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 Extracting Main Making Character Traits
Activity Idea Connections
Standards and ELAGSE2RI: Ask ELACC2RL1: Ask ELAGSE2RL3:
Objectives and answer such and answer such Describe how
questions as who, questions as who, characters in a
what, where, when, what, where, when, story respond to
why, and how to why, and how to major events and
demonstrate demonstrate challenges.
understanding of understanding of
key details in a key details in a ELAGSE2RL7:
text. text. Use information
gained from the
ELACC2SL1.c: ELACC2RF4.a: illustrations and
Ask for Read on-level text words in a print or
clarification and with purpose and digital text to
further explanation understanding. demonstrate
as needed about the understanding of
topics and texts ELACC2L6: Use its characters,
under discussion. words and phrases setting, or plot.
acquired through
ELACC2SL2: conversations,
Recount or reading and being ELAGSE2W6:
describe key ideas read to, and With guidance and
or details from responding to texts, support from
written texts read including using adults, use a variety
aloud or adjectives and of tools to produce
information adverbs to describe and publish
presented orally or (e.g., When other writing, including
through other kids are happy that digital tools and
media. makes me happy). collaboration with
peers.
 Students will be Students will Students will be
able to analyze the identify and apply able to analyze
importance of the comprehension characters and the
asking questions strategy of making character traits in
before, during, and connections. familiar text.
after listening to a
story. Students will Students will be
analyze the three able to infer
Students will be different types of character traits
able to gather connections (i.e., from text.
information about text-to-self, text-to-
the main idea of the text, and text-to-
book and add world)
supporting details.
Academic Academic Academic Academic
Language and Language/ Language/ Language/
Vocabulary Vocabulary: Vocabulary: Vocabulary:

Prediction Beginning Character traits

Main Idea Middle Adjectives

Extracting Ending Emotions

Analyzing Connection Feelings

Description

Description using
five senses

Summary of Starter/ Starter/ Starter/

Instruction and Motivation: Motivation: Motivation:
Activities for the
Lesson Students will be Students will be The teacher will
asked to close their divided in pairs. open
eyes and listen to Each pair will be www.wordle.com
the sounds around given a roll and on multimedia and
them. chat game and a will ask the class to
 dice. describe “the
Students will be teacher” by using
asked to think Each pair will roll adjectives or give
about these sounds dice 5 times and one adjective for
and predict who will answer the the teacher. The
and where these questions written in teacher will type all
sounds are made. the chart. the charter traits or
Whole class words on the
discussion will be What was your computer and will
held. favorite part of the present the
story and why? (1 character traits
Teacher’s dot on dice) through wordle.
Exposition:
What is your Direct/Interactive
The teacher will favorite illustration Modeling/
inform that they and what does it Teaching:
will be reading a show? (2 dots on
book and extracting dice) Teacher will now
main idea from the open
book. www.padlet.com
Who was your and will ask
Direct Teaching: favorite character students to also
of the story and open the same link
The teacher will why? (3 dots on on workstations/
show the book to dice) tablets/ iPhones. (if
the students and computers are
will ask them to What is the setting lesser in number,
predict what will of the book? (4 then this work will
be the book about dots on dice) be conducted in
by looking at the pairs)
cover, title and What happened at
blurb of the book. the end of the Teacher along with
story? (5 dots on students will create
Questions Before dice) an adjective wall
Reading: for all the traits that
Did you learn any students are aware
Questions include: lessons from the of.
story? (5 dots on
Looking at the dice) (The teacher will
cover, what do you try to illicit at least
think this book will Activity adopted 100 adjectives for
be about? What from: the word wall and
makes you think will add some of
that? https://www.teache her own in case the
rspayteachers.com/ list is less.)
What genre is this FreeDownload/FR
book? How do you EEBIE-Roll-and- Group work:
know? Chat-Reading-
Comprehension- Students will be
What’s the setting Dice-Game- divided into group
of this story? 1025872 of four. Each group
will be given a
"What predictions Teacher’s character from the
can you make Exposition: book. Each group
about this story?" will be asked to
The teacher will brainstorm and
Guided Practice 1/ inform that they collect a list of
Shared Reading: will be connecting adjectives that are
the story read with suitable for the
The teacher will themselves and the character. They
project the story on world today. will be instructed
multimedia and to refer to the word
read the story Video Watch: wall created in
through shared previous session.
reading process. The teacher will
play the video of Gallery Walk:
Feedback/ the story.
Questions during On the clap of
Reading: Questions/ teacher, groups will
Feedback after rotate and either
Teacher will pause the Video Watch: comment or add
at different more adjectives for
intervals and will What happened in the character. Each
ask different the beginning of group will be given
questions. the story? one minute for
commenting or
Where is the Who were the adding on each
setting? characters? groups’ work.
Who are the What happened in Questions/
characters? the story? Feedback after
Group work:
What is the story What happened in Groups will be
about? the end? asked to share their
opinion about their
"What do you What lesson did and other’s work.
understand from you learn in the
what you just story? Independent
read?" Practice:

