UBD/SLO UNIT PLAN TEMPLATE

Teachers Name: Porsche Chun

Grade: 4

School: Thomas Jefferson Elementary

School

Content Area: Language Arts

Complex: Waikiki

Course Name: Unit 4

Period: 9:45 11:20

Student Population:
Total Number of Students: 24

Males: 10

Females: 14

SPED Inclusion: 0

SPED Pullout: 2

ELL: 1

GT: 0

Any Other: N/A Free/Reduced Lunch: N/A

Additional Information: N/A

Essential Vocabulary:
Week 1: Amendments, commitment, compromise, democracy, eventually, legislation, privilege, version.
Week 2: Accompanies, campaign, governor, intend, opponent, overwhelming, tolerate, weary.
Week 3: Decade, directing, engineering, gleaming, scouted, squirmed, technology, tinkering.
Week 4: Astronomer, crescent, phases, rotates, series, sliver, specific, telescope.
Week 5: Attain, dangling, hovering, triumph, stanza, connotation, denotation, repetition.

STAGE 1: Desired Results

Learning Goal(s):
Students will be able to . . . .

For each learning goal statement provide:

Aligned standards/benchmarks
4.RI.6 - Compare and contrast a firsthand and secondhand accou

same event or topic; describe the differences in focus and the in

provided.

Big Idea(s):
Students will understand that . . . .
(Declarative statement describing
concept that transcends grade
levels in the content area and is
related to the learning goal.)
Essential Question(s):

Standards/Benchmarks:
HCPS III or Common Core

Rationale
Students must be able to understand that people have different points of view on
topic. Students should formulate their own points of view and why they think tha
Depth of Knowledge level (circle one):
1
2
3
4
How do different writers treat the same topic?

Why do we need government?

Why do people run for public office?
How do inventions and technology affect your life?
How can you explain what you see in the sky?
How do writers look at success in different ways?

4.L.4b - Use common, grade-appropriate Greek and Latin affixes and roots as clu
meaning of a word (e.g., telegraph. photograph. autograph).
4.RI.4 - Determine the meaning of general academic and domain-specific words
a text relevant to a grade 4 topic or subject area.

4.L.6 Acquire and use accurately grade-appropriate general academic and dom
words and phrases, including those that signal precise actions, emotions, or states
(e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., w
conservation, and endangered when discussing animal preservation).

4.RI.5 Describe the overall structure (e.g., chronology, comparison, cause/effec

problem/solution) of events, ideas, concepts, or information in a text or part of a

4.RI.1 Refer to details and examples in a text when explaining what the text sa
and when drawing inferences from the text.

4.RI.3 Explain events, procedures, ideas, or concepts in a historical, scientific,

text, including what happened and why based on specific information in the text.

4.SL.2 - Paraphrase portions of a text read aloud or information presented in dive

and formats, including visually, quantitatively, and orally.

4.SL.1c - Pose and respond to specific questions to clarify or follow up on inform

make comments that contribute to the discussion and link to the remarks of other

4.RL.1 - Refer to details and examples in a text when explaining what the text sa
and when drawing inferences from the text.

4.RL.6 - Compare and contrast the point of view from which different stories are
including the difference between first- and third-person narrations.
4.RL.4 - Determine the meaning of words and phrases as they are used in a text,
those that allude to significant characters found in mythology (e.g., Herculean).

4.L.5b - Recognize and explain the meaning of common idioms, adages, and pro

4.RI.7 - Interpret information presented visually, orally, or quantitatively (e.g., in

graphs, diagrams, time lines, animations, or interactive elements on Web pages) a
how the information contributes to an understanding of the text in which it appea
4.L.5c - Demonstrate understanding of words by relating them to their opposites
and to words with similar but not identical meanings (synonyms).

4.L.4a - Use context (e.g., definitions, examples, or restatements in text) as a clue

meaning of a word or phrase.

4.RL.2 - Determine a theme of a story, drama, or poem from details in the text; s
text.

Standards/Benchmarks:

General Learner Outcomes

Standards/Benchmarks:
State Teacher Standards

4.RI.6 Compare and contrast a firsthand and secondhand account of the same e
describe the differences in focus and the information provided.
Self-directed Learner (The ability to be responsible for one's own learning)
Community Contributor (The understanding that it is essential for human beings
together)
Complex Thinker (The ability to demonstrate critical thinking and problem solvi
Quality Producer (The ability to recognize and produce quality performance and
products)
Effective Communicator (The ability to communicate effectively)
Standard #1 Learner Development
Standard #2 Learning Differences
Standard #3 Learning Environments
Standard #4 Content Knowledge
Standard #5 Application of Content
Standard #7 Planning for Instruction
Standard #8 Instructional Strategies

Interval of Instruction Necessary to

address Goals:

_____ Yearlong

______ Semester

___X___ Other

STAGE 2: Assessment Evidence

Summative Assessment/
Performance Task:

Unit 4 test. See attached.

