HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Helene Seamon Subject : ELA Start Date(s): 2/2/15 Grade Level (s): 4
Building : Freeland
Unit PlanUnit 2 Title: Amazing Animals
Essential Questions-
What are some messages in animal stories?
How do animal characters change familiar stories?
How are all living things connected?
What helps an animal survive?
How are writers inspired by animals?
Standards: .4.1,L.4.2, L.4.3, L.4.4, L.4.5, L.4.6, RF.4.3, RF.4.4,
RI.4.5, RI.4.7, RI.4.9, RL.4.1, RL.4.2, RL.4.3, RL.4.5, RL.4.6, RL.4.9, RL.4.10
SL.4.1, SL.4.2, SL4.3, SL.4.4, SL.4.6 W.4.2, W.4.3, W.4.6, W.4.9, W.4.10
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 5
1 / 1. Students will pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.
Build background knowledge on how animals can inspire writer
2. Students will determine a theme of a story, drama, or poem from details in the text; summarize the text.
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
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 haiku.
3. Students will 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
Identify similes and metaphors in poetry.
4. Students will spell grade appropriate words correctly, consulting references as needed. / 1, 2, 3 / 1. Build background - essential question, background video
2. Interactive Read aloud - Animal Haiku
3. Vocabulary - Words in Context -
Project from website. Utilize vocabulary word cards, discuss meanings, and have students orally use words in sentences. Write words, synonyms, and antonyms on white boards. Students write definitions in notebooks
vocabulary squares (word, synonym, picture and sentence, antonym)
4. Spelling - Words with Inflectional Endings. Assess prior knowledge. Word sort. Begin Spelling book pages. Pretest Thursday, Post-test Friday. / W, S, I / McGraw Hill Reading/Writing Workshop books
Teacher manual
McGraw Hill Your Turn Practice book - graphic organizer (haiku)
- vocabulary practice page
Marker boards & markers
McGraw Hill Spelling and Grammar books
Projector, laptop,
ConnectED website
McGraw Hill Vocabulary word cards
Student notebooks / Formative- Observations, questioning, discussion, Thumbs up, Daily PDN
Student Self - Assessment discussion
2 / 1. Students will refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.1
2. Students will explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.5
· Identify rhythm and meter in poetry.
· Identify rhyme in poetry.
3. Students will compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations. RL.4.6
· Identify and classify important details.
· Find evidence in the text.
4. Students will explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.5
Identify characteristics of lyric poetry and haiku.
5. Students will produce simple, compound, and complex sentences. L.3.1i
· Combine subject nouns and predicate nouns.
· Punctuate interjections and introductory phrases correctly.
· Proofread sentences for mechanics and usage error / 1, 2, 3 / 1. Shared Read - “Dog,” “The Eagle,” “Chimpanzee,” “Rat”
- Close reading. Cite evidence, paraphrase. Relate to Essential Question.
2. Meter and Rhyme. Model identifying meter and rhyme. Use white boards to practice skill. Design an interactive notebook page in students' notebooks.
Complete practice book page.
3. Comprehension - Point of View - Model for students how to use the notes from the graphic organizer to describe the point of view of “Chimpanzee” and cite evidence for their claim. Design an interactive notebook page in students' notebooks.
4. Genre - Poetry. Use website to explain different types of poetry. Have students work with partners to compare and contrast different types of poetry based on the poems in the Readin Writing Workshop book. Design a page in students interactive notebooks to display types of poetry.
5. Grammar - Introduce Combining Sentences : Subject Nouns
6. Review and practice on Study Island / W, S, I / Reading Writing Workshop ,
Your Turn Practice book,
Teacher manual
Marker board & markers
Grammar book
Projector, laptop,
ConnectED website
Student notebooks
Student computers / Formative- Observations, questioning, discussion, thumbs up/down
Student Self - Assessment- group discussion of comparison of types of poetry
Self assessment during Study Island
3 / 1. Students will explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. L.4.5a
2. 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
3. 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.
4. Students will refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.1
5. Students will produce simple, compound, and complex sentences. L.3.1i
· Combine subject nouns and predicate nouns.
· Punctuate interjections and introductory phrases correctly.
