UMF Unit-Wide Lesson Plan Template

Name: Program: Course:

Cassandra Smith Student Teaching Foundations 4&5
Lesson Topic / Title:
Grammar and Old Man and the Sea (Pg. 62-74 cont.)
Lesson Date: Lesson Length: Grade/Age:
10/05/2023 50 Minutes 9 and 10
Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning experiences and performance
tasks that support learners in reaching rigorous curriculum goals based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

● Students will be able to show and use their knowledge of ● The parts of speech are important parts of
adjectives understanding the functions of English
grammar.

● Students will be able to make inferences while reading ● The ability to infer what is going to happen
in the story based off of what is or has
already happened is an important skill in a
good reader.

Content Standard(s) Instructional Decisions / Reasoning

CCSS.ELA-LITERACY.RL.9-D.4- ● This standard is core to the year-long unit

Cite strong and thorough textual evidence to support analysis of that is occurring around this inference mini-
various texts in ways that demonstrate what the text(s) says unit. Inference is an important skill for
explicitly and implicitly, including attending to moments of deeper engagement and comprehension of
textual inconsistency or ambiguity. any text.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance and determines best
supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

● Adjective Worksheet ● This is a semi-diagnostic assessment of how

well students understand and can locate
● Reading worksheet adjectives.
● This is an assessment of how well they can
● Discussion questions pause in their reading and think about what
they’ve read.
● This is an in-the-moment assessment for
engagement and comprehension.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in reviewing
instructional materials from the perspectives of both the discipline and individual learner needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

● Worksheets ● Today's class is paper based, no computers

● Books ● We are continuing the reading so they will
● Writing utensils need their books to follow along
● They will need writing utensils for both
worksheets and to take any extra notes.

Revised 07/25/2023
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks by using a variety of
instructional approaches, strategies, and technologies that make learning accessible to all learners and support learners in
reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

Grammar - Adjective worksheet (20 minutes) ● This is our routine on Mondays (and
Thursdays). Having and maintaining a
routine is a great way to keep track of
learning and manage a classroom.

Reading and worksheet (30 minutes) ● We read out loud because the other levels
were reading a play. The worksheet is to
maintain engagement with the text, and to
gauge comprehension.

Meeting students’ needs (differentiation, extensions, modifications, Instructional Decisions / Reasoning

accommodations)

They are directed when to answer questions ● This helps students to more easily follow
along.
They are read aloud to ● This is to keep them in line with the other
levels, but it also allows for greater class
There are digital versions available for absent students via Google engagement with the text
Classroom ● This is so no one misses anything, but a
present student ca also have a digital copy if
it is easier for them.

Field Courses Only – Post lesson

Reflection
In block 4: 7/9 met the objective. 1/9 almost met the objective. 1/9 were absent.
In block 5: 9/11 met the objective. 2/11 were absent.
I still really like the format of having a “while reading” worksheet, and a couple of questions for them to
complete after the current chunk is read. The book has no chapters, so it’s read in chunks.
The adjective worksheet went well. They are all pretty good with adjectives. I think the more we practice
the easier it will come to them. Each new part of speech is added to the last on later worksheets that focus on
more than just one part of speech.
Block 5 was a little more engaged than block 4. We might have to move the seating of some of the students in
block 4 to fix that issue. In fact, we might have to re-seat both blocks.
This lesson met Common Core Teaching Standards: 1(d).
1(d): Understands how learning occurs – how learners construct knowledge, acquire skills, and develop
disciplined thinking processes – and knows how to use instructional strategies that promote student
learning.
Rationale: My plan for instruction shows that I understand how learning happens. I know that to learn

Revised 07/25/2023
grammar you have to repeatedly practice identifying the parts of speech in different ways. We did some of
that practice during this lesson. I also promote student learning by having them practice inference on their
while-reading worksheets and having them stop in the reading to answer them helps them gain a more
disciplined thinking process.

Revised 07/25/2023