Stage 1 – Desired Results
ESTABLISHED GOALS
3.RL.3 – Describe characters in a
story (e.g. their traits,
motivations, or feelings) and
explain how their actions
contribute to the sequence of
events.
3.I.3 - Describe the relationship
between a series of historical
events, scientific ideas or
concepts, or steps in a technical
procedures in a text, using
language that pertains to time,
sequence, and cause/effect
Transfer
Students will be able to independently use their learning to…
Identify and describe the sequence of events or the cause and effect relationships in a fiction or non-fiction text.
UNDERSTANDINGS
Students will understand that…
 There is a logical and sequential order to events
that occur in the past, present, and future

People rely on and utilize logical steps and
procedures to perform tasks

A person’s actions, thoughts, or words can
determine other people’s perception of them and
provide evidence about their personality.

Cause and effect relationships are embedded in
the world around us and are used to help make
connections between two events.
Students will know…
 Sequencing signal words (before, after, next, first,
finally)

Vocabulary/literary terms (cause, effect,
sequence, procedure, character, actions, timeline,
plot)

The words “because” and “so” are used to connect
the cause and effect

The term “trait” and be familiar with common
character traits

Proper letter format
Meaning
ESSENTIAL QUESTIONS
 Why do historians place events in order?

How would the world be different without procedures for
every day tasks?

Is it possible to get to know someone through observation?

Would you agree or disagree with the following statement?
Explain why.
“Everything in the world was caused by something before it”
Acquisition
Students will be skilled at…
 Identifying explicit details the author has provided about a
character (actions, thoughts, words) to support a given
character trait

Distinguishing between a character’s actions, thoughts and
words and sort details into the appropriate category

Creating step-by-step instructions using sequencing words to
explain a procedure

Writing persuasive pieces with the proper attributes
(embedded in writing workshop)
Stage 2 – Evidence
Evaluative Criteria
Assessment Evidence
PERFORMANCE TASK(S):
Two performance tasks will be given in this unit. Both require minimal time so I feel it would be feasible.
FICTION BASED PERFORMANCE TASK:
You are the famous Ms. Frizzle!
Your biggest wish is to become a teacher at the Sokolowski School because you have heard how smart and wonderful the
students are there. However, in order to work there you need to convince the principal, Mr. Bryson, to agree to hire you as
a teacher at his school. Mr. Bryson has asked you to write a letter that discusses one trait that you have that would make
you a great teacher. Remember, Mr. Bryson is not an easy man to convince! You must provide evidence supplied from your
past adventures as a teacher in order to persuade Mr. Bryson that you possess the trait you are discussing. Don’t forget that
a successful letter must be clear, accurate and complete and be written in proper letter format.
NON-FICTION BASED PERFORMANCE TASK:
You are an employee at Toys R Us.
Parents and teachers have been calling in to complain that the directions for the board games they bought are too difficult
for their students and children to understand. Your task is to choose a board game and create step-by-step instructions to
explain how to play the board game you chose. Your instructions must include sequencing signal words and be clear and
easy enough for someone to follow. To test the successfulness of your directions, first graders will be invited to use the
directions you wrote to play the game.
OTHER EVIDENCE:
 Written and oral descriptions of characters in a fiction text using evidence as support
 Participation in discussions
 Do Now’s / Exit Tickets
 Cause and effect matching
 Multiple choice quizzes
Stage 3 – Learning Plan
Unit Summary:
Since this unit is an introductory unit, students will apply basic level skills and knowledge that pertain to standards. 3.RL.3 and 3.I.3. Students will be exposed and
have practice sequencing events in a story and sequencing events needed to complete a simple procedure (ex. making a sandwich, tying shoes etc.) Students will
also look deeply at characters in a story and use evidence from their actions, thoughts and words to support a given character trait. Characters that are chosen
will have explicit evidence in the story that points to a specific character trait to try and minimize the need for inferencing. Students also will have a very brief
introduction to the idea of a cause and effect relationships. Students will be able to identify real-world cause and effect relationships as well as those that occur
within a fiction story.
Learning Activities:
Students will:
1. HOOK: