UWP Lesson Plan Template

Teacher Name: Audrey Capodarco Grade Level: Fifth

Target Content/Lesson Topic: ELA- Vocabulary Date: 3/26/2023

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

Planning

Essential Question How does finding synonyms to unknown words help me define and understand new words?

- 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 the first lesson using the vocabulary strategy 11.3. Students will be learning how to define and
understand unknown words in a nonfiction digital text.
- How does this lesson fit into the
larger unit of study?

- Focus on a logical/hierarchical Students will have previously learned how to use context clues to help identify unknown words. Students will be
sequencing of skills (e.g., main ideas expanding their skills and knowledge to enhance their vocabulary skills.
before details, similarities before
differences).

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 State Learning Standards
List the complete, relevant grade-level
standard(s).
Learning Target(s) and Learning
Objective(s)
- 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
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
Does this lesson involve co-teaching?
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L.5.3 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
C. Clarify the precise meaning of words by comparing and contrasting them with related words (i.e., compare
and contrast words to synonyms, antonyms, and homographs to better understand each word).
LT:
I will be able to define and find a synonym of an unknown word to help my overall understanding of a text.
LO:
Students will be able to define and identify at least one synonym of an unknown word to help enhance their
comprehension of a text.
Students will begin the lesson as a whole group for warm-up and instructions. Once students begin working, they
will read the passage first independently. After students read the passage once independently, students will then
engage in a partner read for the second reading. Students will work with the same partner to complete the graphic
organizer.
- Students will have preset partners from the beginning of the unit. These partners are heterogenous
to help aid students who are not meeting the reading goal yet and to allow practice for the students
who are currently meeting the reading goal.
Students will finish the lesson as a whole group for the closing discussion.
One Teach, One Assist:
- The special education teacher will be in the room during this time. The SPED teacher will assist the
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 If not, state N/A. If yes, identify the students receiving special education services per IEP/504 modifications and accommodations.
co-teaching model and what role each - The SPED teacher has the option to work at the back table as a group with any students who are in
teacher will play. need of extra assistance.

-One Teach, One Observe; One Teach,

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

Differentiation Content- The digital text is nonfiction and relatable to students’ backgrounds. Students also will be able to connect
to their communities, as well as identify and help solve real life issues.
Describe how you will meet individual
students’ needs by adjusting the
content, process, product, and
environment based on their readiness,
interests, and learning preferences. Process- Students will read independently and with a partner. Students will also be able to listen to the article.

Product- Students will be given the choice to identify four unknown words of their choice from the assigned article.

Environment- Students will be working in a semi-quiet classroom with the option to work in the hall nearby the
classwork with their partners.

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

Student IEP Goal

Mary Mary will actively engage with a partner 2 out of 5 attempts within a given class period.
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 Sky Sky will remain on task 4 out of 5 attempts during the assigned task.

Slater Slater will be able to identify the use of figurative language within a text with 30% accuracy out of 5 trails.

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

Mary Breaks when asked for and needed, as well as a quiet work environment.

Sky Use of fidgets, breaks when asked for and needed, and flexible seating.

Slater Use of notes during activities and assessments.

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

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

Maria More activation of background knowledge and increase visuals in lessons.

Assessment

Formative Assessment Students will be monitored by turning in their completed graphic organizer at the end of the class. Students will be
checked in multiple times during independent work time by the teacher to ensure understanding and help deeper
- How will you monitor student students thinking.
learning throughout the lesson?

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

Formative Evaluation Criteria See attached rubric number one.

- What material(s) will you use to

evaluate learning?

- Attach a copy of your checklist,

rubric, observation criteria, or other
measure.

Summative Assessment Students will be assessed by receiving a list of words and creating a short story of the words. Students will be able to
chose how they create this story, ex. Comic strip, passage, picture book, etc. Students will need to use the words
How will students demonstrate appropriately within the text to show understanding.
mastery of the standard?

Note: This assessment does not have to

occur during/after this lesson but in
upcoming lessons.

Summative Evaluation Criteria See attached rubric number two.

- 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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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!
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
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Procedures
Hook: Students will begin the lesson by participating in the whole class activity called, Beat the Clock. In this
activity, students will be working with their table as a group. The teacher will have cards with the previous
vocabulary words learned. The teacher will have one student from the group chose a card and they will have to give
their group clues to help their group identify the word. Groups will get 30 seconds to get through as many words as
they can before moving on to the next group.
After the warm-up, students will be instructed to get their Chromebooks out and a pencil. Students will be reading
the NewsELA article called, Cherokee tribe pushes to restore name of Great Smoky Mountains' highest peak by
Wyatte Grantham-Philips. Students will be shown the article on the smartboard. Students will then be shown how to
complete graphic organizer for new terms in the article.
Students will be shown the first word and how to correctly fill out the graphic organizer.
- Students will identify an unknown word and write it on their organizer.
- They will then engage in productive struggle by asking themselves and their partner various
questions to help define the word. For example, “What’s going on so far? So what might this word
mean?” “If I put in a word, would it make sense?” “What’s another word the author might have
used that would still make sense?” etc.
- Students will then put a synonym that they have identified and then define the word using their own
words.
- Students will continue to do so for all words.
Once the graphic organizer is properly modeled for the students and all questions are answered, students will begin
working on their assignment. They will begin with reading the article independently, then read it a second time with
their partners. Once the article is read twice, students will begin working on their graphic organizer for unknown
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 (not explaining how to do it). words from the article.

● Provide worthwhile - The rubric will be displayed for students during this time to ensure understanding and help answer
extensions. questions.

● Provide opportunities for

students to engage in using the During this time when students are working, the teacher will be walking around the workspace monitoring
academic language. students work and asking students questions that will help deepen their thinking and provide the use of their
academic language. The teacher will also help guide students with the assignment, if needed.
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 Once there is ten minutes left of the class, students will be instructed to go back to their seats with their papers.
Students will begin in a student led discussion. The student leader for the discussion will be chosen randomly by the
End the lesson with a final review of teacher.
key ideas and knowledge. This is
where you have students talk about - Students can pass, if wanted.
their thinking and share strategies with - Students will get assistance from the teacher, if needed.
the whole class. It’s important to name
strategies and use academic vocabulary
Students will go over what words they chose to be on their organizer and why they chose them. They will also share
here, extending the lesson to broader
any helpful skills they had used to identify these unknown words. Students will also discuss their thoughts and
ideas.
reactions from the article they have read.
● Promote a community of
learners.
During this time, students will be able to gain more skills from their peers, as well as deepen their understanding of
● Listen actively and probe
the lesson.
thinking without evaluating or
telling them how you would do
it.
After the discussion, students will turn in their organizer and be provide with a small preview of what the next lesson
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 Summarize main ideas and identify will look like.
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 - See attached graphic organizer

Resources or Materials
- List of words from previous lesson
- List and provide a brief rationale for
all necessary lesson resources and - NewsELA article: Cherokee tribe pushes to restore name of Great Smoky Mountains' highest peak by Wyatte
materials. If not original, cite the Grantham-Philips.
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 - Chromebooks

Technology
- Headphones
- List all other supplies that need to be
available.

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