STONE FOX

UNIT PLAN
By: Ashley Tuttle
1/18/15

Subject Topic: Reading

Grade: 3rd

Number of Students: 11
*During this time, most of my students are in their special education classroom or at
Title 1 reading time.
Time: 45 minutes (2:15-3pm.)
Objectives
By the end of the story, students will be able to use their comprehension skills to tell the
story in order.
Students will be able to understand grade level vocabulary words and be able to write a
sentence.
Students will be able to understand the order of events throughout the story.
By the end of the story, students will be able to read the story fluently.

Standards

CCSS.ELA-Literacy.RL.3.1: Ask and answer questions to demonstrate understanding of a text

referring explicitly to the text as the basis for the answers.

CCSS.ELA-Literacy.RL.3.3: Describe characters in a story (e.g., their traits, motivations, or

feelings) and explain how their actions contribute to the sequence of events
CCSS.ELA-Literacy.RL.3.4: Determine the meaning of words and phrases as they are used in

a text, distinguishing literal from nonliteral language.

CCSS.ELA-Literacy.RL.3.7: Explain how specific aspects of a text's illustrations contribute to
what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character

or setting)
CCSS.ELA-Literacy.RF.3.3: Know and apply grade-level phonics and word analysis skills in

decoding words.
CCSS.ELA-Literacy.RF.3.4: Read with sufficient accuracy and fluency to support

comprehension.
CCSS.ELA-Literacy.RF.3.4.a: Read grade-level text with purpose and understanding.
CCSS.ELA-Literacy.RF.3.4.c: Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.

Materials

Stone Fox by: John Reynolds Gardiner

Stone Fox packet
United States Map (first day only to show Wyoming)
Dictionary to show students what words mean

Instruction
Cue/ opening topic: Discuss our new story Stone Fox, explain the setting and show
Wyoming on the United States map.
Procedure: Each day will be outlined for specific tasks for the students to do. I will have a
schedule that is attached to this unit for planning out each day.
Accommodations/Extensions: For my accommodations, I only work with the higher level
kids. The kids that are lower level students do go to Title I reading. For my extensions, there are
writing responses in the packet for students that finish early.

Closing: At the end of each chapter, we will make a prediction of what will happen
in the next chapter. At the end of the story, we will discuss what the students liked and
did not like about the story.
TRANSITIONS: (if any): At the end of each day, we will write into our planners before we leave
for school.
ASSESSMENT: For this unit, I would be doing a formal assessment. As the students write down
their answers to the questions, I will be watching their grammar. When we write we use CUPS.
C is for capitalization, U for understanding, P for punctuation, and S for spelling.

SCHEDULE (Week 1)
Time

2;15
2:35

Monday
(1/19)
No
School
MLK
DAY

Tuesday
(1/20)

Wednesday
(1/21)

Thursday
(1/22)

Friday
(1/23)

Introduce the new story

Show students U.S map

Review of Chapter 1

Read Chapter 2

Review of Chapter 2

Go over vocabulary

Check Prediction

Vocabulary

Read Chapter 1

2:35
2:40

Discuss Chapter 1
Write down Prediction for the
next chapter

Explain the tree map

and get the students
started.

Directions for Reading

Comprehension page
Write complete sentences
2:40
3PM

Work on Comprehension
Questions
If done early, silently read
Chapter 2

Discuss Chapter 2
Prediction for
Chapter 3

Work on Tree Map

Directions

Finish Tree Map

Finish Ch. 1
comprehension

Comprehension
Questions

Comprehension
Questions

If done early, start

responsibility page

Responsibility page

If done early, writing

response
Not required.

Extra time, writing

response.

Schedule Week 2
Time

Monday
1/26/15

Tuesday
1/27/15

2:152:35pm

Read Chapter 2
Check Prediction

Review of Ch.
2

Wedn
esday
1/28/1
5
No
readin
g

Thursday
1/29/15
No
reading

Friday
1/30/15

Read Ch. 3
Check Prediction

2:352:40pm

Discussion Ch. 2

Tree Map

Prediction for Ch.

3
2:40pm3pm

Comprehension
Responsibility

Flow Map
Prediction for Ch. 4

Responsibility
page
Writing

Comprehension
Writing Response

page if time.

Response

Schedule Week 3

Time

Monday
Feb. 2

Tuesday
Feb. 3

Wednesday
Feb. 4

Thursday
Feb. 5

Friday
Feb. 6

2:15-2:35

Read Ch. 3

Review of
whats
happened

Read Ch. 4

Review

Buddy Read Ch.

5

Check
Prediction
2:35-2:40

Ask ?s
Flow Map

Prediction Ch. 4
2:40-3

Check Prediction

Comprehension

Prediction Ch. 5
Writing
Response

Comprehension

Bubble
map

Prediction Ch. 6

Writing
Response

Comprehension

Schedule Week 4
Time

Monday

Tuesday

2:15-2:35pm

Buddy Read ch. 5 Review

Wednesday

Thursday

Friday

Read Ch. 6

Review

Read Ch. 7

Check Prediction
Check
Prediction

Check Prediction

2:35-2:40pm

Prediction for Ch.

6

Circle Map

Prediction for
Ch. 7

Bridge
Map

Prediction for Ch.

8

2:40pm-3pm.

Comprehension

Writing
Response

Comprehension

Writing
Response

Comprehension

Silent
Read Ch. 6

Silent
Read
Ch. 7

Schedule Week 5
Time
2:15-2:35pm

Monday 2/16
NO SCHOOL

Tuesday 2/17

Wednesday
2/18

Thursday 2/19

Friday 2/20

Read Ch. 7

Review

Read Ch. 8

Cause and Effect

Map

Check
Prediction

Check
Prediction
2:35-2:40pm

Prediction for
Ch. 8

Explain Writing
Response

Make Prediction
for Ch. 8

Writing
Responses

2:40pm-3pm

Comprehension

Work on
Writing
Response

Comprehension

Writing
Responses

Finish early,
silent read
Chapter 8

Finish early, Silent

Read Chapter 9

Schedule Week 6

Time

Monday
2/23

Tuesday
2/24

Wednesday
2/25

Thursday
2/26

Friday
2/27

2:15-2:35pm

Read Chapter 9

Review

Read Chapter
10

Writing

Movie

Check
Prediction

Responses
Check Prediction

2:35pm2:40pm

Prediction for
Chapter 10

Writing
Responses

Double Bubble
Map

2:40pm-3pm

Comprehension

If done
Comprehension
early, silent
read Ch. 10

If done
early,
start movie

*A weeks delay because of several snow storms.

Turn in
stone fox.