UWP Lesson Plan Template

Teacher Name: Jena Barz Grade Level: 2nd

Target Content/Lesson Topic: Comprehension Date: 12/8/2022

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

Planning

Essential Question -Can you create a letter based off of what you have learned in a reading?

- 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 Students will be able to create a letter and use this in the real world as well as be able to find a main idea in a story.

- 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 RF.2.4.A: Read on-level texts with purpose and understanding.

List the complete, relevant grade-level

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 standard(s).

Learning Target(s) and Learning I can write a letter using the information I learned from a reading.
Objective(s)

- Choose your learning target(s) and

objective(s) based on the relevant state You will read a passage and be able to create a letter based on what you have learned in your reading.
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 Isiah will be pulled out while the rest of the students are working with the mentor teacher or working individually.

Describe how and why students are

grouped based on

- homogeneous, heterogeneous,
randomized

- ability, interest, IEP goals, social or

social-emotional, behavioral, language
acquisition

Co-Teaching Strategy I will be working with Isiah while my mentor teacher will be working with the rest of the students.

Does this lesson involve co-teaching?

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

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 teacher will play.

-One Teach, One Observe; One Teach,

One Assist; Station Teaching; Parallel
Teaching; Supplemental; Alternative;
Team Teaching

Differentiation Content: Isiah will need readings that are at a 2-3 rd grade reading level even though he is in the 5th grade.

Describe how you will meet individual

students’ needs by adjusting the
content, process, product, and
environment based on their readiness, Process
interests, and learning preferences.

Product

Environment: Isiah will need to work in the back of the classroom so that he isn’t distracted by his peers in the
classroom.

IEP Goals Relevant to Lesson (Add rows as necessary.)

Student IEP Goal

Isiah Isiah will be able to read a story and answer questions on the story.

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

Isiah Isiah will need to work in a quiet environment, so he doesn’t get distracted.

Supports for English Language Learners (Add rows as necessary.)

Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

Assessment

Formative Assessment Isiah will be able to fill out the main ideas chart for me based off the reading of the short story.

- How will you monitor student

learning throughout the lesson?

- Be specific about how your practice

assessments connect directly with the

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 lesson objective.

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 Isiah will be able to answer all the questions that is given for the story “A Letter to Santa”

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.

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 Procedures

Opening: Introduction and
Connection to Previous Learning
● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for the
lesson.
To start off this lesson I had to pull Isiah out to work with him individually. I pulled Isiah to a quiet area in the
classroom where I told him what we would be doing. I let Isiah know that he will need to read two different stories
and will need to answer different questions for both of them. Isiah started off by reading the story “Reindeer”. He
first needed to read it out loud to me so that I was able to help him if he had any questions or needed help with harder
words. Isiah then will read the story to himself and only ask questions when he needs help. Isiah will then fill out the
chart on the page and tell me the Main Idea then 3 supporting details that show proof of the main idea.

● Establish clear expectations.

● Model concept.

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:
Isiah then needed to read a story called “A letter to Santa”. He will read the short story outside to me with my help if
needed, and then he will reread it to himself. When Isiah is done reading the story, he will then have questions that he
has to answer after the story. The questions that he will answer are a 3-page questionnaire. The first page is multiple
choice so that he could look back into the story for the answers, the second page is a written response and a question
where he has to draw a picture. Then the last page is fun true and false questions and a couple more questions. When
Isiah is done with the questions, he will then watch a video on how to create a letter. He will then use this video to
help him create his own letter at the end of the lesson. Isiah will then need to tell me what Maggie wrote in her letter
as well as what he saw in the video that can help him write his own letter.

● Students’ thinking and how https://youtu.be/WuG2jmS3jXA

they will start the lesson.

● Provide appropriate support

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 (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 To wrap up this lesson I had Isiah make a letter to Santa. He took what he read in “A Letter to Santa” and was able to
write his own letter. In the letter he had to write what he wanted and why he thinks that he deserves these presents.
End the lesson with a final review of Just like Maggie did in the story he had to write how he was good this year and what he did to help those around him.
key ideas and knowledge. This is I then told Isiah that when he finishes it, I will send it to Santa just like Maggie did in the story. Isiah will have until
where you have students talk about Monday to create his letter to Santa and turn it into me so that we can “send it off to Santa”.
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.

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 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 Stories:

Resources or Materials
“A Letter to Santa”
- List and provide a brief rationale for
all necessary lesson resources and “Reindeer”
materials. If not original, 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 and

Technology

- List all other supplies that need to be

available.

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