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HAZLETON AREA SCHOOL DISTRICT

DISTRICT UNIT/LESSON PLAN

Teacher Name : Mr. Stephen Lucas Subject : ELA Proposed Dates: 12/01/2015 Grade Level (s) 4

Building : MKEMS

Unit PlanUnit Title: UNIT #2 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?Review and Assess

Standards: PA Core Standards, PA Academic Standards/Anchors (based on subject)

CC.1.1.4.ERead with accuracy and fluency to support comprehension.Read on-level text with purpose and understanding.Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. Use context to confirm or self-correct word recognition and understanding, rereading as necessary.

CC.1.2.4.ADetermine the main idea of a text and explain how it is supported by key details; summarize the text.E04.B-K.1.1.2

CC.1.2.4.BRefer to details and examples in text to support what the text says explicitly and make inferences.E04.B-K.1.1.1

CC.1.2.4.CExplain events, procedures, ideas, or concepts in a text, including what happened and why, based on specific information in the text.E04.B-K.1.1.3

CC.1.2.4.DCompare and contrast an event or topic told from two different points of view.E04.B-C.2.1.1

CC.1.2.4.EUse text structure to interpret information (e.g., chronology, comparison, cause/effect, problem/solution).E04.B-C.2.1.2

CC.1.2.4.FDetermine the meaning of words and phrases as they are used in grade-level text, including figurative language.E04.B-V.4.1.1E04.B-V.4.1.2

CC.1.2.4.HExplain how an author uses reasons and evidence to support particular points in a text.E04.B-C.3.1.1

CC.1.2.4.KDetermine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.E04.B-V.4.1.1

CC.1.2.4.LRead and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.

CC.1.3.4.ADetermine a theme of a text from details in the text; summarize the text.E04.A-K.1.1.2

CC.1.3.4.CDescribe in depth a character, setting, or event in a story or drama, drawing on specific details in the text.E04.A-K.1.1.3

Writing

CC.1.4.4.AWrite informative/ explanatory texts to examine a topic and convey ideas and information clearly.

CC.1.4.4.BIdentify and introduce the topic clearly.E04.C.1.2.1E04.E.1.1.1

CC.1.4.4.CDevelop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic; include illustrations and multimedia when useful to aiding comprehension.E04C.1.2.2E04E.1.1.2

CC.1.4.4.DGroup related information in paragraphs and sections, linking ideas within categories of information using words and phrases; provide a concluding statement or section; include formatting when useful to aiding comprehension.E04.C.1.2.1E04.C.1.2.3E04.C.1.2.5E04.E.1.1.1E04.E.1.1.3E04.E.1.1.5Summative Unit Assessment : Unit #6 Research Project(s)

Unit 2 Written Assessment

Summative Assessment Objective Assessment Method (check one)Students Will- Students will be asked to provide text evidence that supports their responses and to integrate knowledge learned from multiple passages.

__X__ Rubric ___ Checklist __X__ Unit Test ____ Group____ Student Self-Assessment

____ Other (explain)

DAILY PLANWeek Objective (s) DOK

LEVEL Activities / Teaching Strategies

Grou

ping

Materials / Resources Assessment of Objective (s)

1

Students will-

Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.1.b

Build background on lessons from animal stories.

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.2Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text, in which it appears. R1.4.7Determine the theme of a story, drama, or poem from details in the text; summarize the text. RL.4.2Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text. RL4.5

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Week 1 Day 1:Whole Group Reading

Unit OpenerThe Big Idea What can animals teach us?Introduce the ConceptReading/Writing WorkshopBuild Background, Literary LessonsListening ComprehensionInteractive Read Aloud, “The Coyote and the Hen”VocabularyReading/Writing WorkshopComprehensionGenre: FolktaleStrategy: Ask and Answer QuestionsWords in ContextShared ReadReading/Writing Workshop“The Fisherman and the Kaha Bird”

Whole Group Language Arts

WritingReading/Writing WorkshopBuild VocabularyConnect to WordsAcademic VocabularyWritingFriendly Letter

WSI

McGraw Hill Reading Wonders Anthology SelectionsMcGraw Hill Reading Wonders Reading/Writing Workshop SelectionsGuided Leveled ReadersTriumph Print ResourcesPSSA Practice Released ItemsSAS Print ResourcesStudy Island Resources

Document CameraClassroom ComputersDry Erase Boards

Formative-Graphic OrganizerVocabulary fill in the blank testSelection TestQuizObservationThink-Pair-ShareQuick WritesOral Retelling Presentations

Summative- Unit Test

Student Self - Assessment-Self-Check Rubric

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

Compare and Contrast the treatment of similar themes and topics and patterns of events in stories, myths, and traditional literature from different cultures. RL.4.9

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology to read accurately unfamiliar multisyllabic words in context and out of context. RF.4.3a

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. W.4.10 Analyze models to

understand how descriptive details add information.

