UWP Lesson Plan Template

Teacher Name: Kelly Averill Grade Level: 5th

Target Content/Lesson Topic: Reading Date: 11.21.21

This lesson is for a(n) _____ whole class ___x__ small group _____ individual

Planning

Essential Question Why do people read?

- What is the essential Why do we need to comprehend what we read?

question that this lesson
addresses?

- What is the core

purpose of the lesson that
includes the strategies
and skills necessary to
accomplish the deeper
learning in the standard?

Sequencing
- How does this lesson fit
into the larger unit of
study?
Students will continue working with comprehension their whole life as
they read. This is a continuing skill that the students will need for the rest
of their life. The students that did this lesson needed a bit more help with
comprehension.

- Focus on a
logical/hierarchical
sequencing of skills (e.g.,
main ideas before details,
similarities before
differences).

State Learning CCSS.ELA-LITERACY.RL.5.1

Standards
Quote accurately from a text when explaining what the text says
List the complete, explicitly and when drawing inferences from the text.
relevant grade-level
standard(s).
Learning Target(s) and LT: I will be able to read a passage and identify key details.
Learning Objective(s)

- Choose your learning

target(s) and objective(s) LO: Students will be able to identify the main idea and details of a
based on the relevant passage or story.
state learning standard(s).

- Write focused targets

and objectives that
describe the specific
learning outcome (what
students should be able to
do as a result of the
lesson).

- Be sure they are stated

in observable and
measurable terms (e.g.,
ABCD+T).

Grouping I pulled a group of five students to work on comprehension. The students

were working on a project and these five students needed work on
Describe how and why comprehension. I looked at the student survey and found out that all these
students are grouped students had a dog which worked well for the passage.
based on

- homogeneous,
heterogeneous,
randomized

- ability, interest, IEP

goals, social or
social-emotional,
behavioral, language
acquisition
Co-Teaching Strategy N/A for this lesson.

Does this lesson involve

co-teaching? If not, state
N/A. If yes, identify the
co-teaching model and
what role each teacher
will play.

-One Teach, One

Observe; One Teach, One
Assist; Station Teaching;
Parallel Teaching;
Supplemental;
Alternative; Team
Teaching

Differentiation Content

Describe how you will Listening to the text and following along
meet individual students’
needs by adjusting the Process
content, process, product, Varying the time that the students have to read this and comprehend
and environment based
on their readiness, Product
interests, and learning
preferences. Speaking and discussing instead of filling out the diagram

Environment

Read independently then come together as a small group

Assessment
Formative Assessment I will monitor the learning by seeing how the students are interacting with
the text and filling out the diagram. The point of the diagram is for the
- How will you monitor students to see how well they are comprehending the text.
student learning
throughout the lesson?

- Be specific about how

your practice assessments
connect directly with the
lesson objective.

Formative Evaluation The students will be assessed with a check mark or an x to see if they are
Criteria understanding what the text is about. This can help determine if the
students are getting it or if they need extra practice.
- What material(s) will
you use to evaluate
learning?

- Attach a copy of your

checklist, rubric,
observation criteria, or
other measure.

Summative Assessment Theoretically, the students will be working with comprehending text their
whole life. A summative assessment that could be done is reading a text
How will students then filling out comprehension questions. This would show how well the
demonstrate mastery of students are comprehending. They may use any strategies that they have
the standard? learned to help them.

​Note: This assessment

does not have to occur
during/after this lesson
but in upcoming lessons.
Summative Evaluation
Criteria

- What material(s) will

you use to evaluate
learning?

- Attach a copy of your

checklist, rubric,
observation criteria, or
other measure.

Procedures

Opening: Introduction The students were working on a project, therefore this assignment could
and Connection to be completed with a small group. There were 5 students that came out into
Previous Learning the hall with me. The article that the students will be reading is Australian
Hero Dog Honored For Saving Koalas From Bushfires. Each student that
● Anticipatory came out into the hall had a dog based on their student discourses which
Activity (Hook) allowed students to make a connection. We started out by reviewing the
● Activate prior pictures, the headings, the title and just getting a general idea about what
knowledge. the text was about before we began reading. I asked the students if they
● Be sure students had any initial questions and asked if they had heard about the wildfires
understand that were going on. I also introduced the diagram that we would be filling
procedures and out.
instructions for the
lesson.
● Establish clear
expectations.
● Model concept.
The
groupings/instruction/less
on progression may look
different in different parts
of the lesson!
During: Lesson
Progression
In this portion of the
lesson, you will be letting
go and letting students
engage in productive
struggle; engaging in
gradual release (“I do, we
do, you do”), inquiry,
guided or independent
practice, or other learning
methods. Please write
what you are looking for
in terms of:
The students took turns reading out loud until the passage was finished.
We first discussed the initial thoughts about the passage. The students can
describe what they learned. After initial discussion we will begin filling
out our diagram with the main idea and surrounding details. The students
will write down what they believe is the main idea independently before
we share out. I asked the students first, "What is the main idea?" The
students will say if they agree or disagree with that idea. Then they asked
the students "how do you know?" Then the students looked through the
text to find out the supporting details. Then the students explained how
they knew. Then drawing connections from the details back to the main
idea. This will help the students comprehension by always finding
evidence from the text which shows that they understand what will
happen.

