Reading Unit Plan

UNLV/Department of Teaching & Learning
Elementary Unit Plan
UNLV Student: Acel Arceo PSMT Name: Brett Sansevero

Lesson Plan Title: Reading Unit Lesson Plan Topic: Biography
Date: 1-30/2-03-2017 Estimated Time: 1 hour 50 minutes
Grade Level: 4th grade School Site: Bonner ES
1. State Standard(s):
NV 4.4.3 - Distinguish the main idea and supporting details in text.
RI.4.1 - Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
RI.4.2 - Determine the main idea of a text and explain how it is supported by key
details; summarize the text.
NV 4.4.3 - Identify important information in text.
RI.4.5 - Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
RI.4.3 - Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information in the
text.
NV 1.4.4 - Build and extend vocabulary using homophones, homographs, prefixes
(e.g., non, mis, dis), and suffixes (e.g., tion, ous, logy, ment).
2. Teaching Model(s):
Direct Instruction
Cooperative Learning
Kagan
Lemov
3. Objective(s):
Monday-Friday
Students must know the main idea of a text is the central thought or the point the author is
making about a topic.
Students must know the main idea of a text is often explicitly stated in informational text.
Students must know key details in an informational text help determine the main idea.
Students must know a summary contains only the most important details from the text.
Students must identify details from the informational text that support the main idea.
Students must explain how details from the text support the main idea.
Students must select and use key details to summarize the text.
4. Materials and Technology Resources

Monday:
Wonders books (two per student), index cards, grammar, sheets, pencils, Subject and
Object Pronouns sheet
Tuesday:
Wonders books (two per student), index cards, grammar, sheets, pencils, Reflexive
Pronouns / Greek Roots sheet, whiteboards/markers/rags
Wednesday:
Wonders books (two per student), index cards, grammar, sheets, pencils, Subject and
Object Pronouns / Problem-Solution graphic organizer sheet, whiteboards/markers/rags
Thursday:
Wonders books (two per student), vocab Q-Q-T cards, Elmo/projector, Study guide,
language quiz, Time for Kids
Friday:
Wonders book (1 per student), weekly test, privacy shields, cursive page, Times for
Kids materials.
5. Instructional Procedures:
Monday:
a. Engagement:
Teacher will state objective, This week will be reading How Ben Franklin Stole the
Lightning. It is a biography.
o What is a biography? (DOK 1)
o What are the characteristics of a biography? (DOK 2)
Class will go over vocabulary words and their meanings together.
o Teacher will say vocabulary word and its definition
o Students will repeat vocabulary word (Choral Read)
o Teacher will give examples of definition
How can you find the meaning of a word if you do not know what it
means and you do not have a dictionary? (DOK 1)
Can you explain how context clues help us become better readers?
(DOK 2)
Teacher will instruct students how to make Quiz-Quiz-Trade (Kagan Strategy) cards for
their vocabulary words. Once complete, students will QQT with cards.
b. Procedure:
Teacher will ask students before reading questions.
o What can we predict this story is going to be about just by looking at the
title? (DOK 2)
o What is an inventor? (DOK 1)
o Can you name an inventor who may be alive today? (DOK 1)
o How can inventions solve problems? (DOK 3)
Class will read "Stephanie Kwolek: Inventor" staring on page 338 of key book
aloud, and teacher will pose questions for discussion with the class.
o What problems did Stephanies invention solve? (DOK 2)
o What would you make out of Kevlar? Explain why. (DOK 3)
Class will discuss summarization, problem and solution, biography, and Greek
roots on pages 342-345.
Group Practice:
o Groups will read "How Ben Franklin Stole the Lightning" in the lock book
starting on page 406 together.
Independent Practice:
o Students will work on Subject and Object Pronouns sheet.
c. Closure:
Students will discuss the aspects of biography found in How Ben Franklin Stole
the Lightning
o What did we learn about the characteristics of a biography today?
(DOK 2)
d. Extension:
Students will draw their very own invention, label it, and write one paragraph
about how it can help improve our world.
Reading Groups (10:30-10:50)

