Unit Title: 4.2 My Timeline Week: # 1

Teacher: Subject: English Grade: 4th Date: From to 20____

Desired Result /
In this unit, the student continues to improve his/her fluency and vocabulary development skills while exploring the importance of sequencing events from life and text. He / She is introduced to sequencing by reading texts with the teacher and then independently. The unit culminates with a parallel timeline project that compares the major events in the student’s life to the life of a story character. The student uses signal or transition words for sequencing to describe and connect events. If time, the student sequences a real life event read about in an informational text. /
Assessment Evidence /
Writing –My Personal Timeline
Reader’s Response Letter
Fluency /
Learning Plan /
Suggested Learning Activities: /
Day 1 / Day 2 / Day 3 / Day 4 / Day 5
Standards / Reading / Reading / Reading / Writing/Language / Writing/Language
Expectations / 4.R.3L / 4.R.1 / 4.R.1 / 4.W.4 / 4.LA.1 / 4.LA.2 / 4.W.4 / 4.LA.1 / 4.LA.2
Academic Strategy
Instructional Strategy and Phase / ___Exploration
___Conceptualization
___Application / ___Exploration
___Conceptualization
___Application / ___Exploration
___Conceptualization
___Application / ___Exploration
___Conceptualization
___Application / ___Exploration
___Conceptualization
___Application
Objective / After the students read the story (previously identified by the teacher), they will put the events in order. Students will recall what is chronological order and sequencing. / After the students read the story (previously identified by the teacher), they will put the events in order. Students will recall what is chronological order and sequencing. / The student will be able to identify and use transition words in a writing activity related to sequence of events and chronological order. / The student will be able to identify and use transition words in a writing activity related to sequence of events and chronological order. / The teacher reviews and explains the concept of timeline and sequencing. The teacher presents the performance task
My Personal Timeline and clarify doubts.
Depth of Knowledge (DOK) / ____ Memory
____ Procedural
____ Strategic
____ Extended / ____ Memory
____ Procedural
____ Strategic
____ Extended / ____ Memory
____ Procedural
____ Strategic
____ Extended / ____ Memory
____ Procedural
____ Strategic
____ Extended / ____ Memory
____ Procedural
____ Strategic
____ Extended
Initial Activities / Routine Activities
The teacher presents a passage or short story to model chronological order. / Routine Activities
The teacher presents a passage or short story to model chronological order. Teacher introduces the concept of timeline. / Routine Activities
Review the reading activity from previous class. Identify the sequence of events and transition words. / Routine Activities
Review the reading activity from previous class. Identify the sequence of events and transition words. / The students work on their Performance Task: My Personal Timeline while the teacher monitors their work. (Pre writing state)
Development Activities / The teacher provides examples and the students follow. Short stories, passages, recipes, and other means can be used. / The teacher provides examples and the students follow. Short stories, passages, recipes, and other means can be used. / The students read the material provided by the teacher and look for transition words. / The students read the material provided by the teacher and identify transition words. / Students work individually on their timeline.
Closing Activities / The students work on different worksheets and exercises related to sequencing and chronological order. Story Map can also be used. / The students work on different worksheets and exercise related to sequencing and chronological order. Students identify the uses and purpose of creating a timeline. / Students will complete a writing exercise using the correct transition words, such as, first, second, then, after, last, etc. / Students will complete a writing exercise using the correct transition words, such as, first, second, then, after, last, etc. / The students will work on their Personal Timeline, they will use transition words and apply knowledge on sequencing and chronological order and present it in class.
Formative Assessment – Other evidence
Materials
Homework
Differentiated Instruction Strategies
___Special Education
___LSP/LEP
___Section 504
___Gifted
Teacher’s Reflection