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HAZLETON AREA SCHOOL DISTRICT

DISTRICT UNIT/LESSON PLAN

Teacher Name : Regina Ercolani Subject : ELA Proposed Dates: 9/8/15 Grade Level (s) 4

Building : MKEMS

Unit PlanUnit Title: Think it Through

Essential Questions:Where do good ideas come from?How do your actions affect others?How do people respond to natural disasters?How cab starting a business help others?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.2.1.2CC.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 1 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.

____ 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.bParaphrase portions of a text read aloud or information presented in diverse media formats, including visually, quantitatively, and orally. SL.4.2Build background on clever ideas.

Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.4.2Identify the reasons and evidence a speaker provides to support particular points. SL.4.3

Use concrete words and phrases and sensory details to convey experiences and events precisely. W.4.3dWrite 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

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Day 1:Whole Group Reading

Unit OpenerThe Big Idea How can a challenge bring out our best?Introduce the ConceptReading/Writing WorkshopBuild Background, Clever IdeasListening ComprehensionInteractive Read Aloud, “The Princess and the Pea”VocabularyReading/Writing WorkshopWords in ContextShared ReadReading/Writing Workshop“The Dragon Problem”

Whole Group Language Arts

WritingReading/Writing WorkshopWriting Traits: IdeasWritingWriting Entry: Descriptive Details (1)GrammarSentences: Introduce SentencesSpellingShort Vowels: Assess Prior KnowledgeBuild VocabularyConnect to Words

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

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.

Build VocabularyAcademic VocabularyWritingFriendly Letter

Day 2:

Comprehension StrategyReading/Writing WorkshopMake, Confirm, or Revise PredictionsComprehension SkillReading/Writing WorkshopCharacter, Setting, Plot: SequenceGenreReading/Writing WorkshopLiterature: Fairy TaleVocabulary StrategyReading/Writing WorkshopContext Clues


WritingFocus on Descriptive DetailsWritingWriting Entry: Descriptive Details (2)GrammarSentences: Review SentencesSpellingShort Vowels: Spiral ReviewBuild VocabularyExpand VocabularyBuild VocabularySynonyms


PhonicsShort VowelsPhonicsInflectional EndingsClose ReadingLiterature AnthologyThe Princess and the Pizza


WritingWriting Entry: Descriptive Details (3)GrammarSentences: Mechanics and Usage: Sentence PunctuationSpellingShort Vowels: Word MeaningsBuild VocabularyReinforce the WordsBuild VocabularySynonyms


FluencyIntonationIntegrate IdeasResearch and InquiryClose ReadingLiterature Anthology“Tomás and His Sons”


WritingWriting Entry: Descriptive Details (4)GrammarSentences: ProofreadSpellingClosed Syllables: Proofread and WriteBuild VocabularyConnect to WritingBuild VocabularyShades of Meaning


Integrate IdeasResearch and Inquiry

Text ConnectionsWrite About ReadingAssessmentWeekly Assessment


WritingShare and ReflectGrammarSentences: AssessSpellingShort Vowels: AssessBuild VocabularyWord SquaresBuild VocabularyMorphology

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 Listen for a purpose. Identify characteristics of

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Introduce the ConceptReading/Writing WorkshopBuild Background, Think of OthersListening ComprehensionInteractive Read Aloud, "Say Something"VocabularyReading/Writing WorkshopWords in ContextShared ReadReading/Writing Workshop"The Talent Show"

WritingReading/Writing WorkshopWriting Traits: IdeasWritingWriting Entry: Focus on an Event (1)GrammarSubjects and Predicates: Introduce Subjects and PredicatesSpellingLong a: Assess Prior KnowledgeBuild VocabularyConnect to WordsBuild VocabularyAcademic VocabularyWritingFriendly Letter


Comprehension Strategy






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.

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

predicates. Punctuate compound

subjects and predicates. Proofread sentences for

errors.

Reading/Writing WorkshopMake, Confirm, or Revise PredictionsComprehension SkillReading/Writing WorkshopCharacter, Setting, Plot: Problem and SolutionGenreReading/Writing WorkshopLiterature: Realistic FictionVocabulary StrategyReading/Writing WorkshopFigurative Language

WritingFocus on an EventWritingWriting Entry: Focus on an Event (2)GrammarSubjects and Predicates: Review Subjects and PredicatesSpellingLong a: Spiral ReviewBuild VocabularyExpand VocabularyBuild VocabularySynonyms

Day 3:

PhonicsLong aPhonicsInflectional EndingsClose ReadingLiterature AnthologyExperts, Incorporated