Students will work in assigned reading groups. They will read novels and create
questions based on the assigned novels using a question chart.
Reading Group One - (Above grade level novel) Amaja, Natalie, Anya, Michael, and Samuel
Reading Group Two - (Below grade level novel) Daniel, Gabby, Jena, Nathan, and Facundo
Reading Group Three - (At Grade Level novel) Bryce, Valentin, James, Brooke, and Sara
Reading Group Four - (Above grade level novel) Alexis, Emilie, Linda, Agraj, and Jase
Reading Group Five - (At grade level novel) Hakan, True, Dylan, Bella, and Jade
Reading Group Six - (At grade level novel) Nicholas, Abdullah, Ty, Emma, and Ayanna
*Kailee Barrera and David Allen will be at resource during this time.
Teacher will meet with group two to work answering questions based on a reading
passage.
Teacher will focus on leading students to support their ideas with evidence from
the book. The passage will be a grade level passage.
Tuesday:
a. Engagement:
Who can recall what we did in reading yesterday? (DOK 1)
Why is it important to recall information? (DOK 1)
Students will QQT with cards.
b. Procedure:
Teacher will read the interactive read aloud story and will pose questions for
discussion with the class.
Students will go over Greek roots - tele, log, mis, auto, and techn.
Teacher will review reflexive pronouns (myself, yourself, etc.)
Teacher will remind students that reflexive pronouns are reflections of
themselves. (self)
o How can we turn the pronoun her into a reflexive pronoun? (DOK 2)
o How can we turn the pronoun him into a reflexive pronoun? (DOK
2)
Students will use whiteboards (Show Me Lemov Technique) to practice
identifying reflexive pronouns.
o Do we use reflexive pronouns everyday? (DOK 1)
o Can someone give me an example of a typical sentence they may hear or
use everyday that contains a reflexive pronoun? (DOK 2)
Teacher will formatively assess and use assessment chart to track which students
may need extra support during independent practice.
o (Tracking, Not Watching- Lemov Technique)
Group Practice:
o Partners will read "How Ben Franklin Stole the Lightning".
o Partner A will read one page out loud and Partner B will verbally
summarize the page and vice versa.
Teacher will formatively assess each group and ask thought-provoking questions:
(Targeted Questioning-Lemov Technique)
o What conclusions can you draw after you read the first page of the
story? (DOK 2)
o Do you have evidence to support your answer? (DOK 3)
o Students will work on Reflexive Pronouns / Greek Roots sheet.
c. Closure:
Students will summarize "How Ben Franklin Stole the Lightning" identifying
main idea and key details as a whole group
o How is this story different from the one we read yesterday? (DOK 2)
o How are they alike? (DOK 2)
o Did both inventors contribute positively to our world? How? (DOK 3)
d. Extension:
Students will summarize their favorite movie and draw a picture to go along with
their summarization.

