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 STEP Standard 4 - Unit and Lesson Planning
During the design phase, you will carefully construct activities that are geared toward improving learning outcomes in your specific
disciplines. Each activity should align to instructional goals and demonstrate your understanding of the pre-assessment data results,
contextual factors, student learning needs, and management strategies.
Collaborate with your Cooperating Teacher/Mentor to design a unit of instruction that aligns to state content standards. Be sure to
include technology integration and demonstrate how you will differentiate your lessons to meet the needs of individual students.
Note: When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching in
the STEP process.

Grade Level: Third Grade

Unit/Subject: Reading

Day 1 Day 2 Day 3 Day 4 Day 5

National/State RL. 3 RL. 3 Rl.3.5 Rl.3.5 Rl.3.5
Learning Standards Describe characters in a story and explain how Describe characters in a Refer to parts Refer to parts Refer to parts
List specific grade-level their actions contribute to the sequence of story and explain how of stories when of stories when of stories when
standards that are the events. their actions contribute to writing writing or writing or
focus of the lesson being the sequence of events. or speaking speaking about speaking about
presented. about a text, a text, describe a text, describe
describe how each how each
how each successive part successive part
successive part builds. builds.
builds.
Specific Learning I can explain how specific aspects of a text’s I can explain how I can describe I can describe I can identify
Target(s)/Objectives illustrations contribute to what is conveyed by characters’ actions how each how each the elements of
Based on state the words in a story. contribute to the sequence successive part successive part a story.
standards, identify what of events. builds on builds on
is intended to be earlier earlier
measured in learning. sections. sections.
Academic Language This text includes an onomatopoeia, which is a Students will utilize the Students will Students will Students will
General academic word that represents a sound. This “sound” is words “stop,” “think” and identify and identify and identify and

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vocabulary and content- in the title - Crunch connect to demonstrate retell details in retell details in recall details
specific vocabulary how to use this strategy the story by the story by of the story by
included in the unit. when explaining how the using academic using discussing
characters actions in the appropriate academic what the
story. language such appropriate beginning, the
as: the language such problem, the
beginning, the as: the middle, the
middle and the problem and solution and
end of the the solution. the ending of
story. the story
Unit Resources, Google slides, the text entitled, “Sam and Google slides, the text Google slides, Google slides Google slides,
Materials, Charlie and Sam Too Return!” (Text), and entitled, “Grace for google slide google slide google
Equipment, and laptop/Chromebook/iPad, google classroom President”, laptop, containing a containing a classroom, the
Technology Chromebook/iPad, sticky painting of painting of texts “Crunch”
List all resources, notes, Character’s Actions Edward Henry Edward Henry and “A Snowy
materials, equipment, Contribute to Events Potthast (1857 Potthast (1857 Day.”,
and technology to be Chart, google classroom – 1927) – 1927) Chromebook,
used in the unit. entitled “At the entitled “At laptop, iPad,
Sea Shore,” the Sea
jam board, Shore,” jam
Chromebook, board,
laptop/iPad, Chromebook,
anchor chart, laptop/iPad,
anchor chart, anchor chart,
two different two different
text entitled text entitled
Text entitled Crunch and A
Crunch and A Snowy Day
Snowy Day from Sam and
from Sam and Charlie (and
Charlie (and Sam Too)
Sam Too) Return!
Return! google Google
classroom classroom
Depth of Knowledge Identify the Goal: Readers explain how a Identify the Goal: Identify the Identify the Identify the
Lesson Questions character’s actions contribute to the events in Readers use a plot Goal: Goal: Goal:

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What questions can be the story. diagram to understand Readers use a Readers use a Readers use a
posed throughout the how parts of a story build. plot diagram to plot diagram to plot diagram to
lesson to assess all Why did the characters moods/behavior help understand understand understand
levels of student you understand the events that were going on How does using the words how parts of a how parts of a how parts of a
understanding?
in the story beginning, middle and end story build. story build. story build.
 Level 1: Recall
help you to identify parts
 Level 2:
Skill/Concepts
of the story? Why is it Why is it For the past
 Level 3: Strategic important to important to two days we
Thinking identify if the identify if the have been
 Level 4: Extended story has a story has a learning about
Thinking problem problem the elements of
and/solution and/solution? a story. What
strategies
could you use
to identify
each element
of a story?
Anticipatory Set Students will participate and engage in Google slide with 4 image Students will Students will Students will
How will students’ prior completing a KWL Chart. K stands for What clips from the broccoli answer this answer this participate and
knowledge be activated we know, W stands for What we wonder, and pizza scene from the question from question from engage in
as well as gain student the L stands for What we Learned. Students movie, “Inside Out: the painting the painting completing a
interest in the upcoming will complete the first two columns displayed. Share with entitled “At the entitled “At KWL Chart. K
content?
students how the actions Sea Shore” by the Sea Shore” stands for
of the characters led to Edward Henry by Edward What we
what happened next. Potthast: If this Henry know, W
artwork is the Potthast: If it stands for
Possible thinking: The beginning of a this artwork is What we
family was happy that story, what the middle of a wonder, and
they were in their home, might happen story, what the L stands
but then Dad had to leave next? might have for What we
so they became sad. Mom happened Learned.
and Riley then went to the before? What Students will
pizza place and were might be about complete the
happy until they got to happen? last column of
broccoli pizza! Guide the KWL
students in understanding chart.

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 how Riley’s actions in the Review lesson
movie contributed to what and Post
happened. Highlight how assessment:
even though Riley and her Students will
mom were sad that Dad demonstrate
was leaving, Riley’s their
suggestion to get pizza knowledge of
helped her and her mom what a
feel better. Share with problem and
students that just like solution by
Riley’s actions in the using the story
movie contributed to what (Crunch).
happened, the actions of
characters in our books
contribute to what happens
in the story.
Presentation of Content
Multiple Means of Scaffold questions posed to simplify language Add Visuals Some students Highlighted, Students will
Representation and to make them more comprehensible. For Visual help to build have stronger underline and look at his or
Describe how content example, “What do the picture(s) or words tell background and unlock oral language bold key her
will be presented in me about the character, meanings for students. skills than vocabulary. assignments
various ways to meet the written skills. I for the past
needs of different To increase comprehensible input, I will I added visuals to the I will Provided two days to see
learners.
scaffold this question in this way: Can statements and to the accommodate visual cues which ones
lesson. those students’ throughout the need to be
Look at the picture(s) or words. Determine the by allowing lesson using completed.
beginning, middle, end of a story. Students were able to use respond in the Google slides.
Google Slides to help chat box to Provide
them to complete the answer graphic
engagement activity. questions organizer for
related to the students to use
lesson because in their “You
of their do
disability assignment”
Multiple Means of Google slides were created to help in aiding the Charts and illustrations In this lesson Again, google Students will
Representation deliver the content of the story. have been included in google slides slides were receive

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Differentiation the Google slide were created given to the addition
Explain how materials presentation to assist in so that students students in support from
will be differentiated for could answer google teacher when
student learning and
each of the following the questions classroom but needed in
groups: comprehension of the
what the this time order to
 English lesson/assignment. By
beginning was, students had to complete
Language adding these tools to the middle and end focus on what his/her
Learners (ELL) presentation, it will allow of the story by the problem assignments.
 Students with for the ELL and 504’s
special needs typing out their and the
students to have answers in solution of the
 Students with
gifted abilities additional resource to google story was.
Early finishers (those assist with his/her classroom. They also were
who finish early and learning. Those students going an
may need additional who need activity to
sources/support) additional show how they
support were knew what the
given extra problem and
time and the solution of
assistance by the story was.
the teacher. Most students
The students receive
who complete additional one
the assignment to one support
accurately by the teacher
were told to assisting
rewrite their helping to
own understand and
conclusion of locate what the
the story. problem and
solution in the
story.
Application of Content
Multiple Means of Read through the first sentence in paragraph 2 I Do, We do and You do I Do, we do, I Do, we do This is a
Engagement on page 13. from Grace for President – and You do and You do. review lesson:
How will students Read Aloud from the text.
explore, practice, and TA (Teacher) When I look at the illustration, I I Do Teacher will
apply the content?

