UWP Lesson Plan Template

Teacher Name: Yajhaira Vargas Grade Level: 6th

Target Content/Lesson Topic: Main Idea and Key Details Date: 11/29/2023

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

Planning
Essential Question Why is it important to never give up?
- 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 - Students have worked with main idea and key details in the past
- How does this lesson fit into the - Students know what the main idea of a text means
larger unit of study? - Students need the additional support to organize their thinking
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards EE.R.6.2 Determine details in a text that are related to the theme or main idea. (RI&RL)
List the complete, relevant grade-
level standard(s).
Learning Target(s) and Learning I can identify key details in the text to support the central idea.
Objective(s)
- Choose your learning target(s) and Students will be able to learn how to identify the central idea in an informational text.
objective(s) based on the relevant
state learning standard(s).
- Write focused targets and
objectives that describe the specific
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 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: reading and discussion will be done as a whole class.
Describe how and why students are Partner/Small group: students will have a choice of who to work with to fill out their graphic organizer.
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? 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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 Differentiation Content: The audio book will be played to have a modeled reading available for the students to listen to and
Describe how you will meet follow along with the text.
individual students’ needs by
adjusting the content, process,
product, and environment based on Process: We will be stopping during the reading to have a small discussion. This will allow students to use the
their readiness, interests, and learning information they are reading to participate in the discussion and encourage the comprehension of the text.
preferences.

Product: The students will begin their graphic organizer with the teacher, identifying the main idea. The graphic
organizer is to be filled out by each student by the end of class but they have the choice of who to work with.

Environment: Students can move around the classroom to find the best work area for them and their
partner/group.

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

Student IEP Goal

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)

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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.
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Assessment
- The reading discussions during text will help monitor student’s understanding of the text
- Students will be filling out a graphic organizer to identify the key ideas that support the main idea of the text
- The writing activity at the end of the lesson will help demonstrate what the students understood from the text
01 02 03
Student did not attempt to Student started but did not Students completed the graphic
complete the graphic organizer complete the graphic organizer organizer.
Student did not collaborate to Students collaborated with peers Students collaborated with peers
discuss the graphic organizer to discuss their ideas to discuss their ideas and complete
the GO.
The writing activity will be graded partially on completion but mainly on the use of connecting to the text
based on the chronological events that happened in the story of Malala. They are expected to write at least 3
full sentences. No completing the work will be a 0. Completing the assignment but not using the correct details
and connections would be a 1. Completing the assignment and making justified connections in chronological
order would be a 3.
The students work on tests during the quarter that as of them to “write a summary” or “write about a time..”
where they have to be able to practice the use of main idea and key details to create a rich statement and use
evidence from the text to support their connections in their writing.
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 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
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
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N/A
Procedures
Intro:
Students will begin the class with their routine warm-up in their notebooks to practice plural nouns.
~ Have your notebooks and pencils ready and get started on your warmup. You have 4 minutes to find the
plural noun that best fits the sentence.
Review classroom expectations:
~ As always and by now you should know the classroom expectations and you know what will happen if they
are not met.
Review learning goals:
~ Our learning intentions today: students will learn how to identify the central idea in an informational text.
Our success criteria: students will be successful when they can identify key details for the central idea.
Class Agenda:
~ Today we will begin by reviewing what we remember about Malala.
We will then continue reading the informational narrative and we will also be filling out a graphic-
organizer to gather our key details about the continued reading.
We will end the lesson with a writing activity based on the informational narrative.
~ You guys have briefly started reading “A Schoolgirl’s Diary” which is a small section of Malala’s biography.
- What can you recall about Malala?
- What do you know so far about her?
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 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).
● 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
End the lesson with a final review of
key ideas and knowledge. This is
where you have students talk about
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
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~ We will continue to read “A Schoolgirl’s Diary” in our textbook. We will read the rest of Malala’s memoir,
while reading we are thinking about the central idea and the key details that may support it. This is important
because we will be using what we read to complete our graphic organizer to help organize our thinking.
Students will be played an audio recording of the reading from the literature book. As they read, I will be
walking around to ensure they are following along. I will also be stopping during the reading to have small
discussion questions to engage students in the reading and monitor their understanding of what is being
presented in the text.
~ Follow along as we begin reading. I will stop to ask some questions as we go to make sure we are
comprehending the text.
Questions and where to stop:
After (34) Why was Malala feeling defeated?
After (37) Why were the girls savoring the days until January 15?
After (46) Why did Malala’s parents not fear for her as Ayesha’s parents did?
After (53) Why would Malala want to help create entries for this diary that the world will see?
After (57) Why does Malala say “What you experience everyday is no longer news”
After the reading, I will introduce the graphic organizer.
~ We are going to identify what the main idea was together and then you will be responsible for finding the key
details on your own, with a partner, or in a group.
Students will be given 8-10 minutes to complete the graphic organizer.
Now that we have read the text, and used the information from the text to identify the main idea and the key
details that support that main idea, we will be doing a writing activity.
~ Please take out your notebook, turn to a fresh page, and put today’s date on it. You will have to write 3 full
sentences minimum to describe how you would feel if you were in Malala’s shoes, based on the events that
occurred in the text. Try to answer based on the chronological order of these events.
How would you feel? What would you think?
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 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 11/30 slides
Resources or Materials
- List and provide a brief rationale Graphic Organizer
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 Pencil

Technology ELA notebook
- List all other supplies that need to Literature Book
be available.

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