Tri-State Rubric Aligned Lesson/ Unit Outline

Teacher: Alison Hastings Homeroom: 111

Subject: Journeys Date: 4/13/16 DAY 1
I. Alignment to the Depth of the CCLS
Objective: Students will be able to think and talk through the first reading and describe the Locust on the T-
chart.

I will know you can describe the locust when you complete the T-chart to match.
Standards:
RI.3.1.2.3.4.7.8.10; RF.3.3c,4a; SL.3.2; L.2.1g,3a,4a,6
Text: Anchor Text: The Journey: Stories of Migration
II: Key shifts in the CCLS:
Reading Text Closely, Text-Based Evidence, Writing from Sources, Academic Vocabulary (Unit plans will
incorporate additional ELA shifts)
Procedures:
Daily Language (10 Minutes): Word Work- Students will chain words based off the worksheet
completed in my group. They will do this by manipulating tiles. Students will continue to cut and glue
words that have similar ending sounds. I will lead this group and this is one of the groups during rotation.
Read aloud: Students listen to fluent reading as the teacher reads aloud the story. This will be completed
in small groups.

Vocabulary (10): Introduce the vocabulary words to the students using definitions and examples. This
will be completed through small group instruction. The students will need their write-in readers for this
part of the lesson. Vocabulary words: Chilly, landscape, migrate, plenty, survival

Text based Comprehension (20): Post and read the essential question on the board. This is the first
reading of the story and each teacher should ask students comprehension questions throughout. Once
completed the Locust reading, class will be called to the rug to complete the T-chart side for the locust.
This will be completed in small groups. Mrs. Lazarus, Mrs. Love/ Grandma Annie and myself will have
a group.
Foundational Skill/Phonics (10): Spelling changes: -s, -es, -ed, -ing. Students will be adding s to words
to make them present tense. This will be a part of my small group, if time is permitted.

Spelling Instruction (10): CVCC and CVC silent E pattern: read each spelling word of modified list. This
will be completed through whole group instruction. I will have the students take a sheet of paper out and
quiz them on the words. This is going to be the pre-assessment for their spelling. Once the pre-
assessment is completed, I will place the list of the spelling words on the front board and the students
will correct their test. This will be completed last, before lunch.

Writing (15): Students will be able to write about important members in their community. This will be
one of the rotation stations. Mrs. Lazarus will lead this group.

III: Instructional Supports/ Differentiation

The Lesson/Unit is responsive to varied student learning needs
Anticipated Student Learning Misconception and Challenges: Students may struggle with comprehension
question of this reading, since it is the first time students are hearing this story. The students may also struggle
with using evidence from the text in their responses. Since the read aloud will be completed in small groups,
all teachers should model appropriate and correct responses.

One-on-one and/or small group instruction: Mrs. Lazarus, Mrs. Love/ Grandma Annie, and myself will each
have a group of students. Each group will first complete the read aloud and any verbal comprehension
questions. Once completed, the groups will switch and we will move on to working with phonics, writing, and
vocabulary. Mrs. Lazarus will be working with the writing group. Mrs. Love/Grandma Annie will be working
with vocabulary from the students write in readers I will be working with phonics/word work. I will have
worksheets created to help support CVC pattern words and begin to introduce base words and ed and ing
endings if time is allowed.

Advanced Learners:

Technology Use: White board to display information so the entire class can see along with audio recordings.

IV: Assessment
Assessment(s): The completion of the Locust side T-chart will be assessed .
Criteria For Success: Students will need to complete the teachers model of the T-chart.

Attachments: Word Work worksheet, T-Chart, Spelling word

Spelling Words: save, best, dime, milk, joke, cash, rude, rich, rule, desk
 Tri-State Rubric Aligned Lesson/ Unit Outline
Teacher: Alison Hastings Homeroom: 111
Subject: Journeys Date: 4/14/16 DAY 2
I. Alignment to the Depth of the CCLS
Objective: After completing the second reading of the text, students will be able compare and contrast the
locust and the whale.