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 can see the box of cereal is falling off the table Complete the Character’s I Do: (Teacher): review the I
and I see Sam Too’s arm moving from the two Actions Contribute to (Teacher) Yesterday we Do, We Do,
little lines under her arm. I predict that instead Events Chart looked at the and You Do as
of helping like she offered, she is about to TA: Stories Beginning, needed…
make a big mess! Let us keep reading to see if I Do: Think aloud how a are Like a Middle, and
my prediction is correct! character’s actions Roller Coaster End of two Depending on
contribute to the events in Ride. When stories. When the student’s
(Continue reading through the end of page 13. the story by noticing the you ride a we read The needs.
actions of the main roller coaster, Crunch, we
Read through the first paragraph on page 14. character and determining you get in the were able to
how those actions affect car and start pick out the
Answer in the chat box (students). The text the events. Using the Stop, off a little characters and
says, “Charlie groaned”. How does the word Think, Connect chart to slow. The setting of the
“groan” and the illustration on this page help think aloud how to beginning of a story. Does
you to understand how Charlie is feeling? identify the effects of the story is also anyone
character’s actions. like this. There remember who
Continue reading through the end of page 14. is a lot of they were?
We Do: Read the pages information the Please raise
Read through the second paragraph on page 15. displayed on the slide to reader must your hand.
students. Have students understand. I Answer to the
Answer to the question (orally). What can you come up with the main will model question is:
predict about why the author included the event on the page. Then I how to use Characters:
onomatopoeia “crunch” on this page? How will model “Hmmmm sticky notes to Charlie,
does the illustration help you make the what caused this to add beginning Charlie’s
prediction? happen.” I will call on a information mom, Sam
student to help me. Then from Crunch! Too); Setting
Continue reading through the end of page 15. model my thinking for the from Sam and (Charlie’s
connect page… “How Charlie (and house).
Read through page 17, 18. does the characters actions Sam too)
connect to the events” … Return! related I Do: Today,
(Student) answer the chat box – How does call on a student to help to characters we are going
these illustrations help you understand what you. and setting to to learn a new
happening in the text? the chart.  part of our
You do: Read the pages story (or our
Read through page 19. displayed on the slide to Possible roller coaster)
students. Students who are thoughts: This is caused

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 (Student) Answer orally. assigned number 1 go first Characters a problem.
by sharing a “stop” or (Charlie, Who knows
What happened when Charlie sat in the chair? main event in the chat Charlie’s what a
Why did the author include the word “crunch”? box. Choose one mom, Sam problem is?
exemplary response to add Too); Setting So, let us
to the chart. Then I will (Charlie’s review this
have students who house).  page of the
assigned number 2 share a text “Crunch.”
“think” in the chat box. I Do: What was the
Choose one exemplary problem that
response to add to the I will model Sam? Possible
chart. Finally, students how to use problem: Sam
who are assigned number sticky notes to Too dropped
3 share a “connect” in the add cereal
chat box. information everywhere
from the story when she
for the middle. stood up to
help clean the
Possible house.
thoughts: Sam
and Charlie’s (Active
families had Engagement)
guests over to WE do: Now,
their houses to let us think
celebrate about how we
Passover. The can fix a
guests hunted problem. That
for the is called a
afikomen that solution. Have
was hidden in you heard of a
the house, but solution before
no one could (Thumbs up,
find it.  thumbs
down?)
We Do: Let us read
this page from

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 Students will the text
think about entitled
what the Crunch. Can
ending of the you find the
story should solution in this
be. I will call story?
on students to
unmute. I will You Do:
also model Earlier today,
how to we went over
complete the the beginning,
chart. middle, and
end of the
You Do: story, the
Snowy Day.
A Snowy Day The first thing
from Sam and I want you to
Charlie (and do is double
Sam Too) check that you
Return! have all 3 parts
(Scholastic (beginning,
Literacy Pro) - middle, end)
Level M completed on
your chart.
During Next, as I read,
independent they story
time, students again see if
will create a you can fill out
Stories are the Problem
Like a Roller and Solution.
Coaster Ride
chart in their
Reader’s
Notebooks.
They will use
A Snowy Day

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 from Sam and
Charlie (and
Sam Too)
Return!
(Scholastic
Literacy Pro) -
to complete the
independent
task and add
details from
the story to
their charts.

