HAZLETON AREA SCHOOL DISTRICT

DISTRICT UNIT/LESSON PLAN

Teacher Name : Danielle Mariano Subject : ELA Start Date(s): 11/11/2014 Grade Level (s): 4

Building : HTEMS

Unit Plan
Unit Title: Amazing Animals
Essential Questions: Where do good ideas come from? How do your actions affect others? How do people respond to natural disasters? How can science help you understand how things work? How can starting a business help others?
Standards: SL.4.1b, SL.4.2, SL.4.1c, RL.4.2 RL.4.3, RL.4.1 RL.4.10, RL.4.5, RL.4.4, RL.3.1, RL.4.6, RL.4.5, RL.4.9,
RI.4.10, RI.4.4, RI.4.7, RI.4.2 RF.4.4b, RF.4.3a, RF.4.4c, RF.4.4a
L.4.5c, L.4.3b, L.4.2d, L.4.4a, L.4.5c, L.4.6, L3.1a ,L.3.1c, L.3.1.b, L.3.4a, W.4.3a, W.4.3b, W.4.3d, W.4.2.B, W.4.10, W.4.4
L.4.5a, L.5.2a, L.3.4c, L.4.2a, L.4.3C, L.3.2d, L.4.4a, L.4.4b,
Summative Unit Assessment : Theme Unit Test
Summative Assessment Objective / Assessment Method (check one)
Students will be assessed on their understanding of key instructional content from the focus unit. The results of this assessment will provide a status of current achievement in relation to student progress through the CCSS-aligned curriculum. The results of this assessment can be used to guide instruction, aid in making leveling and grouping decisions, and determine areas in which reteaching or remediation is needed. / ____ Rubric ___ Checklist ___x_ Unit Test ____ Group
____ Student Self-Assessment
____ Other (explain)
DAILY PLAN
Day / Objective (s) / DOK LEVEL / Activities / Teaching Strategies / Grouping / Materials / Resources / Assessment of Objective (s)
UNIT TWO WEEK 3
1 / Student will:
-use grade level academic and domain specific words and phrases
in discussions and sentences
-write routinely over a shorter time frame for a range of purposes
-demonstrate understanding of vocabulary words by identifying words with similar and opposite meanings
-demonstrate understanding of vocabulary words by identifying words with similar and opposite meanings.
-spell grade appropriate words correctly
-review of making singular nouns plural
-write for various purposes / 1 / -Build background knowledge on the essential question “How are all living things connected?” by showing a video
-learn new vocabulary words by using the vocabulary routine (show the picture of the word, say the word, read the definition, give an example of the word in a sentence, ask a question about the word)
- vocabulary squares (word, synonym, picture and sentence, antonym)
-identify characteristics of Narrative Nonfiction
-students introduce themselves to a new spelling list by chorally repeating each word after the teacher reads it.
-grammar workbook page
-complete two activities with making nouns that end with s, x, ch, and sh plural, and with making nouns that end with y plural.
-preview and introduce the skills of summarizing, main idea and details, and context clues
-create a web graphic organizer that has the topic of “Connections”, then list how plants and animals can be connected
-write a summary about Christmas vacation using descriptive details. / W / McGraw-Hill:
- building background video
-McGraw-Hill Visual Vocabulary Cards
-McGraw-Hill Grammar Activities
-student journals
-Document camera/projector
-copies of vocabulary squares
-student reading notebooks and journals
-computers / Formative- Observations, questioning, discussion
Student Self - Assessment-
-completion of vocab squares in an group for two words
Summative-
2 / Student will:
-refer to details and examples in the text when explaining what the text says
-determine the main idea of a paragraph or section of a story
-summarize the important details in a text
-use grade level academic and domain specific words and phrase
-demonstrate understanding of vocabulary words by identifying words with similar and opposite meanings.
-write for a specific purpose
-make singular nouns plural / 1
2 / -exchange journals about Christmas vacation with peers. Peers will then illustrate a piece of the response.
-respond to the journal prompt of “Explain why plants and animals need each other. Use facts and details that support your idea”
-review plural nouns
-shared and close read of Rescuing Coral Reefs
-think alouds
-collaboration and discussion
-completion of vocabulary squares (word, synonym, picture and sentence, antonym) / W
S / -McGraw Hill textbook
-Mc Graw Hill reading/writing workshop book
-McGraw Hill grammar practice book
-student journals
-document camera and projector
-vocabulary squares print out / Formative- Observations, questioning, discussion, PDN
Summative-
Student Self-Assessment: think alouds, group and peer discussion
3 / Student will:
-determine the meaning of general academic and domain-specific words and phrases in a text
-use grade level academic and domain specific words and phrase--refer to details and examples in the text when explaining what the text says
-determine the main idea and key details in a story
-make singular nouns plural
-writing for various purposes / 1
2 / -complete prompt “Explain why plants and animals need each other”
--shared and close read of The Buffalo are Back
-colloboration and discussion to determine the main idea and supporting details in the story
-quiz on singular and plural nouns / W
S / McGraw-Hill:
-student text book
- student practice book
-grammar practice book
-document camera and
projector
-student journals / Formative- Observations, questioning, discussion, thumbs up/down,
Summative-quiz on plural nouns
Student Self –discussion of answers to questions
4 / Student will:
-identify main idea and details
-use grade level academic and domain specific words and phrases
-identify and make irregular plurals / 1
2 / - continue with close read of The Buffalo are Back
-collaboration, writing, and discussion of main idea and supporting details of specific paragraphs.
