UWP Lesson Plan Template

Teacher Name: Meaghan Crawford Grade Level: 4-7

Target Content/Lesson Topic: Non-fiction vocab: look to the features Date: 3/22/23

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

Planning
Essential Question Why is it important to understand new vocabulary?
- What is the essential question that
this lesson addresses? How can we figure out new vocabulary for ourselves?
- What is the core purpose of the
lesson that includes the strategies
and skills necessary to accomplish
the deeper learning in the standard?
Sequencing This can be a lesson to build understanding before or during the unit on fractions.
- 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 M.4.NF.A.1 Understand fraction equivalence. a. Explain why a fraction is equivalent to another
List the complete, relevant grade- fraction by using visual fraction models (e.g., tape diagrams and number lines), with attention to how
level standard(s). the number and the size of the parts differ even though the two fractions themselves are the same
size. b. Understand and use a general principle to recognize and generate equivalent fractions that
name the same amount.

R.6.4 Determine the meaning of words and phrases, including figurative and connotative meanings.
Analyze the impact of specific word choices on meaning, tone, and mood, including words with
multiple meanings within a text. (RI&RL)

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 Learning Target(s) and Learning Lo
Objective(s) - Students will be able to use the article to better understand how multiplication facts be used to make
- Choose your learning target(s) and equivalent fractions
objective(s) based on the relevant - Students can determine meaning of unknown vocabulary words by stopping and looking at the features
state learning standard(s). of the text (diagrams, pictures, glossary, etc.)
- Write focused targets and Lt
objectives that describe the specific - I have a better understanding of how my multiplication facts can help me make equivalent fractions.
learning outcome (what students - I can figure out a meaning to an unknown word by stopping and looking at the features of the text
should be able to do as a result of (diagrams, pictures, glossary, etc.)
the lesson).
- Be sure they are stated in
observable and measurable terms
(e.g., ABCD+T).
Grouping Individual
Describe how and why students are
grouped based on Partners if they ask
- homogeneous, heterogeneous,
randomized
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
Co-Teaching Strategy n/a
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

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 Differentiation Content
Describe how you will meet - Print out or find a similar article/printed article
individual students’ needs by
adjusting the content, process, Process
product, and environment based on - Work together as a team
their readiness, interests, and learning
preferences. Product
- not all boxes need to fill in if they can use it properly in the sentence.

Environment
- Flexible seating, can sit on floor, or around room

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

Student IEP Goal

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

Student(s) Required Accommodation/Modification

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

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

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 Assessment
Formative Assessment Students fill out the graphic organizer packet while reading the article.
- How will you monitor student
learning throughout the lesson?
- Be specific about how your
practice assessments connect
directly with the lesson
objective.
Formative Evaluation [Use the graphic organizer to help you identify features within the article to help you understand what a
Criteria vocabulary word or an unknown word means.]
- What material(s) will you use Level 4 Level 3 Level 2 Level 1
to evaluate learning?
- Attach a copy of your Students fill in all Students fill in all four Students fill in all four Students fill in all four
checklist, rubric, observation four boxes with boxes with a good boxes with an okay boxes with little to no
criteria, or other measure. excellent detail. amount detail. They amount of detail. They detail. They are unclear
They are clear in are mostly clear in are kind of clear in of their understanding of
their understanding their understanding their understanding of the words when in the
of the words by of the words by using the words by using sentence.
using them properly them almost properly them sometimes
in the sentence. in the sentence. properly in the
sentence.
Summative Assessment Students will take test on equivalent equation to show mastery
How will students demonstrate
mastery of the standard? Students will be able to understand and use vocabulary words on the test while explaining
Note: This assessment does not
have to occur during/after this
lesson but in upcoming lessons.

Summative Evaluation []rubric for test

Criteria Level 4 Level 3 Level 2 Level 1
- What material(s) will you use 20 15 points 10 points 5 points
to evaluate learning? Criterion Students Students Students Student does not
1 demonstrates demonstrates close demonstrates show understand of
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 - Attach a copy of your Math mastery of to mastery of understanding equivalent fractions
checklist, rubric, observation standard equivalent fractions equivalent fractions when given help and needs more
criteria, or other measure. from instructor of instructional time
equivalent fractions on topic.
Criterion Student Student Student Student does not
2 demonstrates demonstrates close demonstrates demonstrate
Reading mastery of to mastery of understanding of mastery of
standard vocabulary words by vocabulary words vocabulary words vocabulary words.
using them clearly by using them by using them They do not use
and concisely in almost clearly and clearly and them clearly or
written section of concisely in written concisely in written concisely in written
test section of test section of test section of test
ONLY when helped
by instructor

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.
The groupings/instruction/lesson
progression may look different in different
parts of the lesson!
Procedures
Hook/Prior Knowledge:
- students play this Kahoot to go over what kind of features are in a non-fiction text
Expectations:
- students are going to read an article online about equivalent fractions. They are going to use
nonfictional text features to support their understanding of vocabulary and unknown words.
Model:
- Class makes an anchor chart on what to look for in a non-fiction text for an unknown word
Example (from strategy 11.6 page 305 of The Reading Strategies Book by Jennifer Serravallo)

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 During: Lesson Progression We do
In this portion of the lesson, you will - Students are asked to look at a page from a science or history textbook or from the below pages
be letting go and letting students (56/57) from The 5 Practices in Practice Margaret Smith, Victoria Bill, and Miriam Gamoran Sherin.
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.

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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.

- Ask students what feature they notice

- Ask them the purpose of these features (why are they important)
- Ask them how these features might support ones understanding of an unknown word
Teacher will select a word from example page. Then use the graphic organizer below to fill it out
- Example word from page above: symbolic
- Look at: photos or pictures. Describe or draw them in the box
- Look for: Diagrams. Draw or describe them in the box
- Look up: Glossary. What is the definition? *if no glossary is available, use google or a dictionary*
- Combine: use it in a sentence!

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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.
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You do
Pass out packet of organizers. Students will fill the organizer sheet for up to 4 different words that they did not
know or are a vocabulary word.
Students use the rest of the time (10-15 minutes) to complete packet. They will bring it home if not completed.
If they complete the assignment before they can start on the homework, a paragraph response answers these
two question:
- What is the main idea of the article?
- How can I incorporate this into my thinking/learning strategies?
The written response will be posted on their google classroom.
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 ● 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 - https://www.edutopia.org/article/way-make-fractions-easier-understand/ : this is the article students will
Resources or Materials read. It is a digital text in which students can read about and explore a new understanding of fractions while
- List and provide a brief rationale also practicing their vocabulary skills.
for all necessary lesson resources and
materials. If not original, cite the Graphing organizer: the packet will consist of 4 or more of these.
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.

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 : example picture that has diagrams and lists and
other important features of a non-fiction text

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 : anchor chart reference
Supplies, Equipment and Pencils
Technology
- List all other supplies that need to Overhead projector
be available.

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