Rubrics for Summative

Assessment/Performance Task:
Formative Assessments:

See attached.

Rubrics for Formative Assessments:

See attached.

Other Evidence:

Center work. Pre-assessment test.

Expected Targets:

80% proficient.

Rationale for Expected Targets:

Based on the pre-assessment test results 28% of students were proficient. 53% o
were approaching. Therefore, the 53% of students who were approaching should
up to the proficient category along with the students who were already in the pro
category.

Weekly tests. See attached.

STAGE 3: Learning Plan

Include activities, instructions, groupings, differentiated instructional and engagement strategies, digital literacy tool(s), a
used

Day 1:

a. Introduction
EQ: Why do we need government?
DO-NOW: Journal about why we need government.
1. Introduce three branches of government using a tree on poster paper.
2. Students will receive a printed tree to fill in.
b. Developmental
Vocabulary cards DEA (Stations side of the room).
1. Students will be split up into 8 groups and given a vocabulary word.
2. Students will draw a picture, ask a question, and present the definition on a piece of paper.
(Return to desks)
3. Students will present it to the class and be the teacher for that word.
4. While students are presenting their word the rest of the class will be filling in their word of the week WS.
5. Students will save the word of the week WS for homework.

Mini Society
1. Students will be split up into 6 groups.
2. If they had to create their own society what would they decide? Each group will need to brainstorm on chart pap
-government
-jobs
-roles in society
-money
3. Why did they decide to make their society this way? What is the cause and effect of making their society this way?
4. Share.
c. Concluding

Students will write in their journals about one new thing that they learned today and why it is important.

Day 2:

a. Introduction
1. Shared Reading A World Without Rules.
2. Have students write down question that they have about the story in their journals before we begin reading.
3. After we read aloud have students write down their questions that they have in their journals.
4. We will then answer the questions as a whole group discussion.
b. Developmental
Cause and effect lesson
1. Make a poster of a graphic organizer example and model for the whole class.
2. Break the class into 6 groups and gives them each a scenario to work on.
3. Each group will write it in a graphic organizer on chart paper.
c. Concluding
Share cause and effect poster.
Day 3:

a. Introduction
Go the centers side of the room:
Introduce centers for the week
1. Latin roots and greek roots easter eggs
2. Vocabulary Story
3. Cause and effect
4. Leveled Readers
b. Developmental
Work on two centers (30-45 minutes each).
c. Concluding
Put centers in center folder and finish centers for homework.
Day 4:
Finish one center.
Begin part one of test.
Day 5:
Go over and collect centers.
Finish test.
Day 6:
Introduction:
DO NOW In your journal: What qualities do you think someone running for public office has?
Discuss.
Developmental:

Vocabulary cards DEA (Stations side of the room).

1. Students will be split up into 8 groups and given a vocabulary word.
2. Students will draw a picture, ask a question, and present the definition on a piece of paper.
(Return to desks)
3. Students will present it to the class and be the teacher for that word.
4. While students are presenting their word the rest of the class will be filling in their word of the week WS.
5. Students will save the word of the week WS for homework.
Fantasy Read-Aloud Elephant Versus Monkey.
Day 7:
Introduction:
DO-NOW: What qualities do you have as a leader? Jot down ideas in journal and discuss.
Developmental:
Inference mini lesson.
Shared Read: TimeSpecs 3000
Predict before reading: What invention is the TimeSpecs 3000?
Revise or confirm your prediction after reading. Use text evidence to support.

Day 8:

a. Introduction
Go the centers side of the room:
Introduce centers for the week
1. Writing persuasive running for office
2. Idioms
3. Inferences
4. Leveled Readers prediction
5. Personification create story from pictures
b. Developmental
Work on two centers (30-45 minutes each).
c. Concluding
Put centers in center folder and finish centers for homework.
Day 9:
Work on two centers.
Day 10:
Go over and collect centers.
Test.
Day 11:
Introduction:
DO NOW In your journal: What technology or invention do you rely on the most and why?
Discuss.
Developmental:

Vocabulary cards DEA (Stations side of the room).

1. Students will be split up into 8 groups and given a vocabulary word.
2. Students will draw a picture, ask a question, and present the definition on a piece of paper.
(Return to desks)
3. Students will present it to the class and be the teacher for that word.
4. While students are presenting their word the rest of the class will be filling in their word of the week WS.
5. Students will save the word of the week WS for homework.
Read-Aloud A Telephone Mix-Up
Day 12:

a. Introduction
Go the centers side of the room:
Introduce centers for the week
1. Fluency
2. Vocabulary write a story
3. Context clues - synonyms
4. Leveled Readers prediction
5. Text evidence
b. Developmental
Work on two centers (30-45 minutes each).
c. Concluding
Put centers in center folder and finish centers for homework.
Day 13:
Work on two centers.

