Integrated Unit Plan

Unit Plan Template
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MAT-E INTEGRATED UNIT TEMPLATE

Name: Karleigh Marceron
Semester: Spring 2015
Directions: Choose two content areas to create one detailed integrated unit plan for
a minimum 3-5 days during the semester that includes:
Element
I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
XI.
Completed
Unit Title and Description

Unit Overview: Rationale, Content, and Context
Maryland College and Career Readiness Common Core Standards
Objectives
Assessments
Community Connection
Reflection of Resources
Accommodations for All Learners
Impact Analysis
Unit Reflection and Refinement
Lesson Plans and Reflections (attached)
Students are required to videotape themselves teaching for a minimum of 30

minutes and reflect on this tape in Section X, Unit Reflection and Refinement.
Students must reflect on each lesson taught during the unit. These reflections
should be typed at the bottom of each lesson plan.
The final unit template must have all lesson plans and reflections attached.
I. Unit Title and Description
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Unit Title:
Dates Taught:
Grade Level:
# of Students:
# of Students with an Individualized
Education Plan (IEP):
# of Students that are English
Language Learners (ELLs):
Biographies
March 16th, 2015 to March 27th, 2015
Fourth Grade
20 Students
3
2
II. Unit Overview: Rationale, Content, and Context

After collaborating with my mentor and the rest of the fourth grade team, we realized
writing informational pieces was the next subject on the scroll. Together my mentor and I
decided we could integrate reading and writing. Our plan was to have the students read
biographies and then use that knowledge to write their own biographies. We decide that the unit
would be a 10-day unit; due to the length of time it takes to read biographies, conduct research,
and then write a rough and final draft.
I thought that integrating reading and writing for my unit would be the most beneficial
for the students because they were able to read how a biography is written by a professional and
then write their own using a similar structure. I also chose to use these two subjects to integrate
because they were conveniently back-to-back on the schedule. I learned last semester that it is
easier to integrate a unit where the subjects are together on a schedule. This allows more time to
teach without changing the structure of the day.
Everyday the unit flowed in the same way; first I would do a read aloud of a biography
on Jackie Robinson. I would then model the reading activity the students would complete in
small-differentiated groups. Students were then broken into groups based on their reading levels
and assigned a person to research as a team. Students performing below grade level read about
Harriet Tubman, students on grade level read about John F. Kennedy, and students who were
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above grade level read about Ronald Reagan. The students would then complete the reading
activity as a group. After completing group work the students were brought back together so I
could model the writing activity that we would complete. After I modeled the writing process for
that day, students would work individually on their biography of choice. During this time
students would use the information they learned in their groups and transfer the information into
researching their person of choice biographies.
Adaptation to Diverse Students:
Before the students started researching their biography of choice I made sure to look over
all of the textbooks. Students were asked to choose three people they wanted to research, and
then I took that information and made sure their person of choice was a good book based on their
reading levels. For example, if a student chose Martin Luther King and the reading level of that
particular biography was too high then the student received their second choice, and vise versa, if
a particular book was a reading level that was too easy, then the student would receive their
second choice. This allowed me to differentiated text for all 22 students.
Instruction was also differentiated during small group work. Students who were working
below grade level received a lot more teacher time than the students who were working on
grade level or above grade level. This allowed those students who have a harder time
understanding text to be working in a small-guided group with the teacher. Using this approach
allowed me to keep those students on track to make sure they were fully understanding the
content, which would then be transferred during the writing time. I also utilized a lot of student
conferencing during the time students were writing their biographies. I found that pulling
students into small conferencing groups with myself really helped keeping the students on
track. I was able to answer students questions and meet with all students throughout the 10 days.
Students who were not meeting with me in group continued to write independently, but were
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given a sticky note, where they could write down questions to ask when it was their turn to
conference.
Lastly, my unit was filled with a universal design for learning. Although my main focus
throughout the unit was the students final biography pieces, there were many different activities
that took place to encourage all types of learners to succeed. Some lessons incorporated group
work, the use of technology, conferencing, and independent work. I did my best to incorporate
all of Gardners multiple intelligences throughout my 10-day unit.
III. Maryland College and Career Readiness Common Core Standards

1. Reading Standards: RI.4.7, RI.4.1. RI.4.2, RI.4.5
2. Writing Standards: W.4.2, W.4.7, W.4.a.b, W.4.2.e, W.4.5, W.4.4, W.4.8
3. Speaking and Listening: SL.4.5, SL.4.4
IV. Objectives
1. I can use graphic organizers to organize key details from the text.
2. I can find key details from the text and organize the important into main topics for my
biographies
3. I can determine facts, questions, and thoughts I have while reading.
4. I can use details from the text to determine a persons character traits
5. I can use technology to display text evidence of character traits
6. I can use character traits to write my introductory paragraph.
7. I can identify the main idea and details from a text
8. I can create headings based on the main idea of my biography
9. I can conduct research and take notes for my biography
10. I can identify important information using text features
11. I can write a concluding statement for my biography
12. I can edit and revise my peers biography
13. I can write my final copy of my biography.
V. Assessments
List the assessments you will use in your unit. These assessments must connect back to your unit
Standard/Objective being
Assessed
Assessment
Pre- or PostFormative or Summative
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W.4.4
RI.4.7
RI.4.5
W.4.8
RI.4.1
W.4.2.a
SL.5
RI.4.2
W.4.2.b.c.d
W.4.2.e
W.4.5
W.4.4
SL.4.4
Informational Cold write