What is happening Pair Work: Students will be

in the story so far? asked to choose
Students will be their favourite
What do you think divided in pairs. character from the
will happen next? Each pair will be book and write
What makes you asked to have a character
say that? discussion based on description using
the following the character traits
What questions: adjectives collected
problems/challenge through different
s are the characters What does this activities.
facing? remind you of in
another book you Differentiation:
"What is the main have read?
idea?" Pairs will be
How is this text formed for students
"What picture is similar to other that need support.
the author painting things you have
in your head?" read? Students will be
asked to create
Pair Reading: How is this text character
different from other description either
Students will be things you have on worksheet or
asked to re-read the read? using a website
book in pairs. www.glogster.com
Students will be Questions/ which allows users
asked to extract the Feedback after to create posters
main idea of the Pair work: with text and
story. picture.
A few pairs will be
Feedback/ asked to share their Closing:
Questions After discussion.
Reading: Group Work: Students will be
asked to share their
A feedback of the Students will be response on the
reading will be divided into group following question:
taken. Following of four. Each group
questions will be will be given a What trait would
asked: worksheet and you describe for
story in group. The yourself and why?
"Which of your groups will be
predictions were asked to answer the
right? What questions given in
information from the worksheet.
the text tells you Questions include:
that you are
correct?" What does this
remind you of in
What was the the real world?
author’s purpose?
Was he/she trying How are events in
to persuade, inform this story similar to
or entertain you? things that happen
How do you know in the real world?
that?
How are events in
What message did this story different
the author want the from things that
reader to happen in the real
understand? What world?
lesson/s is the
author trying to Questions/
teach? Feedback after
Group work:
What was the
problem in the Groups will be
story? What did the asked to share their
characters do to try answers.
to solve the
problem?
Individual Work:
When did you
know the problem Students will be
was going to be asked to write a
solved? What was paragraph based on
the turning point? the following
questions:
How did the What does this
character/s change story remind you
during the story? of?

What were the Can you relate to

most important the characters in
parts of the story? the story?

Did you like the Does anything in

way the story this story remind
ended? What did you of anything in
you like about it? your own life?

What are you still Lesson plan

wondering about? adapted from:
http://www.readwrite
Independent think.org/classroom-
Practice: resources/lesson-
plans/family-ties-
making-connections-
Students will be
1070.html?
asked to read the tab=4#tabs
book, write the
main idea and also Closure:
write three
supporting details Each student will
from the text in a be given a chit.
worksheet. Each student will
 Closure: be asked to write
A few students will their response to
be asked to share following question:
their answer in the
worksheet. “Why do you think
it is important to
make connections
(self, text or the
world) to any
text?”

Formative Through guided Through guided Through guided

Assessments questions, close questions, close questions, close
monitoring and monitoring and monitoring and
informal informal informal
observation. observation. observation.

Through Through Through

individually individually individually
assessing during assessing during assessing during
independent independent independent
practice and practice and practice and
reviewing in reviewing in reviewing in
closure. closure. closure.

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