Teacher Name Rose Kesselring
Grade Level (s): 4th
Building : HEMS
Subject :Reading Language Arts
Start Date(s):9-25-2014
Unit Plan
Unit Title: Think It Through
Essential Questions: How Do Your Actions Affect Others?
Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)
RL.4.1 – Making Predictions
RL.4.3 – Problem/Solutions
RL.4.10 – Realistic Fiction
L.4.5b – Idioms
L.3.1i – Subjects/Predicates
Summative Unit Assessment :
Summative Assessment Objective
Assessment Method (check one)
Students will read several texts and be able to identify the genre as being
Realistic Fiction. They will also be able to state the characters, setting ,
problem, solution and several events in a text.
____ Rubric ___ Checklist __+__ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
Day
Objective (s)
DOK
LEVEL
Activities / Teaching Strategies
Grouping
DAILY PLAN
Materials / Resources
1
Students will build background on
Assessment of Objective (s)
Formative-Oral Responses
2
W
Video from Unit 1 week 2
Introduce Essential question…”How Do Actions Affect
Others?’
S
Vocabulary cards
“thinking of Others”
Show video
I
Reading Writing Workshop
The students will listen and
respond to an interactive read
aloud entitled “Say Something”
Collaborative Conversations and share
Your Turn Practice Book
Read aloud and discuss “Say Something”
Teacher’s Manuel
1
Summative- Practice book page
Student Self - Assessment-
Preview the genre of Realistic
Fiction and make predictions
Introduce the genre Realistic Fiction and discuss
Introduce vocabulary and write sentences for Practice
Book pg. 11
Introduce vocabulary words
Students will read together and
discuss “The Talent Show”
Close read “The Talent Show”
Definitions and pretest for new Spelling Words
Introduce subjects and predicates.
Students will be able to make
predictions from a short passage.
1
Review the new vocabulary words and their synonms.
2
Discuss Comprehension strategies making predictions
and problem and solution and relate these to “The
Talent Show” and “The Cyber Bully”.
W
Reading Writing Workshop
S
Your Turn Practice Book
Discuss the characteristics of Realistic Fiction and talk
about other stories in this genre.
I
Made up Quiz on synonyms
Students will be able to identify
the problem and solution in a
passage.
2
Students will be able to tell the
characteristics of a Realistic
Fiction passage.
Vocabulary cards
Formative-Teacher observation
Summative- synonym quiz
List of many idioms to share
Student Self - Assessment-
Vocabulary Cards
Formative-Peer/Self Assessments
Review synonyms with Your Turn practice book pg 7
Quiz on synonyms
Students will be able to identify
several idioms and tell what they
actually mean.
Introduce subjects/predicates
Students will be able to identify
new vocabulary and synonyms
that go with vocabulary.
Students will be able to identify
what an idiom is and be able to
tell the meaning of some.
3
Students will read aloud together
a story and fill in a graphic
organizer.
Students will be understand the
difference between the subject
and the predicate in a story.-
1
2
Review new vocabulary by showing the pictures,
giving definitions and reading two sentences that
contain the words.
Introduce idioms and tell what they are and share
several.
Students will close read aloud together “Experts
Incorporated” and fill in a graphic organizer including
characters ,settings, problem, solution and effects.
Students will read Cyber Bully and answer questions
in practice book dealing with problem and solution.
Review subjects and predicates in sentences.
W
Extra idioms paper
S
Your Turn Practice Book
I
Reading Anthology
Summative- Practice Book pages
Student Self - Assessment-
Students will write lower case
letters in cursive
1
Review vocabulary by giving synonyms for the
vocabulary words.
2
Students will be able to give
synonyms for the weeks
vocabulary words.
4
W
Vocabulary Cards
SI
Reading Anthology
Close read “Speaking Out to Stop Bullying” and
discuss story structure.
Spelling pg. # 10
Summative- Spelling and English
worksheet
English pg. # 7
Spelling by completing sentences and matching
definitions.
Students will read together a
passage and will be able to point
out characters, setting, problem,
events and solution.
Formative-Oral Responses
Handwriting Paper for lower case
letters
Introduce compound subjects and compound
predicates.
Student Self - Assessment-
Students will be able to fill in
sentences with their spelling
words.
Students will be able to decide
between compounds subjects and
and compound predicates.
Students will work in groups to
compare information they have
learned-about how actions affect
others by comparing the three
selections we have read this
week.
5
Sing text evidence the students
will analyze how well the author
used details to develop characters
and events in a story.
Students will do well on a
vocabulary and comprehension
assessment.
Students will do well on a spelling
test of this weeks words.
1
Read aloud
W
2
Work in groups to compare and analyze
S
Assess vocabulary and comprehension
Assessment tests
Formative-Teacher observation
Summative- Assessment tests
Assess spelling words
Review subject/predicate
Student Self - Assessment-
Teacher Name :
Building : HEMS
Subject :
Reading
Start Date(s): Oct. 6
Grade 4 Level (s):
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
Assessment Method (check one)
Students will close read of expository text, reread, compare and contrast,
use context clues for multiple meaning words.
____ 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
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
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
DOK
LEVEL
1
Activities / Teaching Strategies
Grouping
DAILY PLAN

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.

Build background knowledge on responding to natural
disasters.


Learn meanings of new vocabulary words.
Use new words in sentences
W
S
I
Materials / Resources
RWW
Your Turn Practice Book
Graphic organizer
Assessment of Objective (s)
Formative- PB, graphic organizer,
SummativeStudent Self - Assessment-
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
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
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
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.
Genre: Expository Text

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.
2





context clues, multiple meaning words
W
S
I
Graphic organizer
RWW
PB
Formative- teacher observation
SummativeStudent Self - Assessment-
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
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
Skill: Compare and Contrast
3
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
5
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
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
W
S
I
Anthology
Formative- teacher observation
Summative-
Student Self - Assessment-
PB
RWW
Formative- PB
Summative-
Student Self - Assessment-
Using evidence from a text they have read,
students will analyze how the author used
an illustration to provide more details
about a topic.