UWP Lesson Plan Template
Teacher Name: Lilly Mayberry
Target Content/Lesson Topic: English Language Arts
This lesson is for a(n) __x__ whole class
Essential Question
- What is the essential 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?
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards
List the complete, relevant
grade-level standard(s).
September 2021
Grade Level: 4th grade
Date: Nov. 21st, 2021
__x__ small group __x__ individual
Planning
“How can students use reading strategies to promote their ability to write a narration using a sequence of
events in order to predict the future events of a text?”
This lesson builds from prior fourth grade writing standards such as CCSS.ELA-LITERACY.W.4.2 where
students are asked to “Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.” In this prior standard student learned how to use descriptive words in order to sequence
events. They also learned to examine topics and use multimedia skills to aid comprehension.
In the current unit, students are learning about plot elements such as exposition, rising action, climax, falling
action and resolution. We are working towards writing narrative texts.
CCSS.ELA-LITERACY.W.4.3
Write narratives to develop real or imagined experiences or events using effective technique, descriptive
details, and clear event sequences.
CCSS.ELA-LITERACY.W.4.3.A
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an
event sequence that unfolds naturally.
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 CCSS.ELA-LITERACY.W.4.3.C
Use a variety of transitional words and phrases to manage the sequence of events.

MS-ESS 2-4 “ Develop a model to describe the cycling of water through Earth's system driven by energy of the
sun and the force of gravity”

Learning Target(s) and Learning

Objective(s) I can use strategies to form a sequence of events in order to predict what happens next in a text
- Choose your learning target(s) and
objective(s) based on the relevant Students will be able to describe the events in a text using pictures and writing to make inferences about future
state learning standard(s). events in the text
- 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 Students will be grouped in the whole group when there are instructions or discussions happening in class.
Describe how and why students are
grouped based on Students will be work individually to promote their own interpretation of a text, complete the strategy 8.8
- homogeneous, heterogeneous, worksheet
randomized
- ability, interest, IEP goals, social or Students will work in pairs to discuss their predictions of the text in order to make sense of their own
social-emotional, behavioral, reasoning. This will lead to predictions being strengthened because they need to prove “why?” to their partner.
language acquisition
Co-Teaching Strategy N/A
Does this lesson involve
co-teaching? If not, state N/A. If

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September 2021
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: Student has a shortened text
Describe how you will meet
individual students’ needs by
adjusting the content, process, Process: student is provided with more time
product, and environment based on
their readiness, interests, and learning
preferences. Product:student provide drawn pictures of the events and can verbally describe each

Environment: Student can use a ball chair, carpet square, or utilize a quiet space in the room

Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)

Formative Assessment
- How will you monitor student
learning throughout the lesson?
- Be specific about how your practice
assessments connect directly with
the lesson objective.
Assessment
Students will be monitored using a checklist
teacher will walk around the classroom assessing the students with a checklist, noting student work that can be
used to promote discussion later in the lesson
Teacher will note students who draw and write correct or creative predictions
Teacher will note students who are off in their prediction, noting which students the teacher can use to help
them draw the correct conclusion