I will know you can do this when you can complete the T-chart, describing the two animals.
Standards:
RI.3.1.2.7.8.; RF.3. 4b; SL.3. 1a, 1b, 1c, 1d, 1g, 2f; L.3. 3a, 5b,6
Text: Anchor Text: The Journey: Stories of Migration
II: Key shifts in the CCLS:
Reading Text Closely, Text-Based Evidence, Writing from Sources, Academic Vocabulary (Unit plans will
incorporate additional ELA shifts)
Procedures:
Daily Language (10 Minutes): Word Work: Students will continue to chain words by manipulating tiles
and completing a worksheet. (small group- my group)
Read aloud: students listen to fluent reading as the teacher reads aloud the story

Vocabulary (10): When a vocabulary word appears in the reading, the teacher will ask the students for
the definition. These vocabulary words are:

Text based Comprehension (20): Post and read the essential question. This is the second reading of the
text, the teacher should be reading the story aloud in the beginning but eventually have the students take
turns reading parts of the story aloud. After reading, the students will come to the rug to complete the
rest of the T-Chart activity. This is so the students will be able to describe both animals before they can
begin to compare and contrast them (small group then whole group)

Foundational Skill/Phonics (10): Spelling changes: -s, -es, -ed, -ing. Students will be adding es to
words to make them present tense. And explain the rule as to why you add es to words. This will be a
part of my small group, if time is permitted.

Spelling Instruction: CVCC and CVC silent E pattern: students will have the opportunity to practice
spelling these words as a whole group. Instead of writing the words, I first want the students to verbally
spell the words. I will demonstrate this to the students by saying the word then stomping my foot for
every letter I say. Then I will jump and say the whole word once I have spelled the word. Example: best,
B (stomp) E (stomp) S (stomp) T (stomp) (Jump and say) Best. The students will do this for every word.
(whole group)

Grammar: (15 minutes): Reviewing adjectives and being able to identify adjectives. (small group- Mrs.
Love/ Grandma Annie)

Writing: (15 minutes): Students will be able to write about important members in their community. This
will be one of the rotation stations. Mrs. Lazarus will lead this group. (Small group- Mrs. Lazarus)
III: Instructional Supports/ Differentiation
The Lesson/Unit is responsive to varied student learning needs
Anticipated Student Learning Misconception and Challenges: Students may struggle with comparing and
contrasting the locust and the blue whale. To prevent this challenge we will be referring back to the posters
we created from the previous lesson. We will also be making a T-chart before we create the Venn Diagram.

One-on-one and/or small group instruction:

Mrs. Lazarus, Mrs. Love/ Grandma Annie, and myself will each have a group of students. Each group will
first complete the read aloud while allowing higher readers to take turns reading. Once the reading is
completed, the students will meet on the rug and together as a class we will compare and contrast the two
animals. We will first make a list for each animal. On this list we will be describing traits of the animal, the
location of the animal, etc. Once completed, the students will work on spelling with myself. Once spelling is
completed, the groups will switch and we will move on to working with phonics, writing, and grammar. Mrs.
Lazarus will be working with the writing group. Mrs. Love/Grandma Annie will be working with grammar. In
this group, students will be working with verbs and being able to identify adjectives. I will be working with
phonics/word work. I will have worksheets created to help support CVCC and CVC silent E pattern words.
Advanced Learners: Advance learners will have the opportunity to read parts of the story.

Technology Use: White board to display information so the entire class can see along with audio recordings.

IV: Assessment
Assessment(s): The assessment portion will be the two list worksheets.

Criteria For Success: Students need to complete the worksheet based on the teachers model.

Attachment9s0: T-chart
 Tri-State Rubric Aligned Lesson/ Unit Outline
Teacher: Alison Hastings Homeroom: 111
Subject: Journeys Date: 4/15/16 DAY 3
I. Alignment to the Depth of the CCLS
Objective: After completing the third reading of the text, students will be able compare and contrast the
locust and the whale.

I will know you can do this when you can complete the Venn diagram of comparing and contrasting the locust
and the whale.

Standards:
RI.3.1,2; RF.3.3c,3d; SL.3.1a,1b,1c,1d; L.3.1g,2f,5b,5c,6
Text: Anchor Text: The Journey: Stories of Migration
II: Key shifts in the CCLS:
Reading Text Closely, Text-Based Evidence, Writing from Sources, Academic Vocabulary (Unit plans will
incorporate additional ELA shifts)
Procedures:
Daily Language (10 Minutes): Word Work: Students will work on manipulating tiles to focus on CVCC
words. Some of the CVCC words have the same pattern as their spelling words. Correlating worksheet to
go along with this activity. (my group)

Vocabulary (10): Review the vocabulary words are which are: chilly, landscape, migrate, plenty, survival
(small group part of comprehension group work)

Text based Comprehension (20): Read the text to the students, this is the final reading. (Small group)

Bring together the students for the comprehension discussion: Discuss how the two animals are similar
and different. We will be using the Venn Diagram worksheet from the previous lesson, or complete this
worksheet if not completed. The students will then write a sentence comparing the two animals. The
students will then write a sentence and contrast the two animals. (Whole group)