-notes and practice activities with irregular nouns / W
S / McGraw Hill textbook
-McGraw-Hill student practice book
-computer and projector
-document camera / Formative- Observations, questioning, discussion, small group spot checking of writing, circling main idea and detail on a projected story on the white board
Summative-
Student Self - Assessment- individual or small group discussion
5 / Student will:
-answer multiple choice questions on Study Island
-refer to details and examples in the text when explaining what the text says
-reread text to increase comprehension
-identify main ideas and details
from text
-spell grade appropriate words correctly / 1
2 / -complete practice sessions on Summarizing texts on the study island computer program
-complete an assessment on Study Island on Summarizing Texts when student scores a P on the practice session
-complete a graphic organizer on main idea and detail using one section of a text
-spelling test
-watch a movie about The Dust Bowl
-complete a 3-2-1 activity while and after viewing the movie
- / W
S / -document camera and projector
-computers
-study island program
-McGraw-Hill reading website
-you tube
-reading practice book
-reading text book / Formative- Observations, questioning, discussion,
Summative-spelling test, study island teacher generated assessment, spelling test
Student Self - Assessment- individual or small group discussion,
6 / Students will:
-identify main idea and detail
--demonstrate understanding of vocabulary words by identifying words with similar and opposite meanings
-make irregular plurals
-cite evidence from text to support answers to questions
-correct grammar mistakes in paragraphs / 1
2 / -activities in grammar workbook with irregular plurals
-finish vocab squares
-begin answering questions about The Buffalo are Back
-read leveled readers and fill out graphic organizers on main idea and details.
-discussion of 3-2-1 activity from the movie
-paragraph grammar correction activity with multiple choice / W
S / McGraw-Hill
-textbook
-vocab squares print out
-leveled readers
-grammar workbook
-grammar correction packet / Formative- Observations, questioning, partner work, writing answers on the white board
Student Self - Assessment- small group discussion / partner discussion, self-check of student answers on the white board.
7 / - demonstrate understanding of vocabulary words by identifying words with similar and opposite meanings
-make irregular plurals
-TRACES writing activity
--correct grammar mistakes in paragraphs
-write for a specific purpose / -begin a TRACES writing activity using a question in the reading book about the story The Buffalo are Back
-paragraph grammar correction activity with multiple choice
-review for grammar quiz on irregular plurals
-review for vocabulary and comprehension test based on the The Buffalo are Back / W
S / McGraw-Hill
-textbook
-grammar workbook
-writing notebook
-grammar correction packet / Formative- Observations, questioning, individual check with TRACES
Summative-
Student Self - Assessment- small group discussion / partner discussion, self-check of classmates’ answers on board, using the TRACES poster to check work
8 / -correct grammar mistakes in paragraphs
--make irregular plurals
-TRACES writing activity
-identify main idea and detail
-write for a specific purpose
-refer to details and examples in the text when explaining what the text says
-identify main idea and detail
-summarize a section of a text in its entirety. / -grammar workbook activities with irregular plurals
-review for Weekly Skills test
-continue with TRACES writing activity using the story The Buffalo are Back
-paragraph grammar correction activity with multiple choice
-SRI benchmark assessment
-comprehension and vocab test on The Buffalo are Back
-shared and close read of Energy in the Ecosystem
-whole group and small group activity of completing a chart labeling producers, consumers, and decomposers from each story from week 3
-write a summary of Energy in the Ecosystem / W
S / McGraw-Hill
-textbook
-grammar workbook
-writing notebook
-grammar correction packet
-reading notebook / Formative-observations, questioning, small group work with TRACES , whole and large group discussion of chart
Summative- grammar quiz on irregular plurals
-SRI benchmark assessment
-Comprehension and vocab test on The Buffalo are Back
Student Self-Assessment—self check of classmates’ answers on board, using the TRACES poster to check work
9 / -correct grammar mistakes in paragraphs
-write for a specific purpose
-summarize a text or a portion of a text
-use context clues to determine the meaning of a word or phrase / -paragraph grammar correction activity with multiple choice
-continue with TRACES writing method
-review for the Weekly Skills test / W / -grammar correction packet
-writing notebook
-Mc Graw hill textbook / Formative-observations, whole group review of various skills, individual conferences about TRACES
Student Self-Assessment-Using the TRACES poster to check work
10 / -identify main idea and details in a text
-summarize or identify a summary statement of a text or a portion of a text
-use context clues to determine the meaning of a word or phrase
-write for a specific purpose / --complete practice sessions on Summarizing texts on the study island computer program
-complete an assessment on Study Island on Summarizing Texts when student scores a P on the practice session
-begin the Weekly skills assessment (multiple choice portion)
-Continue working on TRACES writing method / W / -McGraw Hill weekly skills test
-study island computer program
-computers
-writing notebooks / Formative-observations,
Summative-Study Island practice sessions, study island teacher made assessment,
Student Self-Assessment-use TRACES poster to check progress with work.