Day 14:
Work on one center.
Part one of test.
Day 15:
Go over and collect centers.
Finish test.
Day 16:
Introduction:
DO NOW In your journal: What do you see in the night sky?
Discuss.
Watch video from Wonders online.
Developmental:

Vocabulary cards DEA (Stations side of the room).

1. Students will be split up into 8 groups and given a vocabulary word.
2. Students will draw a picture, ask a question, and present the definition on a piece of paper.
(Return to desks)
3. Students will present it to the class and be the teacher for that word.
4. While students are presenting their word the rest of the class will be filling in their word of the week WS.
5. Students will save the word of the week WS for homework.
Read-Aloud Wonders of the Night Sky
Day 17:
Ask and answer questions

1.
2.
3.
4.

Shared Reading Why does the Moon Change Shape?

Have students write down question that they have about the story in their journals before we begin reading.
After we read aloud have students write down their questions that they have in their journals.
We will then answer the questions as a whole group discussion.
Day 18:

a. Introduction
Go the centers side of the room:
Introduce centers for the week
1. Leveled Readers ask and answer questions
2. Cause and effect
3. Context clues
b. Developmental
Work on two centers (30-45 minutes each).
c. Concluding
Put centers in center folder and finish centers for homework.
Day 19:
Work on one center.
Do part one of test.
Day 20:
Go over and collect centers.
Finish test.
Day 21:
Introduction:
DO NOW In your journal: What successes have you had in your life?
Discuss.
Watch video from Wonders online.
Developmental:

Vocabulary cards DEA (Stations side of the room).

1. Students will be split up into 8 groups and given a vocabulary word.

2. Students will draw a picture, ask a question, and present the definition on a piece of paper.
(Return to desks)
3. Students will present it to the class and be the teacher for that word.
4. While students are presenting their word the rest of the class will be filling in their word of the week WS.
5. Students will save the word of the week WS for homework.
Read-Aloud Sing to Me
Day 22:
Narrative Poem Mini Lesson on poster paper
Shared Read The Climb
Day 23:

a. Introduction
Go the centers side of the room:
Introduce centers for the week
1. Leveled Readers
2. Narrative poem writing
3. Compare texts Genius and Winner on pg. 360-361
b. Developmental
Work on two centers (30-45 minutes each).
c. Concluding
Put centers in center folder and finish centers for homework.
Day 24:
Work on one center.
Begin part one of test.
Day 25:
Go over and collect centers.
Finish test.
Day 26:
Unit Test.
March 9
Introduce Week 1

March 30
Introduce Week 2

April 6
Introduce Week 3
April 13
Introduce Week 4

April 20
Introduce Week 5

March 10
Mini lessons on
centers for the
week.
Read aloud.
March 31
Mini lessons on
centers for the
week.
Read aloud.
April 7
Begin centers

March 11
Begin centers

March 12
Centers.
Begin test.

March 13
Collect centers.
Test

April 1
Begin centers

April 2
Centers.

April 3
Collect centers.
Test

April 8
Centers.

April 14
Mini lessons on
centers for the
week.
Read aloud.
April 21
Mini lessons on
centers for the
week.
Read aloud.

April 15
Begin centers

April 9
Centers.
Begin test.
April 16
Centers.
Begin test.

April 10
Collect centers.
Test
April 17
Collect centers.
Test

April 23
Centers.
Begin test.

April 24
Collect centers.
Test

April 22
Begin centers

Materials and Supplies Needed:

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

Reading book
Worksheet printables
Computer for video
Writing paper
Journals
Pencils
Markers
Poster paper
Vocabulary cards
Weekly tests
Easter eggs
Resources Needed:

Wonders online resources

Wonders Teachers Edition Grade 4 Unit 4

Results and Reflection:

Week 1 Test: In week 1 26% of students were proficient. 39% of students were approaching. Students dropped in percen
pre-assessment, but still showed a good understanding of the information.

Week 2 Test: In week 2 50% of students were proficient. 15% of students were approaching. Therefore, the percentage o
from the pre-assessment and previous weeks test has grown. 24% of students moved to the proficient category from the
category from the previous week.

Week 3 Test: In week 3 50% of students were proficient. 44% of students were approaching. Although the same amounts
were still listed in the proficient category, the amount of students that were approaching increased by 29%.

Unit Test: 67% of students were proficient on the unit test. 19% of students were approaching. Therefore, 17% more stud
proficient from the previous week. This shows that students have a better understanding of the concepts.

From the data of my pre-assessment, I believed that 80% of students would be proficient based on the amount of students
proficient and approaching. The amount of students that were proficient was 28% and has greatly increased by the unit te
pre-assessment to the unit test the students increased by 39%. Although I did not reach my goal of 80% of students being
feel that students improved greatly over time and showed that they gained an understanding of the concepts.

Template is based on the ONR STEM UBD Template and DOE EES SLO Template for SY 2014-2015
[From p.77-79 of the 2014-2015 Student Teaching Forms for CT, US, ST]