HAZLETON AREA SCHOOL DISTRICT
DISTRICT UNIT/LESSON PLAN
Teacher Name : Regina Greco
Subject : ELA
Start Date(s): February 1, 2106
Grade Level (s): 3
Building : WHEMS
Unit Plan
Unit Title:
Unit 2 Figure it Out – Week 5 - Poetry
Essential Questions: Workshop- Empanada Day – How do people figure things out? How does the author’s language help you visualize the poem? What
are different ways to figure things out? Which poem has the best way to solve a problem? The Inventor thinks up Helicopters – Which words have
alliteration What effect does this create? In line 12, what does the poet compare a helicopter to? What is the purpose of the comparison? Ornithopter –
What is the poet’s point of view about the ornithopter? How many different ways of flying are described in the poems?
Anthology - Montgolfier Brother’s Hot Air Balloon- – Was the brothers’ flight successful? How do you know? How did the brothers figure out how to fly?
Compare this poem to “The Ornithopter,” and tell how the poems are similar and different.
Standards: L.3.1.i Produce simple, compound, and complex sentences. L.3.2.d Form and use possessives. L.3.2.e Use conventional spelling for high-frequency and other
studied words and for adding suffixes to base words (e.g., sitting, smiled, cries, happiness). L.3.2.f Use spelling patterns and generalizations (e.g., word families, position-based
spellings, syllable patterns, ending rules, meaningful word parts) in writing words. L.3.2.g Consult reference materials, including beginning dictionaries, as needed to check and
correct spellings. L.3.4.a Use sentence-level context as a clue to the meaning of a word or phrase. L.3.4.b Determine the meaning of the new word formed when a known affix is
added to a known word (e.g., agreeable/disagreeable, comfortable/uncomfortable, care/careless, heat/preheat). L.3.5.c Distinguish shades of meaning among related words that
describe states of mind or degrees of certainty (e.g., knew, believed, suspected, heard, wondered). L.3.6 Acquire and use accurately grade-appropriate conversational, general
academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships (e.g., After dinner that night we went looking for
them). .RF.3.3.c Decode multisyllable words. RF.3.3.d Read grade-appropriate irregularly spelled words. RF.3.4.a Read on-level text with purpose and
understanding. RF.3.4.b Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RI.3.4 Determine the meaning of general
academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. RI.3.9 Compare and contrast the most important points and key details
presented in two texts on the same topic. RL.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the
answers. RL.3.2 Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed
through key details in the text. RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of
events. RL.3.4 Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language. RL.3.5 Refer to parts of stories, dramas,
and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier
sections. RL.3.6 Distinguish their own point of view from that of the narrator or those of the characters. RL.3.7 Explain how specific aspects of a text’s illustrations contribute to
what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). RL.3.10 By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently. SL.3.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. SL.3.1.a Come
to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under
discussion. SL.3.1.b Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and
texts under discussion). SL.3.1.c Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. SL.3.1.d Explain
their own ideas and understanding in light of the discussion. SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media
and formats, including visually, quantitatively, and orally. SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and
detail. SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize
or enhance certain facts or details. SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. [3 lessons]
Summative Unit Assessment : Weekly Assessment by McGraw Hill company
Summative Assessment Objective
Students will- Complete a reading packet based on key vocabulary, Reread
for text evidence, Limerick and Free Verse, Point of View, Alliteration and
Rhyme, Simile and r controlled vowel /ur/.
Assessment Method (check one)
____ Rubric X Checklist ____ Unit Test ____ Group
____ Student Self-Assessment
__X__ Other (explain) Students work on the packets according to their
individual needs. All pages of the packet will be completed to the best of
their individual abilities. Students needing assistance will receive small group
or individual instruction.
Day
1
Objective (s)
DOK
LEVEL
Students will- Learn new
vocabulary and background
knowledge as a pre-reading skill.
Students will – Learn to modify
and clarify while the teacher reads
aloud.
Students will improve their
listening skills and concentration
levels by listening to the story read
aloud.
Level 1
Level 2
Students will read with the teacher
poems Empanada Day, Cold Feet,
Our Washing Machine, Bugged.
pages 166 - 169.
Level 1
Level2
2
Activities / Teaching Strategies
Grouping
DAILY PLAN
New vocabulary will presented in the form of word
cards. Discussion, review, and identification of each
words meaning will be conducted by the students.
Students will read aloud in their texts to gain more
background knowledge and use the new vocabulary in
sentences.
Teacher will model monitoring and clarifying as she
reads the poems Empanada Day, Cold Feet, Our
Washing Machine, Bugged.
W
Students are encouraged to chorally read the story
aloud with the teacher. If the student is still a
dependent reader the teacher will monitor these
students following the story with their fingers and
eyes (tracking).
W
S
I
S
I
Materials / Resources
Assessment of Objective (s)
Students will complete vocabulary
sentences to show an
understanding of the new
vocabulary.
Students will use pages 162 - 173 in
the Workshop text to discuss and
share their understanding of the
new vocabulary.
Students will listen to the teacher
read the poems found on pages 166
- 169.
Formative- Completed vocabulary
sentences should be checked by a
peer before submitting for a grade.
Students will partner read the story
found on pages 166 -169. Students
should be asking and answering
each other’s questions.
Formative- Thumbs up or down if
students are ready to answer
questions about the story.
SummativeStudent Self - AssessmentStudents rate themselves on a
scale of 1-4 (4-being a great
reader).
Summative- Students will be given
more time to revise vocabulary
sentences for a better grade.
Student Self - Assessment-
3
Students will- partner read the
poems Empanada Day, Cold Feet,
Our Washing Machine, Bugged..
Level 1
Level 2
Level 3
The teacher will review, Reread for text
evidence, Limerick and Free Verse, Point of
S
I
Students will work on vocabulary
sentences for a better grade.
Formative- Students will give their
opinion of what poem they like
best and why.
View, Alliteration and Rhyme, Simile and r
controlled vowel /ur/.
Students will listen to The Inventor
Thinks up Helicopters on
audiotape.
Students will- work independently
on their Spelling, grammar and
phonics packets.
Level 1
Level 2
Level 3
The teacher will remind students to “be productive.”
Students will read leveled readers Orange- Problem
Solved and Blue - The Long Walk and conduct book
discussions in small groups.
I
S
4
Students will practice reading The
Inventor Thinks up Helicopters,
Ornithopter, and Montgolfier
Brothers’ Hot Air Balloon in a small
group.
Discussions will be student lead
regarding the story.
Students will complete spelling
pages 128 – 130.
Level four thinkers will apply
concepts to help others with their
work.
SummativeStudent Self - Assessment-
Formative- Check for completeness
(Star or no star)
Summative-
Student Self - Assessment- Raise
your hand if you need help. Ask
the teacher for a “peer helper”.
5
Students will- help one another
study for the post test in
vocabulary.
Students will take the post test in
vocabulary.
Students will chorally read a poem
and identify stanzas, rhyme, lines,
pattern, beats, and literary
devices.
Level 1
Level 2
Level 3
Level 4
The teacher will remind students to “be productive.”
The teacher will assist those students showing
difficulty in working independently by working in small
groups.
S
I
Students will complete spelling test
and Vocabulary test.
Level four thinkers will apply
concepts to help others with their
work.
Formative- Check for completeness
(Star or no star)
Summative- post -test grade
assigned
Student Self - Assessment-- Raise
your hand if you need help. Ask
the teacher for a “peer helper”.