Multiple Means of “Turn and Talk — The turn and talk I will utilize verbal Digital Students will Students will
Engagement strategy allows all students to talk about a support and check-ins with resources will receive check- participate and
Differentiation question or topic that you have introduced students throughout this be used ins to support engage in
Explain how materials unit to support those throughout this his or her discussion
in class. Students turn to a neighbor and
will be differentiated for students who need unit due some learning style questions that
each of the following discuss their thoughts and what they have
additional support due to students and for those will be given
groups: learned about the question or topic. Both their disability. There are learning virtual students who to them
 English students are given the opportunity to speak several students who need and some are ELL through oral
Language as a form of collaborative engagement. this ongoing engagement students students. expression to
Learners (ELL)
 Students with
to comprehend what is learning see how will
special needs being asked of them through they have
 Students with hybrid. Digital obtain from
gifted abilities resources is a the lesson.
Early finishers (those platform that
who finish early and I’m using to
may need additional not just reach
sources/support) the whole class
but also those
students who
need require
additional
support.
Assessment of Content

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Multiple Means of Discussion Questions: (1) How did the Closure: Students will Throughout Students As the teacher
Expression illustrations help you make predictions type a number 1-6 into the this lesson participated in is providing
Formative and throughout the story? chat box. I will play a students will virtually game additional
summative assessments (2) How did the illustrations help you youtube.com/watch? show whether of rock, paper, support to
used to monitor student understand what was happening in the story? v=9L-VhUmir-A&t=3s, they scissors. students,
progress and modify I will stop the clip and understand the Whomever teacher will
instruction.
have students who chose lesson that is won the game complete
the number share being taught had to present formative
something they wrote on by using their story first assessments by
their Stop, Think, Connect thumbs up, to the class observing
chart, or select a different thumbs to the and then the students
option based on the side or thumbs other student completed
instructional focus, student down. presented assignment.
interests, and/or needs. his/her story
next. We
completed 4
rounds of this
game, which
allowed eight
students to
share out.
Multiple Means of “Pose some questions that can be answered Independent work/Exit “Students Teacher will “Students
Expression thumbs up/down/ sideways, ask for Ticket: I will model how choose two flip a coin and will write 3
Differentiation explanation of the decisions.” to get there and how to fill questions students 2 things they
Explain how materials it out. students will
from a learned, 2
will be differentiated for say either
each of the following generic list to things they
During independent time, heads or tails.
groups: students reread the text on
respond to The student
have a
 English the slide to identify how about the who wins the question
Language day’s lesson. about, 1 thing
the Character’s actions round will
Learners (ELL) Daily Dozen they want the
 Students with
contribute to events using share out first.
special needs the “Stop, Think, and 1.) The thing instructor to
 Students with Connect Strategy. that made the know – post-
gifted abilities most sense to its, index
Early finishers (those me today cards”
who finish early and was… 2.)

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may need additional One thing
resources/support) that I just do
not
understand
is… 3.) When
someone asks
me what I did
in math
today, I can
say… 4.) One
thing I would
like more
information
about is… 5.)
I need more
examples
of… 6.) I
enjoyed”
Extension Activity and/or Homework
Identify and describe Here is an extension exercise: I would like for This is a homework and an Extension This is an Please pick a
any extension activities you to complete if you have completed your extension assignment. Activity: If extension text from
or homework tasks as independent assignment. Please make sure Please complete this you complete assignment Tumble books
appropriate. Explain name is on your assignment. Read the assignment in its entirety. your and homework Library. First
how the extension
directions and if you have any questions please If not, you will have time independent assignment: have the book
activity or homework
assignment supports the
ask. to complete this assignment Students are read to you
learning assignment later this earlier then I put the puzzle and then
targets/objectives. As Here is the link to the assignment: week. would like for pieces together complete the
required by your you to write a based on the following
instructor, attach any file:///C:/Users/Shae'%20Johnston/Illustrations See below for the link for new ending to problem and assignment.
copies of homework at -1.pdf this homework the story “A solution. Once Use notebook
the end of this template. assignment. Snowy Day”. you have put paper to tell
Homework Assignment: the correct what the
I would like for your read for 25 minutes For your puzzle pieces beginning was,
and then I would like for you and an adult homework together you the problem,
assignment” may then glue the middle, the

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 to discuss who are the main characters in this evening: them on a solution and
the text and how do illustrations match the You are to read piece of the end of the
words on the page. a fiction/non- notebook. story.
fiction book
***Pre-assessment was given three days before and complete
this unit lesson*** the graphic
organizer.
Remember all
assignments
are due on
***Pre-assessment was given three days before Sunday of this
this unit lesson*** week.

Day 2: Homework Activity/Extension:

https://www.teacherspayteachers.com/FreeDownload/
Character-Traits-Motivations-and-Feelings-Character-Analysis-Graphic-Organizer-1556173

Day 3: Homework Activity/Extension

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