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 be presented text and explain chronology, presented of a text and
visually, how it is comparison, visually, explain how
able to do for each
orally, or supported by cause/effect, orally, or it is
day of the unit? quantitatively key details; problem/solution) quantitatively supported by
(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 teach Hilarious Automatic
each day during this procedure Logic
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 and summarize
How will the
Ask students using details in from the text. explain text key details
instruction and what the text to Students will features and and events in
activities flow? inventions include in their work in pairs to time lines. a text by
Consider how the they are summary. summarize These will be pausing and
students will familiar with Students will problem and displayed on repeating
efficiently transition and how they share with other solution from the what they
from one to the have helped us groups. inventor whiteboard. read.
next. today. “Stephanie Students will Students will
Kwolek.” develop summarize
understanding story on
of captions by George
reading Washington
information. Carver by
Students will focusing on
work in important
groups to information.
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 will
invention in whole group words that lead to students will recall and
the classroom. discussion to a solution such repeat, then, explain
Higher-leveled share their as: As a result; teacher will important
learners- ideas. Consequently read events details while
 Paired with out of order to teacher
low-leveled see if students writes them
students to can match the on board and
discuss year. students will
inventions Higher- copy.
used daily. leveled Higher-
How have learners- leveled
inventions Students will learners-
solved work in pairs students will
problems? and read work in pairs
How would events and to determine
our lives be years on important
different timelines. details of
without these Then, will ask each section
inventions? each other: in a text.
What the Students will
years on the write down
timeline tells important
us? details to
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.