WritingWriting Entry: Focus on an Event (3)GrammarSubjects and Predicates: Mechanics and UsageSpellingLong a: Word MeaningsBuild VocabularyReinforce the Words

Build VocabularyIdioms

Day 4:FluencyExpression and RateClose ReadingLiterature Anthology“Speaking Out to Stop Bullying”Integrate IdeasResearch and Inquiry

WritingWriting Entry: Focus on an Event (4)GrammarSubjects and Predicates: ProofreadSpellingLong a: Proofread and WriteBuild VocabularyConnect to WritingBuild VocabularyShades of Meaning

Day 5:

Integrate IdeasResearch and InquiryIntegrate IdeasText ConnectionsIntegrate IdeasWrite About ReadingAssessmentWeekly Assessment

WritingShare and ReflectGrammarSubjects and Predicates: AssessSpellingLong a: AssessBuild VocabularyWord SquaresBuild VocabularyMorphology

3

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 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 (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 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

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Introduce the ConceptReading/Writing WorkshopBuild Background, Take ActionListening ComprehensionInteractive Read Aloud, “Avalanche!”VocabularyReading/Writing WorkshopWords in ContextShared ReadReading/Writing Workshop“A World of Change”


WritingReading/Writing WorkshopWriting Traits: IdeasWritingWriting Entry: Supporting Details (1)GrammarCompound Sentences: Introduce Simple and Compound SentencesSpellingLong e: Assess Prior KnowledgeBuild VocabularyConnect to WordsBuild VocabularyAcademic VocabularyWritingFriendly Letter

Day 2:Whole Group ReadingComprehension StrategyReading/Writing WorkshopRereadComprehension SkillReading/Writing WorkshopText Structure: Compare and ContrastGenreReading/Writing WorkshopInformational Text: Expository TextVocabulary StrategyReading/Writing WorkshopContext Clues






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

Whole Group Language ArtsWritingFocus on Supporting DetailsWritingWriting Entry: Supporting Details (2)GrammarCompound Sentences: Review Simple and Compound SentencesSpellingLong e: Spiral ReviewBuild VocabularyExpand VocabularyBuild VocabularyIdioms

Day 3:

PhonicsLong ePhonicsPluralsClose ReadingLiterature AnthologyEarthquakesComprehensionExtended Complex Text


WritingWriting Entry: Supporting Details (3)GrammarCompound Sentences: Mechanics and Usage: Punctuating Compound SentencesSpellingLong e: Word MeaningsBuild VocabularyReinforce the WordsBuild VocabularyMultiple-Meaning Words

Day 4:

FluencyAccuracyClose ReadingLiterature Anthology“Tornado”

Integrate IdeasResearch and Inquiry

Whole Group Language ArtsWritingWriting Entry: Supporting Details (4)GrammarCompound Sentences: ProofreadSpellingLong e: Proofread and WriteBuild VocabularyConnect to WritingBuild VocabularyShades of Meaning


Integrate IdeasResearch and InquiryText ConnectionsWrite About ReadingAssessmentWeekly Assessment

WritingShare and ReflectGrammarCompound Sentences: AssessSpellingLong e: AssessBuild VocabularyWord SquaresBuild VocabularyMorphology

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

Day 1:Introduce the ConceptReading/Writing WorkshopBuild Background, Ideas In MotionListening ComprehensionInteractive Read Aloud, "Look Out Below!"VocabularyReading/Writing WorkshopWords in ContextShared Read



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

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

Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why). L.4.1aUse a comma before a coordinating conjuction in a compound sentence. L.4.2c Distinguish relative

pronouns and relative adverbs.

Punctuate complex sentences correctly.

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.

Reading/Writing Workshop“The Big Race”WritingReading/Writing WorkshopWriting Traits: OrganizationWritingWriting Entry: Sequence (1)GrammarClauses and Complex Sentences: Introduce ClausesSpellingLong i: Assess Prior KnowledgeBuild VocabularyConnect to WordsBuild VocabularyAcademic VocabularyWritingPersonal Narrative

Day 2:Comprehension StrategyReading/Writing WorkshopRereadComprehension SkillReading/Writing WorkshopText Structure: Cause and EffectGenreReading/Writing WorkshopInformational Text: Narrative NonfictionVocabulary StrategyReading/Writing WorkshopContext CluesWritingFocus on SequenceWritingWriting Entry: Sequence (2)GrammarClauses and Complex Sentences: Review ClausesSpellingLong i: Spiral ReviewBuild VocabularyExpand VocabularyBuild VocabularyMultiple-Meaning Words

