Stick to Your Story

Words: Coercion and descent

Article: https://www.readworks.org/article/Chinese-Immigrants-during-the-
Industrial-Era/c8ff76f8-ccae-4d2e-8760-a644a284e2e2#!articleTab:content/
1. Think: What’s happening?

2. Define: “It means...”

3. Go Back: Use content to explain.

4. Abstract or Concrete?
 Stick to Your Story

1. Think: What is happening?

• This article is about: Chinese immigration, Industrial Era, discussing the mid
to late 1800s, and social studies topic.

2. Define: “It means...”

Laborer's:
I think laborers means someone that works because the word includes labor and
labor means work.

3. Go Back: Use content to explain

In the article some sentences that included laborer’s is:
1. These early Chinese immigrants became laborers in mines and railroads,
helping to construct the Central Pacific Railroad.
2. Others became agricultural laborers.
3. Coercion and violence were used to eliminate competition by Chinese
laborers and businesses.
These sentences include jobs such as mining and railroad work, and agricultural. It
is also included with businesses and businesses that have workers.

4. Abstract or Concrete?
Concrete because we can see people and people are workers. (I would draw
workers at a worksite).
Title of Rubric

HOLISTIC RUBRIC TEMPLATE

The student’s worksheet includes 4 questions and will be graded based on completion, participation, and the use of correct and quality
information.

Level 4: 8 points Level 3: 6 points Level 2: 4 points Level 1: 2 points

Student completed all 4
questions on the worksheet and
used quality and correct
information on all 4 answers.
Student completed 3 of the 4
questions on the worksheet but
did not use quality and correct
information on one of the
answers.
Student completed half of the
worksheet or did not use quality
and correct information on
answers besides on 2 of them.
Student did not turn in
worksheet but participated with
other students on the worksheet
or student only complete 1 of the
4 questions.
 UWP Lesson Plan Template
Teacher Name: Angelina Gonzales Grade Level: 7th

Target Content/Lesson Topic: Vocabulary Strategy: Stick to Your Story Date: 3-23-23

This lesson is for a(n) ___X__ whole class ___X__ small group __X___ individual

Planning
Essential Question How can using vocabulary strategies help expand our vocabulary?
- 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 This will be introduced at the beginning of the unit so students can use this strategy when doing their reading
- How does this lesson fit into the throughout the unit.
larger unit of study?
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards Strand: Reading 6-12
List the complete, relevant grade- Craft and Structure - Grade 7
level standard(s). R.7.4 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)

Learning Target(s) and Learning LT: Students will be able to use strategies to develop vocabulary comprehension.
Objective(s) LO: My seventh-grade students will be introduced to a vocabulary strategy and during their reading for today’s
article they will be able to use this tool to help develop their vocabulary comprehension. This will strengthen
their understanding of the material they are learning.
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September 2021
 - Choose your learning target(s) and
objective(s) based on the relevant
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 Whole class: During the introduction and closing students will be as a whole class. During the introduction I
Describe how and why students are will introduce the topic, teach and model the vocabulary strategy, and take questions. In the closing section we
grouped based on will review the article’s purpose, answer questions, and review what words the students found that they did not
- homogeneous, heterogeneous, know and how this strategy helped them gain comprehension in the article/word.
randomized Pairs: When students are working on their summative assessment, they will work in pairs of their choosing to
- ability, interest, IEP goals, social or influence participation and excitement in their assignment. Also used for extra support in the assignment.
social-emotional, behavioral, Individual: When students are working on their summative assessment, they will have the chice of working
language acquisition alone if the student prefers to work alone.
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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September 2021
 Differentiation
Describe how you will meet
individual students’ needs by
adjusting the content, process,
product, and environment based on
their readiness, interests, and learning
preferences.
Content
For ELL students I can give them a copy of the article and worksheets in their native language. Students will
also have the choice of reading the article on their Chromebooks or with a printed copy. This way if a student
understands better by following along with their finger, they can do that or if they are not understanding
something can look it over.
Process
Students can also use a whiteboard to jot down ideas or words they don’t know while reading to later write
down in their visual tool. Highlighters will also be made available for students to use while reading. All students
will turn in their visual tool as a grade, but this can be done on scrap paper (that includes all the information
from visual tool), whiteboard (checked off by me), or using the visual tool worksheet. Student will also have the
option to work in pairs or alone for their assessment.

Product
All students will turn in their visual tool option for their summative grade.

Environment
Students can work anywhere in the classroom (desk, floor, or small table).

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

Student(s) Required Accommodation/Modification

Visual support Have printed article and the option of using Chromebooks to read article.
Hands on learners Have highlighters, notebook paper, and whiteboards/expo markers.
Buddy support Let students work in pairs of their choosing for extra support.

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

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

ELLs Have worksheets printed in their native language.

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September 2021

Formative Assessment
- How will you monitor student
learning throughout the lesson?
- Be specific about how your practice
assessments connect directly with the
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
How will students demonstrate
mastery of the standard?
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.
Assessment
During the introduction I will explicitly teach 3 words using the visual tool I created so the students know how
to use this strategy. I also will explain their strategy “Stick to Your Story”. I will monitor what students are
understanding and learning by asking questions and on the 3 rd example having students answer the prompts as
a class.
This will not be a grade in the grade book. I will pay attention to which students are engaged and which
students that are not engaged so I can motive them to participate and help them during their work time.
Students will complete their visual tool while reading the article:
https://www.readworks.org/article/Chinese-Immigrants-during-the-Industrial-Era/c8ff76f8-ccae-
4d2e-8760-a644a284e2e2#!articleTab:content/
And will be assessed on their comprehension of the article, completion of visual tool, and participation for the
lesson.

