UWP Lesson Plan Template
Teacher Name: Ms. Carmin Raciti
Target Content/Lesson Topic: Designing Explicit Vocabulary Instruction
This lesson is for a(n)
Essential Question
- 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
- 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
List the complete, relevant grade-
level standard(s).
September 2021
Grade Level: 8th grade/3rd grade instruction
Date: 10/18/23
__ whole class X small group __ individual
Planning
Why learn new words?
How can we figure out unknown vocabulary?
In 2nd grade, students have learned and mastered skills related to clarifying unknown words using vocabulary
strategies and with the use of compound words. In 4th grade, students will be able use context clues beyond the
sentence-level, knowing the skills they have acquired from 3 rd grade standards.
L.3.2 Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level
reading and content; use context clues, analyze meaningful word parts, consult general and specialized
reference materials, and apply word solving strategies (for meaning) as appropriate.
a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of new
words when a suffix or prefix is added. c. Use resources to determine word meanings.
This standard relates to the following lesson because grade-level text can be hard for students who are not
reading at baseline level. The main component that prevents students from increasing grade-levels is the change
in vocabulary difficulty. Helping students to decipher said unknown vocabulary by equipping them with useful
and meaningful strategies, proves to get students to their potential correct reading level.
1
 Learning Target(s) and Learning LT: I will be able to use specific strategies to figure out unknown words in a non-fiction text.
Objective(s) LO: Using non-fiction text, students will be able to use specific vocabulary acquisition strategies to determine
- Choose your learning target(s) and the meaning of unknown words in the selected text.
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 taken into a small group depending on reading level. Students in this 8 th grade special
Describe how and why students are education cohort range in instructional levels from 3 rd grade to 6th grade. This group will be students who read
grouped based on at a 3rd/4th grade level.
- 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

2
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:
Modified reading (less or more difficult)
Modified selection of vocabulary (less or more difficult)
Process:
Increased or decreased prompting
Increase in detail-oriented organizer

Product:
Printed paper copy on nonfiction text
Pen/paper graphic organizer vs. digital product

Environment:
Flexible seating provided
Alternative small group location

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

Student IEP Goal

N/A N/A

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

P.G., M.P., G.T. - Break directions up into smaller tasks

- Give verbal directions in conjunction with written directions
- Give directional cues to proceed in tasks
- Option to complete components non-digitally

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

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

3
September 2021
 N/A
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.
September 2021
N/A
Assessment
Students will be asked to pick a word from the in-class text, different from the example word that was
modeled, and use their graphic organizer (digital or nondigital) to determine the meaning of the word using an
inferring/synthesizing vocabulary strategy.
❑ Level 4 (Highest) ❑ Level 3 ❑ Level 2 ❑ Level 1 (lowest)
[2.5pts] [2pts] [1.5pts] [1pt]
Student fills out all Student fills out 3 main Student fills out 2 main Student fills out 1 main
sections of the organizer sections of the organizer sections of the organizer section of the organizer
with minimal detail. Only
with accurate details. with details. Context and with some details. Only 2
1 of the following are
Context and purpose of purpose of word of the following are
included: Context of
word including its including its possible included: Context of word, purpose of word,
possible definition are definition are included. word, purpose of word, and possible definition.
included. and possible definition.
❑ [0.5pts] – Name & date on paper.
Students will be asked to summarize a non-fiction text of their choosing using identified unknown words.
Students will write down their words and fill out a graphic organizer using the “context + clues = clarify”
strategy for each unknown word. Unlike their formative assessment, the text and words will not be chosen for
students, thus they will have to use critical thinking and self-assessment/monitoring skills to determine
vocabulary difficultness.
4
 Summative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
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
September 2021
Procedures
To introduce this activity, I will guide specific students to a different area of the room to complete what I
would call a “small group huddle.” I would explain to the students that they were chosen to complete this
mission today, as I have been noticing that in our essay/written response activities, students have been
misidentifying words. Students will be asked to then help their classmates during future lessons that include
essay/written response activities. I will ask students, “What do you typically do when you come across an
unknown word?” I will give students a moment to think and respond out loud and describe how their
individual processes work for them. I will then state that we will be learning a new strategy to figure out words
we don’t know. I will describe that the article we will be reading is a digital text (unless otherwise
differentiated/modified) and that it is important to focus on the content of the article only. I will model to get
to the site and navigate it upon looking up the article. I will ask students if they notice any similarities and
differences to regular printed text. If not already stated, I will explain things such as text features (title,
subheadings, page numbers, captions, etc.)
This section is where students will be introduced to the digital text. The text is from the Smithsonian website, a
site where students will be encouraged to use it as a credible source for future research lessons. Because our
5
 In this portion of the lesson, you will reading and writing lessons have been taught using spooky nonfiction, the article will fit in with this theme.
be letting go and letting students Students will read once with me, as I model proper fluency and once by themselves. This is to be done within
engage in productive struggle; the timeframe because it is a shorter passage. Students will then follow instructions as I prompt them to, “Look
engaging in gradual release (“I do, we for (insert word) in the (number paragraph).” Together, we will find the word and go through the process of
do, you do”), inquiry, guided or defining it with the graphic organizer. Students will be explained that by using this type of organizer, they are
independent practice, or other using context clues and previous knowledge to identify a word. We will go through each section, answering
learning methods. Please write what each given question and filling out all sections of the organizer. Students will then share out what we think the
you are looking for in terms of: word means. We will mark it down on the graphic organizer and move on. Students will complete this process
● Students’ thinking and how for the 4 other words left. We will start with tier 1 words and work our way up to tier 3. Students will be
they will start the lesson. encouraged to do last words on their own as I will be there to guide them when needed. Steps will be repeated
● Provide appropriate support as needed too.
(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 To finish up, we will echo read the story for a 3rd time but using our definitions in place of our unknown
End the lesson with a final review of words. This will be labeled as another strategy for students to keep handy when reading texts. We will review
key ideas and knowledge. This is the steps we took to get to our definition and even discuss ways to confirm our findings such as glossaries, and
where you have students talk about digital dictionaries.
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.

6
September 2021
 ● 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 Plan (via Tier I, II, or III? Abstract or Can your students use your
Resources or Materials rubric): Concrete? strategy to help them define and
- List and provide a brief rationale make connections to the word? If
for all necessary lesson resources and not, how might you help them
materials. If not original, cite the learn the word?
source.
- Attach/link a copy of all materials
the teacher and students will use
Word 1 III Abstract If not paired with the given image, no.
during the lesson; e.g., handouts,
Macabre To help learning, I could provide
questions to answer, slides,
students with more examples, as well
worksheets, and so on.
as non-examples, of objects/ideas that
use the vocabulary word to describe
them.
Word 2 II Abstract Yes, my students use your strategy to
Intricate help them define and make
connections to the word.
Word 3 II Abstract Yes, my students use your strategy to
Enabled help them define and make
connections to the word.
Word 4 II Abstract Yes, my students use your strategy to
Advancem- help them define and make
ent connections to the word.

7
September 2021
 Word 5 I Concrete Yes, my students use your strategy to
Puppet help them define and make
connections to the word.
Graphic organizer (strategy 11.15): Context + Clues = Clarify

Reading (10/27/22): https://www.si.edu/newsdesk/snapshot/what-good-boy

Supplies, Equipment and Computers/digital devices
Technology Pencil/pen
- List all other supplies that need to Paper
be available.

8
September 2021