Name: Sonya Wier

Date: 3/15/2019

Course: ELM-490

Instructor: Professor Millenbaugh

STEP Standard 4 - Unit and Lesson Planning

Note: When implementing the unit of study, you will be choosing one of these activities to video record,
review, and reflect on your teaching later in the STEP process,

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Building Comprehension Problem and Interpret Summarize
Activity Background Solution Information
and
Paraphrase
parts of a text
Standards and RI.4.7- RI.4.2- RI.4.5-Describe RI.4.7- RI.4.2-
Objectives Interpret Determine the the overall Interpret Determine
What do students information main idea of a structure (e.g., information the main idea
need to know and presented text and explain chronology, presented of a text and
visually, how it is comparison, visually, explain how
be able to do for
orally, or supported by cause/effect, orally, or it is
each day of the quantitatively key details; problem/solution quantitatively supported by
unit? (e.g., in charts, summarize the ) of events, ideas, (e.g., in key details;
graphs, text. concepts, or charts, summarize
diagrams, time RI.4.3-Explain information in a graphs, the text.
lines, events, text or part of a diagrams, RI.4.3-
animations, or procedures, text. time lines, Explain
interactive ideas, or animations, or events,
elements on concepts in a interactive procedures,
Web pages) historical, elements on ideas, or
and explain scientific, or Web pages) concepts in a
how the technical text, and explain historical,
information including what how the scientific, or
contributes to happened and information technical
an why, based on contributes to text,
understanding specific an including
of the text in information in understanding what
which it the text. of the text in happened
appears. L.4.4b-Use which it and why,
SL.4.1b- common, grade- appears. based on
Follow appropriate SL.4.2- specific
agreed-upon Greek and Latin Paraphrase information
rules for affixes and roots portions of a in the text.
discussions as clues to the text read
and carry out meaning of a aloud or
assigned roles. word(e.g., information
telegraph, presented in
 autograph, diverse media
photograph). and formats,
including
visually,
quantitatively,
and orally.

Academic Dizzy Greek Root Problem Inventor Biography

Language and Experiment Words Solution Invent Inventor
Vocabulary Genuine Telegraph Text structure Light Time line
What academic Politician Photograph Solution
Mischief Autograph Strange
language will you
Nowadays Telescope strong
emphasize and Hilarious Automatic
teach each day procedure Logic
during this unit? technique
Summary of Have students Students will Students will use Teacher will Teacher will
Instruction and focus on: How work in small graphic share explain to
Activities for the inventions can groups to read a organizers to information students that
Lesson solve short story by identify problems of a they can
problems? summarizing and solutions biography summarize
How will the
Ask students using details in from the text. and explain key details
instruction and what the text to Students will text features and events in
activities flow? inventions include in their work in pairs to and time a text by
Consider how the they are summary. summarize lines. These pausing and
students will familiar with Students will problem and will be repeating
efficiently transition and how they share with other solution from displayed on what they
from one to the have helped us groups. inventor the read.
next. today. “Stephanie whiteboard. Students will
Kwolek.” Students will summarize
develop story on
understanding George
of captions by Washington
reading Carver by
information. focusing on
Students will important
work in information.
groups to
look for two
features in the
story to show
what a
biography is.
Differentiation ELL- use ELL-Teacher ELL and lower- ELL-Teacher ELL-Teacher
What are the visuals to will help leveled learners will explain will work
adaptations or show them a students define will be paired how time with students
modifications to the car and words that are with higher- lines are used in small
explain it is an difficult to leveled learners in biographies group setting
instruction/activities
invention that understand in a to identify for showing to explain a
as determined by helps us fix text. problems in a events that summary is
the student factors problems. Higher-leveled- text and the are important. shorter than
or individual Ask students students will solution. Teacher will parts of the
learning needs? to name an circle important Students will read events text they are
invention or details in a text work together by and dates out summarizing
point to an and engage in finding clue loud and . Students
 invention in whole group words that lead to students will will recall
the classroom. discussion to a solution such repeat, then, and explain
Higher-leveled share their as: As a result; teacher will important
learners- ideas. Consequently read events details while
Paired with out of order teacher
low-leveled to see if writes them
students to students can on board and
discuss match the students will
inventions year. copy.
used daily. Higher- Higher-
How have leveled leveled
inventions learners- learners-
solved Students will students will
problems? work in pairs work in pairs
How would and read to determine
our lives be events and important
different years on details of
without these timelines. each section
inventions? Then, will ask in a text.
each other: Students will
What the write down
years on the important
timeline tells details to
us? share in
whole group
setting.
Required Textbook Textbook Textbook Textbook Textbook
Materials, Mimeo Notebook for Graphic Pictures of Graphic
Handouts, Text, video notes organizers inventors and organizers
Slides, and Pens pens inventions Whiteboards
Pictures of timelines markers
Technology
vocabulary
words
Instructional and Students will Students will Students will Students will Students will
Engagement work in pairs work in small work in pairs to draw work in
Strategies to share ideas groups to determine timelines on small groups
What strategies are of inventions identify problems and whiteboards to summarize
they are important solutions in the and write important
you going to use
familiar with details in a text text by using events to details in a
with your students graphic visually see given text.
to keep them organizers putting them
engaged throughout in order
the unit of study?
Formative Exit tickets Pair share Pair share Students will Pair share
Assessments choose any
How are you going inventor to
to measure the write a small
summary
learning of your
students throughout
the lesson?
Summative, Post- Students will be given unit assessment to show what they have learned about inventions
Assessment and how they have saved problems in our daily lives. There will be Inventors and
What post- Inventions listed, which students will match the correct inventor to their inventions.
assessment will Students will have obtained this information in the readings.
measure the What would our lives be like today without inventions such as cellphones, computers,
learning progress? and cars?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.