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,

Learning Goal
Students will be able to identify, create, and explain the use of similes in their readings and writings.

Day 1 Day 2 Day 3 Day 4 Day 5

Title of Lesson or Similes - Similes About Similes – My Poem Similes – Round Similes -
Activity Introduction Ourselves! Robin Assessment
Standards and Students will be Students will be Students will At the end of this Post Assessment -
Objectives able to define and able to formulate 5 identify and list lesson and activity, Students will be
What do students identify what a similes about similes while students will be able to indicate and
need to know and be simile is by themselves by interacting with a able to think of, list similes by
able to do for each completing a short filling in blanks on Power Point explain, and write filling in a
day of the unit? worksheet with a worksheet with presentation with similes correctly in worksheet with
80% accuracy or 80% accuracy or 80% accuracy or a round robin 80% accuracy or
CCSS.ELA- greater. greater. greater. writing activity greater.
Literacy.L.4.5.a with 80% accuracy
Explain the or greater.
meaning of simple
similes and
metaphors (e.g., as
pretty as a picture)
in context.

Academic Simile Review - Review - Review - Review-

Language and Comparison Simile Simile Simile Simile
Vocabulary Noun Comparison Comparison Comparison Comparison
What academic Noun
language will you New Words-
emphasize and Describe
teach each day Description
during this unit?
Summary of 1. Students will be 1. Students will 1. Students will 1. We will review 1. Students will
Instruction and introduced to similes review similes with review similes with writing similes and take the assessment
Activities for the by a short video and me and observe me on the white using “like” or “as” today. I will show
Lesson from examples and while I model how board and pair when comparing them the
How will the visuals I will use on to find the meaning share with a two nouns. As a instructions under
the board.
instruction and of a simile. neighbor. class we will the projector with
activities flow? 2. Students will work complete a few the test still
Consider how the 2. As a class, we will 2. I will pass out examples I put on covered. and read
on Similes
students will create similes about the companion the board. Students aloud the directions
completing the
efficiently transition my Golden Retriever, worksheet that will will discuss each and explain in
Similes from Space
from one to the Gracie. I will display go along with my one with their detail what is
worksheet with their
a picture of her on the
next. neighbor and then Power point. We elbow neighbor. expected. I will ask
white board and then
have the opportunity will work as a if they have any
we will make a list of
to share some of their whole class in 2. I will explain the questions and
similes about her
ideas with the class. filling out the next activity to answer them before
features. (The
worksheet as we go students, the Round I hand out the
features will be
3. If there is time Robin writing. On the assessment. The
similar to the through the power
remaining, I will white board I will
worksheet they will point. assessment has 21
explain and model a write what each
work on next.) fill-in the blanks
Simile Matching expectation during
game that students 3. Students will end the rotations will be and the goal is for
3. I will display the the lesson playing a them to achieve
can play any time this and assure students I
next worksheet under similes game with a 80% accuracy or
week during free time will walk them
the projector and
or if they finish early partner. I will use through each step. I greater. (at least 17
explain it before I
from something. Class Dojo to will model each step out of 21)
pass it out. After
randomly group first so that they can
answering questions,
them before class visually see and ask 2. When students are
I will hand it out and
and make sure they any questions they finished, they pull out
they will work
all align well with may have. their books that they
independently filling
are reading
 in the blanks about each other. I will 3. I will pass out independently and
themselves. model the game lined paper and have read quietly or play
again before students get started. the Simile matching
4. I will walk around passing out the Then, I will walk game.
and observe their materials and then around the classroom
work and ask to observe and help
allow them to play.
questions that will students when
further their needed. I will
understanding and challenge them to
thought process. think at a deeper level
and to focus on their
5. Students will have writing and
the opportunity to recognizing the
share a simile they similes in their
came up with about paragraph.
themselves.
Differentiation I will make sure that I I will make sure that I I will make sure that I L and I will need L and I will have the
What are the am speaking clearly am speaking clearly am speaking clearly extra help with this test read to them and
adaptations or and facing students and facing students and facing students activity. They can may have a modified
modifications to the so that my mouth so that my mouth so that my mouth sit up front with me version with less
and actions line up and actions line up and actions line up questions to answer.
instruction/activities and we can work
as determined by with what I am with what I am with what I am together to create
the student factors saying. saying. saying. our paragraph for
or individual each expectation.
learning needs? The few students Classwork can be I will encourage
There are 2 students who struggle with modified with less those who do not
with IEP’s, (L & I), reading can meet features to fill in normally speak to
should be thought with me at the back about themselves. participate.
about when lesson table for help
planning and working through
teaching. the worksheet and
they can do less of
During group the worksheet.
settings, D and C Verbally telling me
may not work well would also be
with others. acceptable for part
(Behavioral issues) of the answers.

R and T become
distracted easily and
should sit towards
the front of the class
and away from
friends they may
talk with.

Above grade level

are I, M, and A.
They would be
good peers to use to
help others who
struggle.

Required - Smart board - White board and - Practice - Notebook Paper - Post Assessment
Materials, – You tube video markers worksheet - Pencil - Pencil
Handouts, Text, - White board and - Picture of Gracie - Pencil - Model Round Robin - Simile Matching
Slides, and Markers - Projector - Interactive smart paper Game
Technology - Similes from - Simile of Yourself board - Simile Matching
Space Worksheet Worksheet -Power Point Game
- Pencil - Pencil presentation
- Simile Matching - Simile Matching - Simile Matching
Game Game Game
Instructional and Students will have Through guided Students will work Students will work Students will have a
Engagement think-pair-share practice, students together to think- with a few peers in few options of what
Strategies time. will participate in pair-share. creating a short they would like to
What strategies are descriptive activity. paragraph. Each do after the
you going to use An opportunity to Students will take rotation will be a assessment.
share with the class I will be moving part in an all class
with your students new fun
to keep them their creative similes. around the room interactive power expectation.
engaged throughout helping students and point with me.
the unit of study? Partner to play a interacting with them They will have
game if finished during their writing. They will have partner time to play a
early. partner time to play a game based on what
Students will have game based on what we have been
the opportunity to we have been learning.
share some of their learning.
examples with the
class.
Formative I will be watching I will be watching I will be watching I will be watching I will watch how
Assessments for those who are for those who are for those who are for how well students are doing
How are you going participating and participating and participating and students are during the
to measure the students body students body students body participating along assessment and I
learning of your language to gage language to gage language to gage with looking over will have their
students throughout their understanding their understanding their understanding their round robin assessment to look
the lesson? by eye contact and by eye contact and by eye contact and writings after class. at afterwards.
engagement. engagement. engagement.

I can look at their I will also have the I will gage their
Similes from Space worksheet they verbal participation
paper and see how completed in class along with their
well they understood using similes to worksheet they
what a simile is. describe their completed during the
features. lesson.
Summative, Post- The assessment is a 21 fill-in the blank worksheet that will be about indicating what is being compared in similes. The
Assessment goal is for students to complete the assessment with 80% accuracy or greater. That is at least 17 correct out of 21.
What post-
assessment will
measure the
learning progress?
Note: This can be
the same as the pre-
assessment or a
modified version of
it.