· Proofread sentences for mechanics and usage errors. / 1, 2, 3 / 1. Vocabulary - Figurative Language. Discuss difference between similes and metaphors. Pick out examples in the RRW poems.
Work in small groups to design an interactive notebook page showing examples of similes and metaphors.
2. Phonics - Suffixes. Discuss suffixes. Brainstorm a list of words using various suffixes on whiteboard. Complete practice wook page. Do part of "Affixes" lesson in Coach book.
3. Phonics - Contractions. Discuss, an dhave partners create lists of common contractions. See who could come up with some that other groups did not think of.
4. Close Reading - “The Sandpiper” “Bat” “The Grasshopper Springs” “Fireflies at Dusk”. Reread Essential Question. As students read the poems, ask them to take notes by filling in the graphic organizer on Your Turn Practice Book page 92 to record the details and point of view in each poem. Locate Rhyme and Figurative Language in each poem.
5. Grammar - Mechanics and Usage: Phrases and Interjections / W, S, I / Reading/Writing Workshop
Teacher manual
Practice book -
Marker boards & markers
Grammar worksheet
Projector, computer,
ConnectED website
Student notebooks
Coach books / Formative- Observations, questioning, discussion, thumbs up/down, PDN, Think-Pair -Share
Student Self - Assessment- discussion of simile/metaphor comparison illustration in notebook
4 / 1. Students will read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.4.4b
2. Students will refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. RL.4.1
3. Students will conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.7
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. SL.4.5
· Take notes from sources.
· Avoid plagiarism.
· Present research.
4. Students will produce simple, compound, and complex sentences. L.3.1i
· Combine subject nouns and predicate nouns.
· Punctuate interjections and introductory phrases correctly.
· Proofread sentences for mechanics and usage errors.
5. Students will spell grade appropriate words correctly, consulting references as needed. / 1, 2, 3 / 1. Fluency - Expression and Phrasing. Remind students that expressive reading includes stressing certain words and showing emotion. Model correct expressive reading techniques. Have students note. Have them practice with a partnemr and give constructive criticism.
2. Close Reading - “Fog” “White Cat Winter”. Ask and answer questions. Compare texts. Locate figurative language and rhyme.
3. Integrate Ideas - Research and Inquiry. Research an animal that can be found living in their state. Students will, in small groups, write a haiku or lyric poem about the animal. Use Accordion foldable as part of research.
- Copy best Haiku poem on poster paper and illustrate it
4. Grammar - Combining Sentences: Proofread
5. Spelling pretest / W, S, I / Anthology
Teacher manual
Practice book -
Marker boards & markers
Grammar worksheet
Projector, computer,
ConnectED website
Spelling pretest paper
Student notebooks
Journal
Papers for foldable and Haiku poem / Formative- Observations, questioning, discussion, thumbs up/down, PDN, Think-pair-share
Summative-Spelling pretest
Student Self - Assessment- Group collaboration on a graphic organizer and accordion foldble
Illustrated Haiku poem
5 / 1. Students will compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures. RL.4.9
2. Students will explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text. RL.4.5
Identify the reasons and evidence a speaker provides to support particular points. SL.4.3
3. Weekly Assessment
4. Students will produce simple, compound, and complex sentences. L.3.1i
· Combine subject nouns and predicate nouns.
· Punctuate interjections and introductory phrases correctly.
· Proofread sentences for mechanics and usage errors.
5. Students will spell grade appropriate words correctly, consulting references as needed. / 1, 2, 3 / 1. Integrate Ideas - Text Connections. Students will work in groups to compare information they have learned about how writers are inspired by animals from all the poems they have read. They sould cite text as evidence.
2. Integrate Ideas - Write about reading. Discuss how to analyze a poem by asking how or why questions. have students select a poem. Have them write an analysis that explains how the poet uses precise language.
3. Weekly Assessment of vocabulary and skills
4. Grammar - Combining Sentences - Assess
5. Spelling post-test / W, S, I / Spelling test
Journal
Leveled Readers
Grammar test / Formative- Observations, questioning, discussion, , lesson quiz
Summative-Spelling test, Grammar Test, Reading Weekly Assessment