Summative Evaluation Criteria Criteria 0 1 2

- What material(s) will you use to Comprehension of the Did not do. Did not read the entire Read the entire article
evaluate learning? article article and could not and could retell the
- Attach a copy of your checklist, recall key events/facts of article including key
rubric, observation criteria, or other article. events/facts in the
measure. article.
Completion of visual Did not do. Did not complete the Completed the entire
tool entire visual tool or visual tool with quality
completed it all but was and correct information.
not done correctly.
Participation for the Did not do. Participated in Participated in
lesson. conversation in 1 out of conversation in 2 out of
3 parts of the lesson the 3 parts of the lesson
(introduction, (introduction,
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September 2021

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!
September 2021
assignment, and wrap-up assignment, and wrap-up
section). section).
Procedures
● Hook: I will ask the students why is reading important and what they like to read? I will also include
my favorites and why I enjoy reading to get the students excited for their activity. Then I will introduce
the LT of the day, “Students will be able to use strategies to develop vocabulary comprehension”.
● Activate prior knowledge: I will ask the student what they know about immigration, Chinese
immigrants, and the industrial era to get the information flowing and ready for what they will be
reading/learning about today.
● Be sure students understand procedures and instructions for the lesson: Today we will be reading
a digital article, “Chinese Immigrants during the Industrial Era”, on ReadWorks. While you are reading
with a partner you will complete your visual tool that goes along with your reading. Before I let you get
into pairs let me demonstrate your visual tool.
● Model concept: Our visual tool includes the following strategy, “Stick to Your Story” this strategy is
named this because it is important that you do not invent details to explain a definition of a word or
phrase but to stay within the limits of what is actually happening within the story. This means when you
are defining and figuring out a word you want to use evidence from within the content of the story to
help you. Let’s do an example together with our visual tool with the word laborer’s. on our visual tool
we have to answer “Think: What is happening, define what it means, use the content to explain, and is
it abstract or concrete.” At this time, I will go through each section showing why and how I am doing it
and some prompts the students can use when working:
● Think about the whole context, not just the sentence.
● Explain why you think that’s the meaning.
● Does the way you explained it fit with the details of the whole story.
Afterwards, we will do the word descent together and I will ask students to come up and fill out the first
half of the worksheet then complete the second half of the sheet with classmates around them. Afterwards
we will discuss the answers. Once, I have explicitly taught the strategy and gave them time to practice I will
introduce the assignment and the expectations.
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 ● Establish clear expectations: When you are working you can work in pairs or alone if you choose.
When you are reading your article, you have the option of using your Chromebook or grab a printed
version (there are highlighters also), when completing your visual tool, you can use a whiteboard or
scrap paper instead if you choose but it must include all the information from the visual tool. You will
have 20 minutes to complete this assignment and I will be walking around if you have any questions.

During: Lesson Progression ● Students’ thinking and how they will start the lesson: students will start by grabbing their materials,
In this portion of the lesson, you will picking a partner, and finding a place to work within the classroom.
be letting go and letting students ● Provide appropriate support (not explaining how to do it): when students are working, they can
engage in productive struggle; work with a classmate for extra support, and I will be walking around listening to students
engaging in gradual release (“I do, we conversations to answer any confusions and provide extra support.
do, you do”), inquiry, guided or ● Provide worthwhile extensions: At the end of 25 minutes, I will have extra time accounted for if the
independent practice, or other students need longer. I provide a time limit so students will get to work right away. If the wrap-up
learning methods. Please write what discussion needs to be pushed back to the next day that will work as well.
you are looking for in terms of: ● Provide opportunities for students to engage in using the academic language: When students are
● Students’ thinking and how participating in whole classroom discussions such as the hook, prior knowledge, visual tool practice,
they will start the lesson. and while the students are working on their assignment. These are all times that students will be able to
● Provide appropriate support discuss social studies topics, vocabulary development strategy, and comprehension.
(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 ● Promote a community of learners: When students are participating in whole classroom discussions
End the lesson with a final review of such as the hook, prior knowledge, visual tool practice, and while the students are working on their
key ideas and knowledge. This is assignment. These are all times that students will be able to discuss social studies topics, vocabulary
where you have students talk about development strategy, and comprehension. These are all times students will have the chance to
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September 2021
 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 or Materials
- List and provide a brief rationale
for all necessary lesson resources and
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.
September 2021
express understanding as a whole class, small groups, pairs, and individually. Students will learn through
hands-on experiences and work as well. Students will also have lots of options on how to connect their
learning to fit their personal understandings and preferences.
● Listen actively and probe thinking without evaluating or telling them how you would do it:
When students are practicing the strategy with classmates around them, I will be listening to their
conversations to learn their insights. Also, when students are working on their assignment, I will be
doing the same thing and offer my help when needed by pushing them in the right direction and not
telling them they are wrong.
Summary: I will introduce the article and vocabulary strategy, having the students practice, and then have the
students work independently on their assignment. Afterwards, I will have the students share what they learned
from the article and what words they decided to pick for their visual tool and how it helped them. Then I will
explain the importance of keep strategies in mind to develop vocabulary to gain better comprehension in your
readings. Then I will introduce what we will be doing next class.
• Printed version of article
• Printed copies of visual tool
• Highlighters
• White boards and expo markers
• Scrap paper
• Chromebooks for students to use.
• White board for introduction
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