UWP Lesson Plan Template

Teacher Name: Beven Yuhas Grade Level: 7th

Target Content/Lesson Topic: Biology Date:

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

Planning

Essential Question How can using different vocabulary tools help to comprehend a digital text?

- 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 lesson will be taught at the beginning of a unit about amphibians. Students should have talked about some form
of animal beforehand. However, very little prior knowledge is needed.
- 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 L.7.2

List the complete, relevant grade-level Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level reading and
standard(s). content; use context clues, analyze meaningful word parts, consult general and specialized reference materials, and

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 apply word-solving strategies (for meaning) as appropriate. a. Verify the preliminary determination of the meaning of
a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary)

Learning Target(s) and Learning Students will be able to use context clues within a digital text to help them comprehend the new material presented.
Objective(s)
I will be able to use context clues and the surrounding text to help decode new words in a digital article.
- 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 Students will be together as a whole group for any pre-teaching, then students will start the lesson individually.

Describe how and why students are Students will then collaborate with their peers to come up with definitions for the newest vocabulary words.
grouped based on

- 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?

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 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 meet individual If needed, I will provide guided notes and a more guided version of the arrow addition problem.
students’ needs by adjusting the
content, process, product, and
environment based on their readiness, Process
interests, and learning preferences.
Students may use audio readers to help them to comprehend the online text.

Product

Students may use either variation of the “addition problem” to showcase their work.

Environment

As long as students are being safe, respectful, responsible, and appropriate, they may move freely.

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

Student IEP Goal

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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)

Assessment

Formative Assessment Students’ formative assessment will be the individualized addition problem vocabulary words.

- How will you monitor student I will be looking for the word, different words surrounding the term, the part of speech it aligns with, and their
learning throughout the lesson? inference on what it means.

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 - Be specific about how your practice
assessments connect directly with the
lesson objective.

Formative Evaluation Criteria 3 2 1 0

Did you write the Yes No
- What material(s) will you use to word somewhere
evaluate learning? legible and that
makes sense
- Attach a copy of your checklist,
(either the top or
rubric, observation criteria, or other
the bottom)
measure.
Words in the There are multiple There is one There is one word, Field is blank
surrounding text examples of words example of a word but it does not
in the surrounding surrounding the appropriately
text, and they are text, and it is describe the new
appropriate in appropriately term.
describing the new accurate in
term. describing the new
term.
Part of speech The part of speech The part of speech Field is blank
is written and is written but does
makes sense for not make sense for
the new term. the new term
Inference The inference is The inference is The inference is The inferences are
based on both the based on one part not based on either not based on either
words surrounding of the addition part of the addition part of the addition
the text and the problem (either problem, but it problem and do
part of speech and part of speech or makes logical not make logical
makes logical words surrounding sense. sense.
sense as to what the text) and
the definition makes logical Or the field is
could be. sense as to what blank.
the definition
could be.
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 Summative Assessment In the future, they will also be assessed on how well they can use this method to define a new term using context
clues. While changes can be made, this will be a baseline for vocabulary use.
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 The same rubric will be used as above.

- What material(s) will you use to

evaluate learning?

- Attach a copy of your checklist,

rubric, observation criteria, or other
measure.

Procedures

Opening: Introduction and Students will begin the lesson by asking about their prior knowledge of insects and aquatic animals. This is the point
Connection to Previous Learning I would also refresh and connect the previous lesson.

● Anticipatory Activity (Hook)

● Activate prior knowledge. I would then introduce the word amphibian and explain what it is and why we use it. I will then show a short video
on amphibians.
● Be sure students understand
procedures and instructions for the
lesson.

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 ● Establish clear expectations. We would then recap what we learned, and I would go over the new vocabulary words that we will be using.

● Model concept. The words are:

The groupings/instruction/lesson Imminent

progression may look different in
different parts of the lesson! Utilize

Translucent

Specialized

Regulate

Amphibian.

At this point, I will use another word that also comes up in the article to explain how to use the graphic organizer.

I will create an anchor chart of sorts to help my explanation, and I will first ask them to write down what word they
are trying to define at the top.

From there, they will find the word in the text and write down some keywords that could help define the word you
are looking at. This should be no more than 2 sentences from the word. The word venomous, toxic, and poison are
two prominent words within the area of text. This will be put in the (WHAT) arrow.

They will then look at the word itself and describe what part of the text it is (verb, adjective…) and have them write
down what it is doing. The word venomous in this context is DESCRIBING a frog; you would then write describing
in the (HOW) arrow.

Finally, you take those two answers and “add” them together. Your inference of what they could be is the result of
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 what is around the word and what the word is doing. This will go into the (MIGHT) arrow. Because it is an
inference, it is not set in stone and can be changed.

When the organizer is complete, it will look like a tiny addition problem instead of numbers with words. I will show
them how to write it both horizontally and vertically so they may use whichever method they so choose.

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.
● Provide appropriate support
(not explaining how to do it).
Students will use the article provided and read independently with the new vocabulary words in mind. They will read
through it once without worrying about the new words, and then they will re-read the article, pausing at each
vocabulary word they come across.
Every time they find one of the new words, they will pause, write down the word and fill out the graphic organizer
that is provided. They will do this for all 5 (we are leaving out amphibian because it was taught before the lesson).
Once most, if not all, students are done, they will work in groups of 5. Each student will show their explanation and
definition of the word and compare it with their fellow classmates. They will do this for each word and complete a
shortened version of the vocabulary words and their definitions for them to keep with them. (like a mini glossary).
Note that these definitions do not have to be from only one student, and they are encouraged to combine and take
whatever they need to make a more cohesive definition.

● Provide worthwhile
extensions.

● Provide opportunities for

students to engage in using the
academic language.

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 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 As a class, we will take volunteers to share one of their definitions.

End the lesson with a final review of

key ideas and knowledge. This is
where you have students talk about As an exit ticket, students will take one of the words they have used and write a short sentence using the word.
their thinking and share strategies with For this exit ticket, they do not have to relate it back to the lesson; they just have to use the word appropriately.
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 https://www.livescience.com/50692-frog-facts.html

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 Resources or Materials https://www.youtube.com/watch?v=AKN0Z1rIcMo

- List and provide a brief rationale for anchor chart will be created as a class
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 Computer and internet access

Technology

- List all other supplies that need to be

available.

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