Foundational Skill/Phonics (10): Students will be practicing manipulating and changing certain words to
the present tense, using s and -es. (my group)

Spelling Instruction: CVCC and CVC silent E pattern: Students will practice spelling words from the list
on their white boards. Teacher will model how to say the word and how to spell the word. Students will
repeat the teacher, then write the word on their white boards. (Whole group)

Grammar: Students will continue to practice being able to identify adjectives and how to use adjectives.
Begin to introduce how to use adjectives to compare nouns (Mrs. Love/ Grandma Annie group)
Writing: Students will be able to write about important members in their community. This will be one of
the rotation stations. Mrs. Lazarus will lead this group. (Small group- Mrs. Lazarus)
III: Instructional Supports/ Differentiation
The Lesson/Unit is responsive to varied student learning needs
Anticipated Student Learning Misconception and Challenges: Students may struggle with comparing and
contrasting the locust and the blue whale. To prevent this challenge we will be referring back to the T-chart
worksheet created last lesson, and also the Prairie vs. The Sea worksheet. We will also be using an interactive
Venn Diagram (2 hula hoops), a white board copy, and the students worksheet will all be the same. The
students will be receiving the information through three different forms.

One-on-one and/or small group instruction: Mrs. Lazarus, Mrs. Love/ Grandma Annie and myself will each
have a group for Writing, Grammar, and phonics/foundational skills. Mrs. Lazarus will work on writing with
the students. Mrs. Love/ Grandma Annie will work on completing the adjective worksheet. I will be working
with the students with foundation skills/phonics by working with CVCC words.

Advanced Learners: They will be able to answer the worksheet independently.

Technology Use: Interactive white board will be used so that all students can participate and see what is
expected of them to complete the graphic organizer.

IV: Assessment
Assessment(s): The assessment is the graphic organizer that will be completed.

Criteria For Success: Students must complete the Venn Diagram worksheet to match the teachers model

Attachments: CVCC or silent E worksheet,Venn Diagram worksheet

 Tri-State Rubric Aligned Lesson/ Unit Outline
Teacher: Alison Hastings Homeroom: 111
Subject: Journeys Date: 4/18/16 DAY 4
I. Alignment to the Depth of the CCLS
Objective: Students will be able to define the word migration while describing how, when, why, and where
certain animals migrate.

I will know you can do this when you complete the worksheet explaining how, when, why, and where certain
animals migrate.

Standards:
RL.3.1,2; RI.3.9; RF.3.4b; SL. 3.6; L.3.2f,2g,4c,5b,6
Text: Anchor Text: The Journey: Stories of Migration
II: Key shifts in the CCLS:
Reading Text Closely, Text-Based Evidence, Writing from Sources, Academic Vocabulary (Unit plans will
incorporate additional ELA shifts)
Procedures:
Daily Language (10 Minutes): Word Work: Students will work on a CVCC worksheet to help them
identify patterns in certain words, they will then chain words by manipulating tiles (small group)
Vocabulary (10): Review the vocabulary words are which are: chilly, landscape, migrate, plenty,
survival (whole group part of comprehension work)

Text based Comprehension (20): Read the write in reader text: Together as a class we will come up with
different reasons how, where, when and why the locust and the whale migrate. We will make a list of
reasons, or use the Venn Diagram to assist us. (whole group instruction)

Foundational Skill/Phonics (10): Students will be practicing manipulating and changing certain words to
the present tense, using s and -es. (my group)

Spelling Instruction: CVCC or silent E pattern: students will be able to write two sentences including
two of the spelling words. (independent work)

Grammar: Continue to working on identifying adjectives and introduce how to use adjectives to compare
nouns (example er, two nouns est for three or more nouns) (small group)
Writing: Students will be able to write about important members in their community. This will be one of
the rotation stations. Mrs. Lazarus will lead this group. (Small group- Mrs. Lazarus)

III: Instructional Supports/ Differentiation

The Lesson/Unit is responsive to varied student learning needs
Anticipated Student Learning Misconception and Challenges: Students may struggle with understanding why
some animals migrate and others do not. To prevent this, we will discuss certain reasons as to why animals
migrate. Some examples include: their bodies arent made for certain climates, food becomes scarce, etc.

One-on-one and/or small group instruction: Mrs. Lazarus, Mrs. Love and myself will have small groups. Mrs.
Lazarus will be working on writing. Mrs. Love will be working with the students to complete the Grammar
worksheets. I will be working with the students with Word Work and Foundational skills/phonics to complete
both worksheets.
Advanced Learners:

Technology Use: Previous worksheets/ charts made will be used.