Day 3:PhonicsLong iPhonicsInflectional Endings


Close ReadingLiterature AnthologyA Crash Course in Forces and Motion with Max AxiomWritingWriting Entry: Sequence (3)GrammarClauses and Complex Sentences: Mechanics and UsageSpellingLong i: Word MeaningsBuild VocabularyReinforce the WordsBuild VocabularyContext Clues

Day 4:FluencyPhrasing and RateClose ReadingLiterature Anthology“The Box-Zip Project”Integrate IdeasResearch and InquiryWritingWriting Entry: Sequence (4)GrammarClauses and Complex Sentences: ProofreadSpellingLong i: Proofread and WriteBuild VocabularyConnect to WritingBuild VocabularyShades of Meaning

Day 5:Integrate IdeasResearch and InquiryIntegrate IdeasText ConnectionsIntegrate IdeasWrite About ReadingAssessmentWeekly AssessmentWritingShare and ReflectGrammarClauses and Complex Sentences: AssessSpellingLong i: AssessBuild Vocabulary

Word SquaresBuild VocabularyMorphology

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

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

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 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 Identify run-on sentences. Fix fragments and run-ons. Proofread sentences for

mechanics and usage errors.Refer to details and examples in a text when explaining what the text says explicitly and when drawing

Day 1:Introduce the ConceptReading/Writing WorkshopBuild Background, Putting Ideas to WorkListening ComprehensionInteractive Read Aloud, "Kids Can Help"VocabularyReading/Writing WorkshopWords in ContextShared ReadReading/Writing Workshop“Dollars and Sense”WritingReading/Writing WorkshopWriting Traits: Sentence FluencyWritingWriting Entry: Sentence Lengths (1)GrammarRun-On Sentences: Introduce Run-On SentencesSpellingLong o: Assess Prior KnowledgeBuild VocabularyConnect to WordsBuild VocabularyAcademic VocabularyWritingPersonal Narrative

Day2:Comprehension StrategyReading/Writing WorkshopRereadGenreReading/Writing WorkshopInformational Text: Persuasive ArticleWritingFocus on Sentence LengthsWritingWriting Entry: Sentence Lengths (2)GrammarRun-On Sentences: Review Run-On SentencesSpellingLong o: Spiral ReviewBuild Vocabulary






inferences from the text. RI.4.1

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.

Expand VocabularyBuild VocabularyContext Clues

Day3:Close ReadingLiterature Anthology“Kids in Business”Vocabulary StrategyReading/Writing WorkshopSuffixesComprehension SkillReading/Writing WorkshopMain Idea and Key DetailsWritingWriting Entry: Sentence Lengths (3)GrammarRun-On Sentences: Mechanics and UsageSpellingLong o: Word MeaningsBuild VocabularyReinforce the WordsBuild VocabularySuffixes

Day 4:PhonicsCompound WordsClose ReadingLiterature Anthology“Starting a Successful Business”WritingWriting Entry: Sentence Lengths (4)GrammarRun-On Sentences: ProofreadSpellingLong o: Proofread and WriteBuild VocabularyConnect to WritingBuild VocabularyShades of Meaning

Day 5:Integrate IdeasWrite About ReadingIntegrate IdeasResearch and InquiryIntegrate IdeasText Connections

FluencyPhrasing and RateWritingShare and ReflectGrammarRun-On Sentences: AssessSpellingLong o: AssessBuild VocabularyWord SquaresBuild VocabularyMorphologyWeekly 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-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

Day 1:Reader's TheaterWhodunit? Woo Knows...WritingCelebrate: Share Your WritingWritingPersonal NarrativeReading Wonders Adaptive LearningAssessmentUnit 1 AssessmentAssessmentFluency Assessment

Day 2:Reader's TheaterWhodunit? Woo Knows...Reading DigitallyBullying: It's Against the LawResearch and InquiryResearch Skill: Parts of a LibraryWritingCelebrate: 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)Level UpRead Approaching Leveled Reader: George’s Giant






and phrases to manage the sequence of events. W.4.3c

Wheel

Day 3Review and ReteachWeekly VocabularyWritingCelebrate: Share Your WritingReading DigitallyBullying: It's Against the Law

Day 4:Reader's TheaterWhodunit? Woo Knows...WritingListening to PresentationsReview and ReteachWrite About Reading: Inform/ExplainReview and ReteachWrite About Reading: OpinionLevel UpWrite About Reading

Day 5:Research and InquirySynthesize and PresentAssessmentUnit AssessmentLevel UpRead Approaching Leveled Reader: George’s Giant WheelLevel UpWrite About ReadingAssessmentExit Test

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