Write about a personal experience.

Add descriptive details to revise writing.

Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. SL.4.6 Learn meanings of new

vocabulary words. Use new words in sentences.

Consult reference materials both

Day 2:

Comprehension StrategyReading/Writing WorkshopStrategy: Ask and Answer QuestionsReading/Writing WorkshopCharacter, Setting, Plot: SequenceGenreReading/Writing WorkshopLiterature: Fairy TaleVocabulary StrategyReading/Writing WorkshopRoot Words


WritingFocus on Descriptive DetailsWritingWriting Entry: Descriptive Details (2)GrammarCommon and Proper NounsSpellingPrefixesBuild VocabularyExpand VocabularyBuild VocabularySynonyms

Day 3:Whole Group Reading

PhonicsReview Open and Closed SyllablesPhonicsPrefixesInflectional EndingsClose ReadingLiterature AnthologyThe Secret Message


WritingWriting Entry: Descriptive Details (3)GrammarSentences: Mechanics and Usage: Sentence

print and digital to find the pronunciation and determine or clarify the precise meaning of key words and phrases. L.4.4c

Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their functions in particular sentences. L.3.1a

PunctuationSpellingPrefixesBuild VocabularyReinforce the WordsBuild VocabularyReinforce the wordsRoot Words


FluencyExpressionIntegrate IdeasResearch and InquiryClose ReadingLiterature Anthology“The Fox and the Goat”

Writing Traits: IdeasWritingWriting Entry: ReviseGrammarCommon and Proper NounsSpellingPrefixes


WritingWriting Entry: Writing Entry Revise (2)GrammarCommon and Proper NounsSpellingPrefixesBuild VocabularyConnect to WritingBuild VocabularyShades of Meaning


Integrate IdeasResearch and InquiryText Connections

Write About ReadingAssessmentWeekly Assessment


WritingShare and ReflectGrammarCommon and Proper NounsSpellingPrefixesBuild VocabularyWord SquaresMorphology

2

Students will-

Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. 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. SL.4.1cParaphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.2Build background knowledge on actions and their effects.

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions). RL.4.3Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.2

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Week 2 Day 1:

Whole Group Reading

Introduce the ConceptBuild Background – Animals in FictionComprehensionGenre: Dramatic SceneStrategy: Ask and Answer Questions

Reading/Writing WorkshopListening ComprehensionInteractive Read Aloud, "A Grasshopper’s Sad Tale"Vocabulary ContextClose Reading“The Ant and the Grasshopper”

WritingReading/Writing WorkshopWriting Traits: Voice/Informal VoiceWritingWriting Entry: Prewrite and Draft (1)GrammarSingular and Plural NounsSpellingDigraphsBuild VocabularyConnect to WordsBuild VocabularyConnect to WordsAcademic Vocabulary






Listen for a purpose. Identify characteristics of

realistic fiction.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. W.4.5 Understand how to focus on

an event. Write about a time when

you stood up for yourself. Add details to revise.






Comprehension StrategyReading/Writing WorkshopAsk and Answer QuestionsSkill: ThemeWrite about Reading

Genre; Dramatic SceneVocabulary StrategyReading/Writing WorkshopAsk and Answer Questions

WritingFocus on an EventWriting Traits- Voice/Informal VoiceWriting Entry: Prewrite and DraftGrammarSubjects and Predicates: Singular and Plural NounsSpellingDigraphsBuild VocabularyConnect to WordsAcademic Vocabulary

Day 3:

PhonicsDigraphsPossessivesInflectional EndingsClose ReadingLiterature AnthologyClose ReadingRanita, the Frog Princess


WritingWriting Entry: Prewrite and DraftGrammarMechanics and UsageSpellingDigraphsBuild VocabularyReinforce the WordsAntonyms

Day 4:FluencyIntonationClose ReadingLiterature AnthologyClose ReadingThe Moonlight Concert MysteryIntegrate IdeasResearch and Inquiry

WritingWriting Entry: ReviseGrammarSingular and Plural NounsSpellingDigraphsBuild VocabularyConnect to WritingShades of Meaning

Day 5:

Integrate IdeasResearch and InquiryText ConnectionsWrite About ReadingAssessment

WritingShare and ReflectGrammarSingular and Plural NounsSpellingDigraphsBuild VocabularyWord SquaresMorphology

3 Students will- 1 McGraw Hill Reading Wonders Formative-

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 Build background knowledge

on responding to natural disasters.