passage.
Wednesday:
a. Engagement:
I'm a reflexive pronoun and I see myself in the mirror.
Who can recall the reflexive pronoun for her? (DOK 1)
o 2 minutes
b. Procedure:
Teacher will review problem / solution and go over directions for the graphic
organizer.
o Who can give me and example of a problem? (DOK 1)
o Can anyone else give me a solution to that problem? (DOK 2)
Teacher will review subject and object pronouns while students answer questions
about the pronouns on whiteboards. (Show Me- Lemov Technique)
o Show me the pronoun be for Ms. Arceo? (DOK 1)
o Show me the pronoun be for Mr. Sansevero? (DOK 1)
o Show me the pronoun for Jade and Dylan? (DOK 1)
Group Practice:
o Partners will read "How Ben Franklin Stole the Lightning".
o Students will discuss the Problem and Solution after finishing the story.
o When finished, they will work in partnership to complete the Problem-
Solution graphic organizer.
o Students will work on Subject and Object Pronouns side of the sheet
o Teacher will walk around to assess student understanding. (Circulate-
Lemov Technique)
c. Closure:
Students will share their graphic organizer about the problems and solutions of
"How Ben Franklin Stole the Lightning" with their group members.
o Can you predict the outcome if Ben Franklin never made his discovery?
(DOK 1)
o How would our world be different? (DOK 2)
o What types of products would we not have today and how would that
affect our daily lives? (DOK 3)
d. Extension:
Students will write a letter to Benjamin Franklin to thank him for his discovery.
Had he not made his discovery, we would not have _______. Our lives would be
difference because________.
passage.
Thursday:
a. Engagement:
Ask whole group to tell you about their favorite movie. (Call on a few volunteers)
Ask each student:
o What was the problem in your favorite movie? (DOK 1)
o What was the solution in your favorite movie? (DOK 1)
o Was there more than one problem and more than one solution? What
were they and how did the character(s) overcome them? (DOK 2)
This week, we focused on the problem and solution of a story. We learned that
there can be many problems and many solutions within a story.
b. Procedure:
Students will work as groups answering questions about "How Ben Franklin Stole
the Lightning" in the lock book together, providing evidence from the story.
Teacher will facilitate and make sure each group is working cooperatively.
(Circulate-Lemov Technique)
Teacher will ask each group targeted questions about the text.
o What is the problem in the story? (DOK 1)
o What steps did Ben Franklin make to overcome the problem? (DOK 2)
o Was there more than one solution to his problem? If so, what are they?
(DOK 2)
o Can you use any of his solutions to solve any of your own problems?
(DOK 2)
Students will take the weekly language quiz.
When done, students will silent read Times for Kids.
c. Closure:
Students will discuss what they need to do to prepare for tomorrow's test.
e. Extension:
Students may reread How Ben Franklin Stole the Lightning independently in
preparation for tomorrows test

passage.
Friday:
a. Engagement:
Teacher will go over directions for weekly reading quiz.
b. Procedure:
Students will take the weekly reading test.
Students will practice cursive.
Students will finish any work that they have not finished for the week.
c. Closure:
Students will silent read or silent write once they are finished with everything
they needed to complete for the week.
d. Extension:
N/A
5. Accommodations, Modifications and Differentiations for Diverse Learners:

Accommodations:
Teacher will monitor students and give more time to complete the quizzes if
needed.
All students will be monitored to see who needs more time to complete tasks or
who needs help with tasks.
Teacher will monitor students and work with individuals who are struggling with
the content. (Small Group)
Modifications:
David Allen and Kailee Barrera will be monitored for on-task behavior and help
as needed. They will also be sitting close to instruction.
Differentiations:
David Allen and Kailee Barrera will go to resource from 10 to 11 everyday.
Daniel Zagorodnyuk goes to Intervention from 9:00 to 9:30 and 10:00 to 10:30
(Monday-Thursday)
Bryce Welden and Brooke Barra go to Intervention from 10:30 to 11:00 (Monday-
Thursday)
7. Assessments and Evaluation of Learning:

a. Formative:
Monday:
Teacher will review knowledge of subject and object pronouns of students on
sheet.
Tuesday:
Teacher will review knowledge of reflexive pronouns of students on whiteboards
and student sheets.
Wednesday:
Teacher will review knowledge of problem/solution and subject and object
pronouns of students on whiteboards and student sheet.
Thursday:
Language quiz
Friday:
Standards based reading skills and "How Ben Franklin Stole the Lightning"
comprehension.
b. Summative:
N/A
8. Homework Assignment:
Monday:
Genre sheet
Tuesday:
Language - Proofread page
Wednesday:
Language - Proofread page
Thursday:
Vocabulary
Friday:
N/A
9. Reflection:
a. Strengths:
b. Concerns:
c. Insights:

Reading Unit Plan

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Reading Unit Plan

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UNLV/Department of Teaching & Learning

Elementary Unit Plan

UNLV Student: Acel Arceo PSMT Name: Brett Sansevero

4. Materials and Technology Resources

Reading Groups (10:30-10:50)

Reading Groups (10:30-10:50)

Reading Groups (10:30-10:50)

5. Accommodations, Modifications and Differentiations for Diverse Learners:

7. Assessments and Evaluation of Learning:

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