Pearson Literature
Formative-observation, discussion
4
Interactive Instruction-peer partner learning,
cooperative learning
S
Pearson Literature
Formative-observation, discussion
4
Interactive Instruction-peer partner learning,
cooperative learning
S
Pearson Literature
Common Core Workbook
Formative-observation, discussion
Summative-workbook
4
Interactive Instruction-peer partner learning,
cooperative learning
S
Pearson Literature
Common Core workbook
Formative-observation, discussion
Summative-workbook, test
2
Direct Instruction-explicit teaching
Indirect Instruction-problem solving
W
I
Glencoe Writers’ Choice
Student Self-Assessment-Self
assessment sheet
Formative-observation, discussion
Summative-workbook, test
3
Direct Instruction-explicit teaching
Indirect Instruction-problem solving
W
I
Glencoe Writers ’Choice
Student Self-Assessment-Self
assessment sheet
Formative-observation, discussion
Summative-workbook, test
completing grammar exercises.
18
19
20
21
22
Students will learn about and
demonstrate control over the use
of subject, object, and possessive
pronouns by completing grammar
exercises and worksheets.
3,4
Students will learn about and
demonstrate control over the use
of subject, object, and possessive
pronouns by completing grammar
exercises and worksheets.
3,4
Students wil develop an
understanding of indefinite,
reflexive, intensive, interrogative,
and demonstrative pronouns and
use them in writing by completing
grammar exercises, worksheets,
and writing.
Students wil develop an
understanding of indefinite,
reflexive, intensive, interrogative,
and demonstrative pronouns and
use them in writing by completing
grammar exercises, worksheets,
and writing.
Students will develop an
understanding of indefinite,
reflexive, intensive, interrogative,
and demonstrative pronouns and
use them in writing by completing
grammar exercises, worksheets,
and writing.
2,3,4
Direct Instruction-explicit teaching
Indirect instruction-inquiry
W
I
Glencoe Writers ’Choice
Student Self-Assessment-Self
assessment sheet
Formative-observation, discussion
Summative-workbook, test
Direct Instruction-explicit teaching
Indirect instruction-inquiry
W
I
Glencoe Writers’ Choice
Student Self-Assessment-Self
assessment sheet
Formative-observation, discussion
Summative-workbook, test
Direct Instruction-explicit teaching
Indirect instruction-inquiry
W
I
Glencoe Writers’ Choice
Student Self-Assessment-Self
assessment sheet
Formative-observation, discussion
Summative-workbook, test
Student Self-Assessment-Self
assessment sheet
2,3,4
Direct Instruction-explicit teaching
Indirect instruction-inquiry
W
I
Glencoe Writers ’Choice
Formative-observation, discussion
Summative-workbook, test
Student Self-Assessment-Self
assessment sheet
2,3,4
Direct Instruction-explicit teaching
Indirect instruction-inquiry
W
I
Glencoe Writers ’Choice
Formative-observation, discussion
Summative-workbook, test
Student Self-Assessment-Self
assessment sheet