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. L.4.6 Learn meanings of new

vocabulary words. Use new words in sentences.

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

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. W.4.10

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. W.4.2b

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Week 3 Day 1:

Whole Group Reading

Introduce the ConceptReading/Writing WorkshopBuild BackgroundNatural ConnectionsListening ComprehensionInteractive Read Aloud, “Return of the Wolves”VocabularyReading/Writing WorkshopWords in Context “Rescuing our Reefs”


WritingReading/Writing WorkshopComprehensionGenre: Narrative NonfictionStrategy: Summarize

WritingWriting Traits: Ideas/Supporting DetailsWriting Entry: Prewrite and DraftGrammarIrregular Plural NounsSpellingThree-Letter BlendsBuild VocabularyConnect to WordsAcademic Vocabulary

Day 2:Whole Group ReadingReading/Writing WorkshopStrategy: SummarizeComprehension SkillMain Idea and Key DetailsGenreNarrative NonfictionVocabulary StrategyContext Clues


Anthology SelectionsMcGraw Hill Reading Wonders Reading/Writing Workshop SelectionsGuided Leveled ReadersTriumph Print ResourcesPSSA Practice Released ItemsSAS Print ResourcesStudy Island Resources


Graphic OrganizerVocabulary fill in the blank testSelection TestQuizObservationThink-Pair-ShareQuick WritesOral Retelling Presentations



Analyze models to understand how supporting details explain main ideas.

Write about how to help people after a natural disaster.

Add details to revise writing.

Readers to WritersWritingWriting Entry: ReviseGrammarIrregular Plural NounsSpellingThree Letter BlendsBuild VocabularyExpand VocabularyAntonyms

Day 3:

PhonicsThree Letter BlendsWords Ending in –er and -estClose ReadingLiterature AnthologyThe Buffalo are BackComprehensionExtended Complex Text


Readers to WritersWriting Entry: Prewrite and DraftGrammarMechanics and UsageSpellingThree Letter BlendsBuild VocabularyReinforce the WordsContext Clues

Day 4:

FluencyAccuracyClose ReadingIntegrate IdeasResearch and Inquiry

Whole Group Language ArtsReaders to WritersWriting Entry: ReviseGrammar

Irregular Plural NounsSpellingThree Letter BlendsBuild VocabularyConnect to WritingShades of Meaning


Integrate IdeasResearch and InquiryText ConnectionsWrite About ReadingAssessmentWeekly Assessment

WritingReaders to WritersWriting Entry: Share and ReflectGrammarIrregular Plural Nouns AssessSpellingThree Letter Blends AssessBuild VocabularyWord SquaresMorphology

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. RI.4.1

Acquire and use accurately grade-appropriate 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

Week 4 Day 1:

Introduce the ConceptReading/Writing WorkshopBuild Background; AdaptationsListening ComprehensionInteractive Read Aloud, "Adaptations at Work"ComprehensionGenre: Expository TextStrategy: Summarize

VocabularyReading/Writing WorkshopWords in Context

WritingReading/Writing WorkshopWriting Traits: Organization/Logical Order




Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. W.4.3aUse a variety of transitional words and phrases to manage the sequence of events. W.4.3c

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic. L.4.6Expand vocabulary by adding inflectional endings and affixes.





Writing Entry: Prewrite and DraftGrammarPossessive NounsSpellingR controlled vowel /ar/ and /or/Build VocabularyConnect to WordsAcademic Vocabulary

Day 2:Comprehension StrategyReading/Writing WorkshopSummarizeComprehension SkillMain Idea and Key DetailsWrite about ReadingGenreExpository TextVocabulary StrategyPrefixes

WritingReaders to WritersWriting Entry: ReviseGrammarPossessive NounsSpellingR controlled vowels /ar/ and /or/Build VocabularyExpand VocabularyReview Suffixes

Day 3:Phonics/DecodingR controlled vowels /ar/ and /or/Suffixes –ful and -lessClose ReadingLiterature AnthologySpidersWritingWriting Entry: Prewrite and DraftGrammarMechanics and UsageSpellingR controlled vowels /ar/ and /or/Build VocabularyReinforce the WordsPrefixes

Day 4:FluencyRateClose ReadingLiterature Anthology“Anansi and the Birds”Integrate IdeasResearch and InquiryWritingWriting Entry: ReviseGrammarPossessive NounsSpellingR controlled vowels /ar/ and /or/Build VocabularyConnect to WritingShades of Meaning