KWL Chart, FQT chart
Text Features Organizer
Daily Note Cards
Doceri, Character Trait exit
ticket, Stay on Target
Introductory Paragraphs &
adding headings
Doceri
Main Idea Exit Ticket
Body Paragraphs
Concluding Statement
Editing and Revising peers
papers
Final Biography
Sharing Biographies
Pre-test/Formative
Formative
Formative
Formative
Formative
Formative
Formative
Formative
Formative
Formative
Formative
Post-test/Summative
Summative
VI. Community Connection

Towards the end of my unit Pangborn was having a grandparents day. Grandparents were invited
into our classroom while students had the chance to share their final biography pieces. Each
student was given the opportunity to read aloud their final papers to the class as well as their
families. The students really enjoyed sharing all of their hard work!
VII. Reflection of Resources

List the specific materials and equipment you use for each lesson, including textbooks,
technology, and guest speakers. Attach copies of printed materials to be used with the students.
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After teaching, reflect on whether you would use these resources with students again. To earn
full credit, students must have a minimum of five (5) resources cited in APA format.
Resource (in APA citation)
iPads
Time For Kids Biographies

Jackie Robsinson
Upadhyay, R. (2005). Jackie
robinson: strong inside and out
(1st ed.). New York, NY:
HaperCollins Publisher.
Harriet Tubman
Upadhyay, R. (2005). Harriet
tubman: a woman of courage
John F. Kennedy
Upadhyay, R. (2005). John f.
kennedy: the making of a leader
Ronald Reagan
Upadhyay, R. (2005). Ronald
Reagan: from sliver screen to
oval office (1st ed.). New York,
NY: HaperCollins Publisher.
Why did you use this

resource (rationale)?
To assess the SL.5 standard
which is use technology to
make a presentation and
record your voice onto the
presentation
Would you use this resource

again (reflection)?
I would use this resource
again. The students really
enjoyed using the iPads and
not only were they engaged
but the use of technology also
tied back to the Common
Core.
The Time for Kids
I would use these Time For
biographies were used to
Kids Biographies again. The
differentiate. Students were
students really seemed to
grouped based on their
enjoy reading them in small
reading levels and then
groups. They were organized
received a Time for Kids that
very nicely and the chapters
corresponded to that reading
were very short and
level.
manageable for the students to
complete. I also thought it was
great that the biographies were
differentiated. It was easy to
make my groups based on
assigned a biography that
corresponded with their
reading level. This allowed all
students to be successful.
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VIII. Accommodations for All Learners

List the strategies and activities you will use to meet the needs of all students. This includes
students with disabilities, ELLs, and the multiple learning styles within your classroom.
Disability/Learning Style
Special Education/ IEP
students
Visual, Kinesthetic, VerbalLinguistic, Musical
Differentiation for all students
What accommodation did you

use?
Small Group Instruction
iPads
Was this accommodation

effective? Why or why not?
I believe this accommodation
was very effective. Most
students who are working
below grade level really need
that small group opportunity
to succeed. This allowed the
students to work in a close
proximity to the teacher and
have guidance when reading
and completing activity.
The students used iPads to

express a character trait of a
person they were reading
about. They used the doceri
app and were able to record
their voices explaining the
character trait they believed
their person displayed. Using
an ipad and increase student
engagement but also meet
multiple intelligences.
Differentiated Biographies and
All students were asked to
Differentiated text for group
choose three people they
work.
would like to conduct research
on. I think took the time to
look over every text and
paired students to books based
on their reading levels. This
allowed all students to have
the choice but also be
successful based on the
complexity of the text.
The Time for Kids biographies
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were also differentiated based

on reading level. Students
were grouped based on their
received a Time for Kids that
corresponded to that reading
level.
IX. Impact Analysis

3.5
2.5
Pre-Assessment Scaled
Post-Assessment Scor
1.5
0.5
0
1
9 10 11 12 13 14 15 16 17 18 19 20
Using student data from your pre- and post-assessments, analyze the student achievement from
this unit. Answer the following questions: How many students met the standard on the preassessment? How many students met the standard on the post-assessment?
Based on the pre-assessment data, one out of twenty students met the fourth grade
standard. These scores are based on the Lucy Calkins rubric for informational writing. Based on
the rubric 75% of the class received a 1 on their pre-assessment writing pieces, meaning they are
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writing on a second grade level. Four students pre-assessment scores were 2s meaning they are
writing on a third grade level, and one student received a 3 meaning they were writing on grade
level. After collecting the pre-assessment data I quickly realized many students in my class were
struggling with writing. There would need to be intensive lesson planning in order to have their
writing pieces increase by at least one grade level and ultimately pushing students to meet or
exceed the fourth grade writing standards. The post-assessment data had all students but one
increase at least one grade level and six students meeting the fourth grade standard. I believe the
Lucy Calkins rubric is difficult for students to receive a writing score where they meet their
grade level standard. But based on this data, all students scores increased, I believe if this unit
was taught again or intensive writing lessons continued, students scores by the end of the year
would be meeting or exceeding the fourth grade expectations.
X. Video/Reflection and Refinement

VIDEO REFLECTION
After watching myself teach on my video, I would change how much time I spent
teaching the writing standards versus the reading standard. During this unit I had about and hour
and half to teach. I spent the majority of that time, about an hour, reading aloud to the students,
teaching them a reading standard, and then allowing them to work in groups to assess the reading
standard. That left about 30 minutes of instruction to model the writing lesson and then send the
students off to research and write independently. I think I emphasized the reading standards more
than the writing standards and spent too much instruction time on reading versus writing. I think
if I were to do this lesson again, I would make the reading activities less time consuming so the
students could receive more instruction on writing. I do think I did a good job with asking higher
order questions. After I read aloud I asked the students comprehension questions that went along
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with the activity I was going to be teaching after the read aloud. I also think I did a good job with
transitions. In one of my lessons I used music to bring the students to the carpet, which allowed
the transition to move smoothly.
REFLECTIONS CONTINUED
Although both subjects are extremely important to teach, I think my pre-assessment data and
post assessment show that my students needed more instruction time for writing.
I also believe that my students would have been more successful if I continued the lesson
a couple more days. Unfortunately, this unit ended at the same time the third marking period
ended, causing the final papers to have to be done by the tenth day. This has really opened my
eyes to not teach writing at the end of a marking period. Not only did it feel like a time crunch
for myself the teacher, but my students were also asked to work at a fast pace, that many students
struggled doing. If I were to have started this unit earlier in the marking period I believe I could
of extended the unit and given the students a couple more days to complete their writing pieces.
All students were able to finish their writing pieces within the ten days, but I believe if they
received more time, the writing pieces may have been better work.
The assessments utilized for this unit was pre- and post-assessments. I used the Lucy
Calkins rubric for informational writing. This rubric is very intense and holds students to high
expectations. The fourth grade expectations are tough and really pushes the students to be the
best writer they can be and are expected to be. The rubric is broken up into 9 sections, overall,
lead, transitions, ending, organization, elaboration, craft, spelling, and punctuation. Each section
is graded individually and all scores are added up, based on the number of points received,
corresponds with a grade level. Students can receive 1-16.5 points, which is writing at a second
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grade level, 17-27 points, which is writing at a third grade level, 28-38, which is writing at a
fourth grade level, and 39-44 is writing at a fifth grade level. Although this rubric is tough, I
believe it is a great assessment to use. All teachers in Washington County use the Lucy Calkins
rubric, which can show consistent data throughout all elementary school and due to the
consistency it, can also show student growth easily.
Using the Lucy Calkins rubric really helped myself as the teacher to come up with
lessons to hit all 9 sections. Each day I taught a new part of the rubric, I started off by teaching a
hook, teaching transitions, teaching organization, and so on. Another great thing about this rubric
is that is aligns exactly with the common core standards. I think this perfect alignment allowed
for student success for the post-assessment. Although all students did not meet the fourth grade
expectations, all students did increase at least one grade level in just ten days, which shows huge
growth! As mentioned before I believe if this unit was continued for the remainder of the school
year all twenty students would be writing at a fourth grade level based on the Lucy Calkins
rubric.
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MAT-E LESSON TEMPLATE

Lesson Overview
Title:
Biographies Unit Day 1 3/16
Author:
Karleigh Marceron
Subject:
Reading and Writing
Grade
4
Level(s):
Duration:
1 hour and 30 minutes
Subject
Reading and Writing
Area(s):
State
RI.4.7 Refer to details and examples in a text when
Standards
explaining what the text says explicitly and when
drawing inferences from the text.
th
Goals/Objectives:
Unit Goals (enduring
understandings)
Lesson Goals:
Students will understand how to use details

from the text and text features to organize
information for their biographies
I can use graphic organizers to organize key
details from the text.
I can find key details from the text and
organize the information into main topics for
my biography.
Methods/Procedure:
Anticipatory Set: 1. I will ask students What do you know about
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Introduce and
Model New
Knowledge:
biographies?
2. I will introduce Jackie Robinson and Model
KWL Chart
3. I will ask What does KWL stand for
I DO
Provide Guided
Practice:
WE DO
4. Before reading I will ask them if they know you

Jackie Robinson is? What do we know about him?
What questions do we have about him?
5. I will begin to read Jackie Robinson aloud
6. I will model how to fill in the LEARN portion
of the KWL chart
7. I will explain that they will be doing the same
procedures as I just did.
8. I will break students up into different groups
depending on reading levels
Group 1: Harriet Tubman
1. Domonique
2. Juan
3. Keionne
4. Camdyn
5. Alisha
Group 2: John F Kennedy
1. Kylee
2. Elijah
3. Yusuf
Group 3: John F Kennedy
4. Angelina
5. Zach
6. Heavenly
Group 4: Ronald Reagan
7. MehrUnNisa
8. Savannah
9. Lera
10. Arielle
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2. Nate
3. Eli
4. Jay
1. Tralyn
2. Bronson
3. Abe
4. Lyla
Provide
Independent
Practice:
YOU DO
9. Each group will be given their book and will be

told to spend some time working as a team to
complete the K part
10. They will share as a group
11. Students will complete W part and share to
their group
12. Students will then read together and complete
the L part of the chart
13. Students will then be brought to the carpet to
share ideas
1. I will explain that we are learning about
biographies because we will also be writing our
own biographies.
2. I will explain that I will be modeling each step
of collecting important information about a
person. I am going to continue to be using Jacking
Robinson to do this since we have already started
reading about him
3. What important questions do you think we
should have answered in a biography?
-Early life
-Childhood
-Later Years
-Significant contributions to society
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-Character traits
4. I will model putting some facts onto note cards
and asking students which envelope would those
facts be put into?
5. I will explain that now we are going to have the
chance to look at different biographies from the
library
6. Students will be sent back to seats to look at
different library books.
7. Students will be given a note card to write down
their top 3 choices of who they want to write their
biography on.
Assessment:
Formative/Ongoing Assessment:
Summative/End Of Lesson Assessment:
KWL Chart
Students Biographies
Materials (including technology, texts, manipulatives, audio-visual):

-TFK biographies
-KWL Charts for students
-Chart Paper
-Markers
Reflection (include discussion on time management, engagement,
assessment, data outcomes):
Today was the first day that I started my reading lesson. I believe the
students were engaged and excited to learn about biographies and
even more excited that they would have the choice of who they were
going to research. I really believe in student choice and how important
it is for them to have a say in what they are learning. I think using this
strategy really helped the students to be actively engaged throughout
the lesson. This unit included two parts, the students read about an
assigned person in groups and then during independent time they read
and took notes about the person they choose. This really followed the
I do We do and You do lesson plan. Students watched me
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model how to fill out a KWL chart while I read aloud, they then had
the opportunity to read with a group and complete a KWL chart. They
then used theses skills to make a KWL chart about the biography they
were researching.

Lesson Overview
Title:
Author:
Karleigh Marceron
Subject:
Reading and Writing
Grade
4
Level(s):
Duration: 1 hour and 30 minutes
Subject
Text Features
Area(s):
State
RI.4.5: Interpret information presented visually, orally,
Standards or quantitatively and explain how the information
contributes to an understanding of the text in which it
appears
W.4.8: Write informative/explanatory texts to examine a
topic and convey ideas and information clearly.
th
Goals/Objectives:
understandings)
Lesson Goals:

I can use text features to determine its
importance to understanding the text.
I can find key details from the text and
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organize the information into main topics for

my biography.
Methods/Procedure:
Anticipatory Set: 1. What is a text features?
-I will list some features
2. How can text features help us better understand
a text?
3. I will explain that I am going to read the next
chapter of the biography and make note of text
features as a I read
Introduce and
4. I will read Chapter 2 and point out text features
Model New
as I read.
Knowledge:
I DO
Provide Guided
Practice:
WE DO
Provide
Independent
Practice:
YOU DO
5. As a class we will chart the text features noted

as I was reading
6. We will work as a class to determine how the
features are important to the overall text.
**I will explain to the students to continue to add
to their KWL chart as they read.
7. Students will be sent back to their seats to
continue reading.
8. As the read the next chapter of their text they
will make note of text features in the reading.
9. Each group will then be asked to share some of
the important text features they found to the class,
they will also explain the importance of that text
feature and information they learned.
10.I will tell students their assigned person based
on their note cards from yesterday.
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11. I will review how to gather information using

the note cards and envelopes
12. I will model how to label envelopes:
-Early life
-Childhood
-Later Years
-Significant contributions to society
-Character traits
13. I will model how to set up manila envelopes
14.We will work together to make file folder
organizers.
15. Students will begin their research by filling
out a KWL chart on their assigned person
16. Students will begin reading
17. Throughout reading students will make note
of text features to gain more information.
Assessment:
Text Features organizer

-TFK Books
-Text Feature Organizer
Today I introduced text features. I modeled how to complete the
organizer while reading. I read aloud my biography and asked the
students to assist me on finding text features. It was important that
students could not only identify the text feature but also explain how
it helps them become a better reader. During this lesson I believe I
struggle with time management. My unit is taught in an hour and 30
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minute time period and I found myself spending too much time
explaining text features and their importance. I know that it is very
important to be very explicit with directions but I think with the time
constraint and the amount of tasks that need to be completed each day
in my unit, I am going to have to find a better balance on reading
aloud, having group work, and then also allowing students to have
time to research.

Lesson Overview
Title:
Biographies Unit 3/18
Author:
Karleigh Marceron
Subject:
Reading and Writing
Grade
4
Level(s):
Duration:
Subject
Fact/Opinion and FQTs
Area(s):
State
RI.4.1 Refer to details and examples in a text when
Standards
W.4.8: Conduct short research projects that build
knowledge through investigation of different aspects
th
Goals/Objectives:
understandings)
Lesson Goals:

I can express my facts, questions, and
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thoughts while reading my biography

I can conduct research and take notes on
facts from my biography
Methods/Procedure:
Anticipatory Set:
1. I will ask students what is a fact and what is
an opinion?
Introduce and
2. I will show students the fact or opinion
Model New
powerpoint
Knowledge:
3. I will go over the definitions of fact and
opinion
I DO
4. We will play a fact and opinion gamestudents will have cards and hold up fact or
opinion based on the read sentence
Provide Guided
5. I will then ask students to come to the carpet
Practice:
6. I will then read the next chapter of the Jackie
WE DO
Robinson biography aloud
I will explain what a FQT chart is
7. Throughout reading I will be filling out a
FQT chart to state some facts, questions I have,
and thoughts I have while reading.
8. I will explain to students they will be
working with their group to fill out their FQT
charts on the back of the KWL chart.
9. Students will be sent back to their groups to
fill out FQT chart as a group.
11. Students will be brought back to the carpet
to share their facts, questions, and thoughts
found during reading
12. I will then re-model how to find facts and
place them into the envelopes
*STRESS THAT STUDENTS MUST HAVE A
CHARACTER TRAIT WRITTEN FOR
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TOMORROW!
Provide
Independent
Practice:
YOU DO
13. Students will continue researching and

finding important facts about their biography
person.
14. Students also need to find an opinion from
the writer to put onto a sticky note as an exit
ticket
Assessment:
Summative/End Of Lesson
Assessment:
FQT and 4 research cards and

sticky note
Final Biography

-FQT
-Time for Kids
-Notecards
-biographies
-Sticky Notes
Today I introduced my lesson by playing an fact and opinion game.
The students each were given a fact card and an opinion card and
were told to hold up the card depending on the provided statement.
Students were really engaged and understood the differences between
facts and opinions after playing the game. I really emphasized that a
fact is something that can be proven and an opinion is something that
can not be proven. Some students had a hard time determining
between fact and opinion based on their personal thoughts. For
example, one of the statements said, chocolate milk is better than
regular milk Some students thought that this was a fact because it
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was what they personally believed in. Once I explained that facts can
be proven and opinions cannot the students seemed to have a better
understanding. Students then used a FQT chart to make notes about
facts they learned, questions they had, and thoughts they had
throughout reading. Many students did well on this assignment, some
struggled with formulating thoughts. Once students complete their
FQT chart they moved onto researching their biographies. I made a
manila folder organizer with 6 envelopes in each folder. The
envelopes were labeled with subjects such as childhood, later life,
accomplishments, etc. Students were expected to complete one
envelope a day, and each envelop would have 4 note cards in each.
Overall, the majority of the class earned 2s , meaning they were
working towards meeting the standard.
Lesson Overview
Title:
Author:
Karleigh Marceron
Subject:
Reading and Writing
Grade
4
Level(s):
Duration:
Subject
Biographies
Area(s):
State
RI.4.1: Refer to details and examples in a text when
Standards
drawing inferences from the text
W.4.2.a: Write informative/explanatory texts to examine
a topic and convey ideas and information clearly.
SL.5: Add audio recordings and visual displays to
presentations when appropriate to enhance the
development of main ideas
th
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Goals/Objectives:
understandings)
Lesson Goals:
Students will understand how to use

information from a text to clearly organize
information into an informational writing
piece.
I can use details from the text to determine a
persons character traits.
I can use technology to display text evidence
of character traits.
I can use character traits to write my
introductory paragraph.
Methods/Procedure:
Anticipatory
1. Ask students What are some examples of
Set:
character traits?
Introduce and
Model New
Knowledge:
I DO
Provide Guided
Practice:
WE DO
2. I will give students a copied passage from

Jackie Robinson and ask them to read the page.
3. While reading students will determine a
character trait based on the passage they read, they
will be asked to underline details that support that
character trait
4. I will have 3 students share, looking for three
different character traits.
5. I will explain that each character that we are
reading about shows more than one character trait.
6. I will model how to write down the character
trait onto a note card and provide evidence from
the text.
7.Once we have chosen a character trait and have
evidence to support that idea, I will model how we
are going to use the Doceri App
8. I will explain to students that everyone is going
to look back on what we have read so far to
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determine a character trait for your specific person

*Students working in groups can work together to
come up with character traits. But each student
should have his or her own character trait.
9. I will model how take a picture using the doceri
app and embedded it into the document.
10. Then I will explain that students should write
the character trait below their image.
11. I will then explain that each student will record
themselves explaining the character traits and the
text evidence that supports their trait.
12. I will model how to make a new page for each
group member.
13. Students will then be sent to their groups to
determine a character trait for their character
*Students will record the character trait, page
number, and text evidence on an index card prior
to working on Doceri App
14. At this point I will tell the student that they
have 10 minutes to determine a character trait and
write it onto the note card with text evidence.
*After the 10 minutes each student should have the
card finished
15. I will then explain that we are going to start
using the doceri app. I will monitor this by having
1 person in each group recording at the same time.
All other students will be quietly watching their
partner waiting for their turn.
16. Then the second student will go, the third
student will go, the fourth and fifth student will go.
17. Students will then be asked to come to the
carpet, if there is time we will have time to share a
couple of students character traits, if not we will
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start off Fridays lesson with sharing their mini

projects.
18. Now I want you to think about a character trait
your biography person portrays (Allow thinking
time).
*Turn to your neighbor and tell them who you are
researching and what character trait they portray
19. I will then explain that a great way to start off
your biography is with a hook
*What is a hook?
20. A hook is very important to get your reader
interested into your paper, I will now model how I
wrote my hook using a character trait about Jackie
Robinson
21. I will then model how to continue writing my
Provide
Independent
Practice:
YOU DO
22. I will explain that for the rest of the time until
lunch we are going to be writing out introductory
paragraphs, make sure to use evidence from the
text to support your character trait
*You can also use your character traits envelopes!
23. Students will work independently to start their
first paragraph of their biographies.
Assessment:
Assessment:
Doceri Project and Introductory

Paragraph
Final Biography

-Time for Kids biographies (Differentiated through reading levels)
-Ipads
-Note cards
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-Students biographies
-Manila Folder organizers
-Chart Paper
-Document Camera
Overall, this lesson was not as successful as the previous days.
Students were asked to work in groups and read the next chapter of
their group biographies. After they read they would be asked to
identify a character trait that describes the person they are reading
about and then find specific text evidence that supports the character
trait they chose. Students were then to take that information and make
a Doceri presentation. The presentation included taking a picture of
the text, highlighting the evidence, and then recording their voice onto
the presentation explaining the character trait they chose and why. The
students were very engaged in the lesson due to incorporating
technology, but it took much longer than expected. The whole reading
and presentation making took the entire hour and 30 minute time
period. THe lesson was then going to lead into identifying a character
trait to use and write the introductory paragraph of their biographies.
Luckily, I was able to just push the final part of this lesson into the
next days plans. The students really loved this activity and really
enjoyed making their projects as well as sharing their projects to the
class.
Lesson Overview
Title:
Author:
Karleigh Marceron
Subject:
Reading and Writing
Grade
4
Level(s):
th
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Duration:
Subject
Area(s):
State
Standards

Biographies
RI.4.1: Refer to details and examples in a text when
drawing inferences from the text
W.4.2.a: Write informative/explanatory texts to examine
a topic and convey ideas and information clearly.
Goals/Objectives:
Unit Goals
(enduring
understandings)

biography.
I can use details from the text to determine a
persons character traits.
I can use character traits to write my
Lesson Goals:
Methods/Procedure:
Anticipatory Set:
Introduce and
Model New
Knowledge:
I DO
Provide Guided
Practice:
WE DO
1. Share Doceri Presentations
2. I will bring students to the carpet

3. I will read the next section aloud to students.
4. I will read the textbox about Jackies words to
live by.
5. After reading I will have students think about
what each of the nine words means and how it
could apply to the classroom.
6. Students will then be asked to think about their
biography. How does their person relate to one of
the nine words Jackie lives by.
*Turn to your neighbor and tell them who you are
researching and what character trait they portray
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7. I will then explain that a great way to start off

your biography is with a hook
*What is a hook?
9. A hook is very important to get your reader
interested into your paper, I will now model how
I wrote my hook using a character trait about
Jackie Robinson
10. I will then model how to continue writing my
Provide
Independent
Practice:
YOU DO
11. I will explain that for the rest of the time until
lunch we are going to be writing out introductory
paragraphs, make sure to use evidence from the
text to support your character trait
*You can also use your character traits envelopes!
12. Students will work independently to start their
first paragraph of their biographies.
13. Students will also be asked to write a trait that
relates to Jackie Robinsons 9 words and provide
text evidence of why they chose that word.
Assessment:
Formative/Ongoing
Assessment:
Assessment:
Jackie Robinson Exit Ticket &

Introductory Paragraph
Final Biography

-Time for Kids biographies (Differentiated through reading levels)
-Robinson Exit Ticket
-Students biographies
-Manila Folder organizers
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Due to not finished the entire lesson on Thursday, we started off

todays lesson trying to catch up. Students were given the chance to
share their Doceri group projects to the class. The students LOVED
this!! Although it took more time than expected I believe the time was
well spent, due the students meeting the speaking and listening
standard as well as having fun. Once we finished sharing the projects
we moved onto introducing a hook. Students had the choice to
either determine a character trait to start their hook or to use a
question. Many students enjoyed the question option. They thought it
was fun to try to trick the reader or give the reader a new fact that
wasn't already known for the person they have been researching. For
example one student started their paragraph saying, Did you know
Beyonce was very poor as a child? The students also were easily able
to continue writing due to the organization of the manila folders. I
emphasized that the facts needed to be in chronological order and they
were able to write their first paragraph with little assistance!

Lesson Overview
Title:
Author:
Karleigh Marceron
Subject:
Reading and Writing
Grade
4
Level(s):
Duration:
Subject
Biographies
Area(s):
State
RI.4.2: Main Ideas and Details
Standards W4.2.a.b:Introduce a topic clearly and group related information in
th
paragraphs and sections; include formatting (e.g., headings),
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illustrations, and multimedia when useful to aiding comprehension.
W4.8: Conduct Research

Goals/Objectives:
Unit Goals
(enduring
understandings)
Lesson Goals:
Methods/Procedure:
Anticipatory Set:
Introduce and
Model New
Knowledge:
I DO
Provide Guided
Practice:
WE DO

biography.
I can identify the main idea and details from a
text
I can create headings based on the main idea
of my biography
I can conduct research and take notes on facts
from my biography
2. I will ask them what have we learned this
far about Jackie Robinson
3. What does main idea mean?
4.I will read aloud chapter 4 of the Jackie
Robinson biography
5. While reading I will model how to identify
the main idea of a passage and use evidence
from the text to support my answer.
*Students will assist with coming up with the
main idea and details
6. Students will work in differentiated groups to
read the follow passages:
-Bronsons/Jays Group: Ch 6
-Arielles Group: Ch 5
-JFK: ch 5
-Harriet Tubman: ch 4
7. Students will complete an exit ticket
determining the theme of a paragraph was using
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details from the text, individually.

8. After reading students will be brought back to
the carpet.
9. I will model how to write the first body
paragraph of their biographies-- Using Note
cards from my manila folder
FOCUS ON:
*chronological order-- This is where you add
hardships, accomplishments, character
traits, etc.
*flowing the sentences
*Topic Sentence
*Number of Sentences
*Staying on Topic
10. I will then model how to add a heading
based on the Main idea of the paragraph.
Provide
Independent
Practice:
YOU DO
11. Students will be sent back to seats to

complete the next paragraph and add headings
to their writing.
12. If students finish their paragraphes they may
continue to the next 2 body paragraphs.
Assessment:
Assessment:
Identifying Main Idea ticket

Second paragraph with
heading
Final Biography

-TFK Books
-Main Idea Exit Ticket
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Overall students did fairly well on this lesson. The writing portion this
far has gone fantastic. The students are loving researching about their
person and then starting to put their final biography together. I think
the students are becoming confused or less engaged during the group
work. Throughout this unit the students are learning about Jackie
Robinson (who I model with) are then sent back into groups and
reading about a person based on their reading levels and then are
transitioning into reading and writing about their own biography. I
believe this is causing the students to rush through their group work to
move onto their own research. If I were to teach this unit again I
would cut down on the amount of different biographies the students
were reading. When students had to identify the main idea of their
story most of them had a hard time. Im pretty sure its because they
are rushing so they can move onto their personal research. Many
students were able to identify the main idea of their reading but lacked
giving evidence from the text.