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September 2021
Formative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Summative Assessment
How will students demonstrate
mastery of the standard?
​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.
Opening: Introduction and
Connection to Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
the lesson.
● Establish clear expectations.
● Model concept.
September 2021
Copy of Formative Evaluation Checklist: Strategy based comprehension checklist
Students will be assessed for mastery of standards CCSS.ELA-LITERACY.W.4.3, CCSS. ELA. Literacy. W.4.3 a,
and CCSS.ELA-LITERACY.W.4.3C in a unit test that will take place at the end of the unit.
Teacher will see students mastery of CCSS.ELA-LITERACY.W.4.3 by them demonstrating their ability to write
narratives will a clear sequence of events
Teachers will see students' mastery of standard CCSS. ELA. Literacy. W.4.3A by students demonstrating order
of events and CCSS.ELA-LITERACY.W.4.3C by use of transition words or phrases
Procedures
● Teacher opens lesson by asking students a question
○ “How do we get rain?”
○ teacher asks students to turn and talk with the partner next to them
○ teacher asks for student answers which display information they had learned in a previous
science lesson about the water cycle
● Teacher introduces text picture of the water cycle
○ teacher display water cycle on the board
● I DO
○ Teacher models sequence of events and narration
○ teacher points at cloud “Here is where we will start”
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The groupings/instruction/lesson
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:
● Students’ thinking and how
they will start the lesson.
September 2021
○ the teacher states, while writing on board, “First the water condenses into water vapor.”
● WE DO
○ teacher points to rain drops in the water cycle picture
○ “What happens secondly?”
○ Students say “Secondly the water condenses and forms water droplets”
○ “Good job class!” says the teacher
● YOU DO
○ the teacher asks the students, “ What happens after that?” while pointing to the picture
○ students answer by saying “Lastly the water collects in one area”
● Introducing procedure and instructions:
○ teacher states “Today class we will be doing something very similar to what we just did”
○ teacher hands out strategy 8.8 worksheet Strategy based comprehension worksheet
○ the teacher explains: “after every paragraph you guys read I want you to stop and write the
paragraph in the box. In the next box over I want you to draw a picture of those events. In the
box after that I want you to use your sequencing words to write the main idea of the
paragraph.”
○ Teacher asks “Can someone tell us what our sequence of events are?”
○ students answer, “Words like first, second, last, next, after, then and in conclusion”
○ Teacher confirms and says “In the last row you are going to predict how the story ends”
○ Teacher says “When you are done with the worksheet I want you to quietly come sit up front
on the carpet for a discussion.”
● I DO
○ Teacher models activity:
○ Teacher reads aloud the first paragraph and then stops
○ teacher draws a picture on the board of the events
○ teacher models a sentence using sequence of events words
● WE DO
○ teacher asks a student to volunteer to read
○ student reads the second paragraph and stops
○ Teacher asks another student to come up to the board and describe what they read with a
drawing
○ the teacher asks another student, “How would you summarize what happened in the second
paragraph using our sequence of events?”
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 ● 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 Extension
End the lesson with a final review of
key ideas and knowledge. This is
where you have students 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
September 2021
○ student models using correct vocabulary
● YOU DO
○ students complete the rest of the strategy 8.8 worksheet
● While students are completing worksheet:
○ Teacher walks around classroom monitoring student work
○ Teacher uses formative evaluation to monitors for :
■ Student writes a correct summary of each section using sequence of events words
■ Student draws what is happening in order of events
■ Student uses critical thinking to make predictions and justifies answer
○ Teacher also monitors for student work to use in order to facilitate class discussion
● Students are asks to gather quietly at the carpet when they have finished the worksheet
● Once all students have finished their worksheet and gathered on the carpet square the teacher will
begin the wrap up:
● Wrap Up:
● Teacher begins by asking students what they put for the third event
○ teacher calls on students that were note as producing correct or creative work
● Teacher asks what students came up with for the event after that
○ teacher selects student who produced work that was a common misconception and was
approaching expectations or striving
○ the teacher praises the student for creativity but notices that the student can’t quite explain the
‘why?” aspect.
○ the teacher asks “Is there anyone who can help them out?”
○ teacher selects student who provided meets expectations work
○ student now understands given the example from their peer
● Teacher asks students to turn and talk to a partner next to them about what they put inside the
prediction section, reminding the students that their reason needs to be backed up with details from the
text
○ teacher asks students to share
○ teacher listens to the individual answers and based on the students answers they either think it
will end in one of two ways
● Teacher reads the ending of the story
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preview of what the next lesson will ○ teacher pairs up students who had opposing views to turn and talk about what they learned
include.
Curricular and Instructional
Resources or Materials
- List and provide a brief rationale Strategy based comprehension worksheet
for all necessary lesson resources and
materials. If not original, cite the Strategy based comprehension checklist
source.
- Attach/link a copy of all materials “On a Magical Do-Nothing Day” by Beaitrice Alemagna
the teacher and students will use
during the lesson; e.g., handouts,
questions to answer, slides,
worksheets, and so on.
Supplies, Equipment and worksheet
Technology pencil
- List all other supplies that need to text “On a Magical Do-Nothing Day” by Beatrice Alemagna
be available.

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September 2021