● Students’
thinking and how
they will start the
lesson.
● Provide
appropriate
support (not
explaining how to
do it).
● Provide
worthwhile
extensions.
● Provide
opportunities for
students to
engage in using
the academic
language.
This is where you will be
suggesting or modeling
specific strategies and
helping students choose
which strategy makes
sense to them. However,
you must make sure ideas
come from students.
Closing: Wrap-Up and Afterwards we will discuss what we learned and if this is a strategy that
Extension the students liked or if they would consider using it again. We will review
what we have learned and why comprehension is so important to our
End the lesson with a reading. Drawing back connections as to why we have done this work will
final review of key ideas help students create a purpose for the reading. The students wrote a short
and knowledge. This is paragraph about the article and if they liked it or did not like it. They also
where you have students shared what they learned.
talk about their thinking
and share strategies with
the whole class. It’s
important to name
strategies and use
academic vocabulary
here, extending the lesson
to broader ideas.

● Promote
a community of
learners.
● Listen
actively and
probe thinking
without
evaluating or
telling them how
you would do it.
Summarize main ideas
and identify future
problems that they would
be able to solve using the
thinking you have
discussed. Provide a brief
preview of what the next
lesson will include.

Curricular and
Instructional Resources https://www.dogonews.com/2021/11/11/australian-hero-dog-honored-for-s
or Materials aving-koalas-from-bushfires

- List and provide a brief Diagram

rationale for all necessary
lesson resources and https://docs.google.com/drawings/d/1pR0CDfn5TrjW0jLv-12J0vpvlsV2i
materials. If not original, Y7q5TjIp7zFuwc/edit?usp=sharing
cite the source.
 - Attach/link a copy of all
materials the teacher and
students will use during
the lesson; e.g., handouts,
questions to answer,
slides, worksheets, and so
on.

Supplies, Equipment Pencil

and Technology

- List all other supplies

that need to be available.

Reflection:

I talked with my mentor teacher about the lesson before giving it. She informed me that the
students needed work time on their project, but listed off five students that could benefit from a
comprehension lesson. This was talked about prior to the day of the lesson, therefore I could
prepare. I looked at the student survey that I gave earlier and was able to see that all of these
students had a dog and they liked video games. I wanted to do something about video games, but
wasn't able to find a text that I believed would work well for the lesson. I found many about a
dog, but picked this one because it had a few challenging vocabulary words and was right for the
level. It was a bit short though since it was only 500 words. Then I looked through the strategies
and found this one called "Consistently Ask, How do I know?" I thought that this one worked
well with the text because it is constantly drawing information from the text. The students need
to understand why they are getting this information and how they are getting it. I enjoyed this
strategy as the students were doing it because I had seen something similar in my class, so I
knew that this was a method that worked well. During the lesson, the students were immediately
interested in the text. They all liked the dog pictures and wanted to know more about the fires.
They were excited to read right away. After we looked at the title, headers and pictures they took
turns reading out loud. The students seemed to read the text well only getting tripped up on a few
words, but worked through them. The words that they were tripped up on were: devastating,
enthusiasm, malnourished and inhalation. With this text, the students are able to put the mouse
over the word to find the definition. Each student was following along and all these students
seemed to be genuinely engaged in the text. After we were done reading the students kept asking
questions about the fires. They liked the overall article, but seemed to want more. This is
something that I would change, is finding a longer article. The article was just a bit too short for
this lesson since they wanted more information. I did research a bit about the wildfires and we
did look up a few questions and pictures before we continued the lesson so that they were able to
accurately get an idea about the article. The students liked getting more knowledge about the
fires. Then I asked the students to write down some main ideas that they had about the text. After
some independent work time to think about the main idea, I had a student share out. This student
said that the main idea was that "Bear earned a reward for helping." The students agreed and we
then looked through the text to find details. We were able to find key details together and add
them to our chart. Then another student shared that another main idea was "there were fires that
were killing the animals." Two of the students were skeptical about this answer, so we talked
through it seeing if this could be a main idea and after rereading the students all decided that this
was a main idea. We found details and completed the chart. After the lesson, I asked the students
if they liked this strategy. The students said that they have done similar strategies, but liked the
way that this one was set up. Another student said that they didn't need the chart to find the main
idea, but they were able to do it without the support. The students then wrote a short paragraph
about what they learned and if they liked the article. I also asked the students to include what the
main ideas were with paragraphs. I told the students that this strategy helps set up a paragraph
perfectly, so use the strategy to help if needed. Something that I would do to make this lesson
better is choose a longer article because the students seemed like they needed a bit more.
Another thing that I would do is have them do this independently to see what they know without
any group work. The group work helped the lesson advance, but the students did not need the
group. Perhaps, if doing this again, I would have the students work independently then share out.
The students were very engaged, so the lesson went well with the students being involved and
interested. Overall, this was not a bad lesson but could use a longer article to support higher
comprehension.