Lesson Overview
Title:
Author:
Karleigh Marceron
Subject:
Reading and Writing
Grade
4
Level(s):
Duration: 1 hour and 30 minutes
Subject
Biographies
Area(s):
State
RI.1: Refer to details and examples in a text when
Standards explaining what the text says explicitly and when
th
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W4.2.b.c.d:Introduce a topic clearly and group related
information in paragraphs and sections; include
formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
W4.8: Conduct Research
Goals/Objectives:
Unit Goals
(enduring
understandings)
Lesson Goals:
Methods/Procedure:
Anticipatory Set:
Introduce and
Model New
Knowledge:
I DO
Provide Guided
Practice:
WE DO

biography.
I can identify important information using
text features.
I can create headings based on the main idea
of my biography
I can conduct research and take notes on facts
from my biography
2. I will ask them what have we learned this
far about Jackie Robinson
3.I will read aloud chapter 5 of the Jackie
Robinson biography
5. While reading I will model how complete
Stay on Target organizer
*Students will assist with coming up with ideas
6. Students will work in differentiated groups to
read the follow passages:
-Bronsons/Jays Group: Ch 7
-Arielles Group: Ch 6
-JFK: ch 6
-Harriet Tubman: ch 5
7. Students will complete Staying On Target
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organizer.
8. After reading students will be brought back
to the carpet.
9. I will model how to write the second body
paragraph of their biographies-- Using Note
cards from my manila folder
FOCUS ON:
*chronological order-- This is where you add
hardships, accomplishments, character
traits, etc.
*flowing the sentences
*Topic Sentence
*Number of Sentences
*Staying on Topic
10. I will then model how to add a heading
based on the Main idea of the paragraph.
Provide
Independent
Practice:
YOU DO
11. Students will be sent back to seats to

complete the next paragraph and add headings
to their writing.
12. If students finish their paragraphes they
may continue to the last body paragraphs.
Assessment:
Assessment:
Staying On target
Third and Final paragraph with
heading
Final Biography

-TFK Books
-Staying On Target
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Due to realizing the student excitement about writing their own
biographies I decided to make the Staying on Target activity a twoday lesson. Students were only asked to complete 3 of the 6 parts of
the target before moving onto the writing portion. I think the lesson
flowed much better this way, I wanted to give the students more time
to research rather than working in their groups. It was very surprising
to me that the students would have rather worked on the independent
writing versus working in groups! But because I noticed that they
rather spend more time writing I changed my lesson accordingly. This
also allowed the students to get much more writing done for their final
biography which will be due on Friday.

Lesson Overview
Title:
Author:
Karleigh Marceron
Subject:
Reading and Writing
Grade
4
Level(s):
Duration:
Subject
Biographies
Area(s):
State
W4.2.e: Provide a concluding statement or section
th
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Standards
related to the information or explanation presented

RI.1: Refer to details and examples in a text when
Goals/Objectives:
Unit Goals
(enduring
understandings)
Lesson Goals:

biography.
I can write a concluding statement for my
biography.
Methods/Procedure:
Anticipatory Set:
1. What is a conclusion?
Introduce and
2. I will explain that a conclusion wraps up your
Model New
entire paper.
Knowledge:
*It is similar to a little summary about the person
you were researching
I DO
3. Explain that this is a great time to include a
character trait
4. I will Model how to write a concluding
statement.
5. We will work as a class to write my
concluding statement.
Provide Guided
Practice:
WE DO
Provide
Independent
Practice:
YOU DO
6. Students will be sent back to seats to complete

their stay on target activity from yesterday and
then start their concluding paragraph for their
rough draft
7. If students finish their final paragraphs they
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Page 37 of 42
will be encouraged to re-read paper and see if

there is any other information they may be
missing using a checklist.
Assessment:
Concluding statement
Staying on Target
Final Biography

- Document Camera
-Conclusion Words
-Checklist
Breaking apart yesterday's lesson was the best idea Ive had this far.
The students were very engaged in their final biographies. One thing I
would change if I were to do this unit again would be the organization
of the manila folders. The folders were broken into 6 different
envelopes: Childhood, Later life, Accomplishments/ Contributions to
society, Hardships, Character Traits and Interesting Facts. Some
students didn't understand that the accomplishments, hardships,
character traits, and interesting facts were supposed to be embedded
into the body paragraphs. I noticed that they were instead using those
topic to make separate paragraphs. In order to fix this problem I
modeled once again how to write a body paragraph. But this time i
asked the students to point out an accomplishment and a hardship.
This helped them better understand that those note cards are supposed
to be in chronological order throughout their body paragraphs.
Lesson Overview
Title:
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Page 38 of 42
Author:
Subject:
Grade Level(s):
Duration:
Subject Area(s):
State Standards
Goals/Objectives:
Unit Goals
(enduring
understandings)
Lesson Goals:
Methods/Procedure:
Anticipatory Set:
Introduce and
Model New
Knowledge:
I DO
Provide Guided
Practice:
WE DO
Provide
Independent
Karleigh Marceron
Reading and Writing
4
Editing and Revising
W.4.5: Editing and Revising
th

biography.
I can edit and revise my peers biography
2. I will make a process chart on how to
revise and edit
2. I will explain the differences between
revising and editing
3. I will explain ARMS and CUPS
4. I will explain that we will be editing our
partners work using the following checklist
5. Students will work with their partner to edit
each others papers using a checklist
*students switch papers and will read aloud
partners paper to their partner (this will allow
students to hear their paper aloud)
*as they are reading they will be noting errors
using ARMS and CUPs and the checklist
6. Students will then switch and the next
person will read the paper aloud
7. Students will then be sent back to seats to
revise papers.
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Practice:
YOU DO
Assessment:
Checklist and editing draft

Final biography

Chart paper
Editing Checklist
Document Camera
Pens
This lesson went very well! Before the lesson I decided to buy red
pens for the students to use when editing their peers papers. Who
would of known the excitement the students would have just to use
pens! This really had them engaged and excited to read each other
papers and help them fix their mistakes. Prior to sending the students
off I modeled how to read out loud the paper because its easier to hear
mistakes that way. I also taught them ARMS and CUPS, acronyms to
use when editing and revising a paper. Many students tried very hard
to edit their peers papers but a problem I kept coming across was that
the students were missing many errors. While the students were peer
editing I tried to meet with each group of students to edit alongside of
them, just to make sure they were on the right path. I think the hardest
part about peer editing at a young age is that many of them are unsure
of correct spelling, if both students dont know how to spell a word or
how to identify if a word may be spelled wrong, then that will never
be edited. Unfortunately due to time constraints I was unable to meet
with each group before the lesson was over.
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Lesson Overview
Title:
Author:
Subject:
Grade Level(s):
Duration:
Subject Area(s):
State Standards
Goals/Objectives:
Unit Goals
(enduring
understandings)
Lesson Goals:
Methods/Procedure:
Anticipatory Set:
Introduce and Model
New Knowledge:

Karleigh Marceron
Reading and Writing
4
Final Copy of Biography
W.4.4: Publish coherent writing
SL.4.4
th

biography.
I can write my final copy of my biography
I will explain to students that you need to take
your revisions and write your final copy.
1. I will explain that your final copy
should be extremely neat
I DO
2. I will ask students what their final copies
should include
Provide Guided
Practice:
WE DO
Provide Independent
Practice:
YOU DO
3. Students will complete their final copy of

their biography
4. Once students finish their writing they
share their writing.
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*students will be broken into 6 groups

*The first reader will read their paper aloud
*As they are reading the audience be given a
sticky-note to write two positive comments
and 1 suggestion.
*The audience will share their post-it note
and then give their comments to the reader.
*The groups will rotate readers until all group
members have shared
*If time permits students will fill out pyramid
facts on their persons biography
Assessment:
Reading paper aloud

Final biography

-Sticky Notes
This lesson began with students writing their final biographies. If I were
to teach this lesson again I would have had the students either type their
final papers or written them on a fancier sheet of paper and maybe
even use a pen. The students had a hard time understanding why they
were re-writing it once they had already written a rough draft. But due to
certain curcumstances I had little control on what they wrote their final
drafts on. During the writing time I played soft music which really
helped the students focus and stay quite wile others were writing. They
LOVED sharing their final paper. If I were tot each this again I would
them share infront of the class. Many of the students were disappotinted
whent hey found out they had to present in small groups. I also wanted
to have a way were the students dressed up as the person they researched
and presented a couple of fatst o the class as well as parents.
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Unfortunately that was not approved. Overall, I think this unit went ery
well! And I cant way to teach it my own way in the future.
sd

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Unit Plan Template

MAT-E INTEGRATED UNIT TEMPLATE

Semester: Spring 2015

Unit Title and Description

Students are required to videotape themselves teaching for a minimum of 30

I. Unit Title and Description

Unit Plan Template

II. Unit Overview: Rationale, Content, and Context

Unit Plan Template

Unit Plan Template

III. Maryland College and Career Readiness Common Core Standards

Pre- or PostFormative or Summative

Unit Plan Template

Informational Cold write

VI. Community Connection

VII. Reflection of Resources

Unit Plan Template

Time For Kids Biographies

Why did you use this

Would you use this resource

Unit Plan Template

VIII. Accommodations for All Learners

Visual, Kinesthetic, VerbalLinguistic, Musical

Differentiation for all students

What accommodation did you

Was this accommodation

The students used iPads to

Unit Plan Template

were also differentiated based

IX. Impact Analysis

Unit Plan Template

X. Video/Reflection and Refinement

Unit Plan Template

Unit Plan Template

Unit Plan Template

MAT-E LESSON TEMPLATE

Students will understand how to use details

Unit Plan Template

4. Before reading I will ask them if they know you

Unit Plan Template

Group 5: Ronald Reagan

9. Each group will be given their book and will be

Unit Plan Template

Materials (including technology, texts, manipulatives, audio-visual):

Unit Plan Template

MAT-E LESSON TEMPLATE

Students will understand how to use details

Unit Plan Template

organize the information into main topics for

5. As a class we will chart the text features noted

Unit Plan Template

11. I will review how to gather information using

Text Features organizer

Materials (including technology, texts, manipulatives, audio-visual):

Unit Plan Template

MAT-E LESSON TEMPLATE

Students will understand how to use details

Unit Plan Template

thoughts while reading my biography

Unit Plan Template

13. Students will continue researching and

FQT and 4 research cards and