IV: Assessment
Assessment(s): Students will be able to give one example on either why, how, when, and where a certain
animal migrates. Ex. The whale migrates because_____ The locust migrates because_____

Criteria For Success: If the student answers the question correctly, I will place a check mark next to their
name on the chart.

Attachments: Graphic organizer, CVCC worksheet, Sentence stem worksheet

 Tri-State Rubric Aligned Lesson/ Unit Outline
Teacher: Alison Hastings Homeroom: 111
Subject: Journeys Date: 4/19/16 DAY 5
I. Alignment to the Depth of the CCLS
Objective: Students will be able to compare and contrast the information text to the anchor text.

I will know you can do this when you verbally state a similarity or a difference between the informational text
and the anchor text.
Standards:
RF.3.4b; SL.3.5; L.3.1g,2f,4c,6
Text: Anchor Text: The Journey: Stories of Migration Informational Text: Snow Petrels
II: Key shifts in the CCLS:
Reading Text Closely, Text-Based Evidence, Writing from Sources, Academic Vocabulary (Unit plans will
incorporate additional ELA shifts)
Procedures:
Daily Language (10 Minutes): Word Work: Students will work on a CVCC worksheet to help them
identify patterns in certain words, they will then chain words by manipulating tiles (small group)

Vocabulary (10): Defining the vocabulary words, using the vocabulary word in a sentence and/or giving
an example of the vocabulary word. The teacher will ask the student what a vocabulary word means. The
student will either have to define it, use it in a sentence or give an example. How the student responds is
up to the teacher. (whole group)

Text based Comprehension (20): Read the informational text to the students. Once completed have the
students describe the story. Use these traits to compare and contrast to the previous animals from the
main anchor text (small group)

Foundational Skill/Phonics (10): Students will be practicing manipulating and changing words into the
present and past, -s, -es, -ed (my group)
Spelling Instruction: CVCC silent e pattern: students will practice writing the spelling words as many
times as they can.

Grammar: Students will complete a worksheet on using adjectives to compare nouns (small groups)
Writing: Students will be able to write about important members in their community. This will be one of
the rotation stations. Mrs. Lazarus will lead this group. (Small group- Mrs. Lazarus)

III: Instructional Supports/ Differentiation

The Lesson/Unit is responsive to varied student learning needs
Anticipated Student Learning Misconception and Challenges: Students may struggle with understanding how
to compare three items instead of two. I can introduce the third ring to the Venn Diagram to demonstrate how
to compare three items.

One-on-one and/or small group instruction: Mrs. Lazarus, Mrs. Love, and myself will each have a group. Mrs.
Lazarus will have a small group for writing. Mrs. Love will have a small group to work on grammar with the
students. I will have a small group to work on word work and foundation skills. Each group, minus Mrs.
Lazarus, will have a worksheet to complete.
Advanced Learners:

Technology Use: White board to display information so the entire class can see along with audio recordings.

IV: Assessment
Assessment(s): Students will have to verbally compare or contrast the text we just read to the anchor text.

Criteria For Success: Students must answer in a complete sentence by saying, The text is similar to the
anchor text because____ or The text is different than the anchor text because_____

Attachments: CVCC worksheet, Phonics worksheet

 Tri-State Rubric Aligned Lesson/ Unit Outline
Teacher: Alison Hastings Homeroom: 111
Subject: Journeys Date: 4/20/16 DAY 6
I. Alignment to the Depth of the CCLS
Objective: Students will be able to complete a comprehension test to demonstrate their knowledge of the story
and the related skill
Standards:

Text: Anchor Text: The Journey: Stories of Migration

II: Key shifts in the CCLS:
Reading Text Closely, Text-Based Evidence, Writing from Sources, Academic Vocabulary (Unit plans will
incorporate additional ELA shifts)
Procedures:
Daily Language (10 Minutes): Test

Vocabulary (10): Test

Text based Comprehension: Test- finish any work that was not completed throughout the week

Foundational Skill (10): Test

Spelling Instruction: Test

Writing: Final Draft

III: Instructional Supports/ Differentiation

The Lesson/Unit is responsive to varied student learning needs
Anticipated Student Learning Misconception and Challenges: Students may struggle with using the text to
help answer the comprehension questions.

One-on-one and/or small group instruction: Students with IEPS will be given their testing accommodations

Advanced Learners: Students who finish early will work on their writing from the week

Technology Use:

IV: Assessment
Assessment(s): End of story test

Criteria For Success: Students need to score at least an 80% on the assessment

Attachments: Test