Day 5:Integrate IdeasResearch and InquiryText ConnectionsWrite About ReadingAssessmentWeekly AssessmentWritingShare and ReflectGrammarPossessive Nouns; AssessSpellingR controlled /ar/ and /or/Build VocabularyWord SquaresMorphology

5 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

Week 5 Day 1:

Introduce the ConceptReading/Writing WorkshopBuild Background; Animals All AroundListening ComprehensionInteractive Read Aloud, "Animal Haiku"VocabularyReading/Writing WorkshopWords in ContextClose Reading of Complex Text


Document Camera



Follow agreed-upon rules for discussions and carry out assigned roles. SL.4.1bBuild background knowledge on inventions.


understand how to vary sentence lengths.

Write about why people work.

Vary sentence lengths to revise writing.

Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons. L.4.1f

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 a

persuasive article.

“Dog”, “The Eagle”, “Chimpanzee”, and “Rat”

WritingReading/Writing WorkshopWriting Traits: Word Choice/Precise LanguageWriting Entry: Prewrite and DraftGrammarCombining SentencesSpellingSuffixesBuild VocabularyConnect to WordsAcademic Vocabulary

Day 2:ComprehensionGenre; Lyric Poetry and HaikuReading/Writing WorkshopSkill; Point of ViewWrite about ReadingLiterary Elements; Meter and RhymeVocabulary Strategy; Figurative Language

WritingWriting Entry: ReviseGrammarCombining SentencesSpellingSuffixesBuild VocabularyExpand VocabularyReview Prefixes

Day 3:Phonics/DecodingSuffixesContractionsClose ReadingLiterature Anthology“The Sandpiper”, “Bat”, “The Grasshopper Springs”, and “Fireflies at Dusk”

WritingWriting Entry: Prewrite and DraftGrammarMechanics and UsageSpellingSuffixesBuild Vocabulary

Classroom ComputersDry Erase Boards


Reinforce the WordsSimiles and Metaphors

Day 4:Fluency; Expressions and PhrasingIntegrate IdeasResearch and InquiryClose ReadingReaders Writers Workshop“Fog”, and “White Cat Winter”

WritingWriting Entry: ReviseGrammarCombining SentencesSpellingSuffixesBuild VocabularyConnect to WritingShades of Meaning

Day 5:Integrate IdeasWrite About ReadingResearch and InquiryText Connections

WritingShare and ReflectGrammarCombining Sentences: AssessSpellingSuffixes: AssessBuild VocabularyWord SquaresMorphologyWeekly Skill Assessment

6 Students will-

Read on-level text with purpose and understanding. RF.4.4a

Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.4.4b

Use context to confirm or self-

Week 6 Day 1:Reader's Theater“The Nightingale”Assign RolesModel Fluency; Accuracy, Rate, and ProsodyResearch and Inquiry

WritingCelebrate: Share Your WritingWriting




correct word recognition and understanding, rereading as necessary. RF.4.4c

Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.4

Orient the reader by establishing a situation and introducing a narrator and/or character; organize an event sequence that unfolds naturally. W.4.3a

Use dialogue and description to develop experiences and events or show the responses of characters to situations. W.4.3b

Use a variety of transitional words and phrases to manage the sequence of events. W.4.3c





Explanatory Essay/ How-toPrepare to Present Your WritingAssessmentUnit 1 AssessmentAssessmentFluency Assessment

Day 2:Reader's Theater“The Nightingale”Model Fluency; Accuracy, Rate, and ProsodyResearch and InquiryReading Digitally“Sharks Under Attack”Research and InquiryReliable sources

WritingCelebrate: Share Your WritingReview and ReteachComprehension: Cause and Effect (Informational)Review and ReteachComprehension: Compare and Contrast (Informational)Review and ReteachComprehension: Main Idea and Key Details (Informational)Review and ReteachComprehension: Problem and Solution (Literature)Review and ReteachComprehension: Sequence (Literature)

Day 3:Review and ReteachWeekly VocabularyWritingCelebrate: Share Your WritingReading DigitallyClose Reading “Sharks Under Attack”Research and Inquiry Projects

Day 4:Reader's Theater“The Nightingale” PerformanceResearch Inquiry Projects

WritingListening to PresentationsReview and ReteachPresent your Explanatory Essay/How-to



Evaluate Your Presentation

Day 5:Research and InquirySynthesize and PresentPresentationsAssessmentUnit Assessment

WritingWrite About ReadingExplanatory Essay/ How-toPortfolio ChoiceAssessmentExit Test

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