UWP Lesson Plan Template

Teacher Name: Hanna Keisler Grade Level: 8th grade

Target Content/Lesson Topic: Reading Date: 10/22/2023

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

Planning

Essential Question How do you determine the meaning of 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 Students have spent the last couple of years working on this skill in class. They will continue working on this skill in
the years to come.
- 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).
R.8.4 Determine the meaning of words and phrases, including figurative and connotative meanings. Analyze the
impact of specific word choices on meaning, tone, and mood, including words with multiple meanings within a text.
(RI&RL)

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 Learning Target(s) and Learning I can define words in a text, that I don’t know by looking at its prefixes and suffixes.
Objective(s)
Students will be able to read a passage, and when they come across a word, they don’t know they will see if there are
- Choose your learning target(s) and any prefixes/suffixes that they know.
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 independently read the introduction part of the passage. They will then be able to work with their table
partner to complete their anchor chart.
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 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.

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 -One Teach, One Observe; One Teach,
One Assist; Station Teaching; Parallel
Teaching; Supplemental; Alternative;
Team Teaching

Differentiation Content- Students will get a link and read the introduction part of the article individually, they will then complete the
worksheet with a partner.
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 understand the material if the can find different parts of the words, provide examples, and
have the meaning of the word.

Product- Students will complete the worksheet by finding different parts of the words that I chose for them.

Environment – Students will work individually at first, then with their table partner to complete the worksheet. After
we will have a discussion as a whole class.

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 I will be walking around while students are completing the worksheet. Asking them what part inside the word they
see and if they know the meaning or more examples of that part.
- How will you monitor student
learning throughout the lesson?

- Be specific about how your practice

assessments connect directly with the

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 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.
Summative Evaluation Criteria
- 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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3- Students show they are exceeding the strategy by finding all the parts of the words, giving at least two different
examples, and giving the meaning of the part.
2- Students are meeting the strategy by finding most of the parts of the words, giving at least one example, and have
the meaning.
1-Students needs improvement of the strategy. They can’t find all the parts of the words, couldn’t give different
examples, and didn’t give the correct meaning or none.
Students will get a ‘quiz’ matching different parts of the words to its meaning. Something like this, I would have
about 10 different ones
A. Dis-agree _____ real not alive
B. In-complete _____ cant read/write
C. Non-living ______ different opinions
D. Il-literate ______ not finished
3- students show mastery by getting all correct
2- Student needs improvement by get at least 7 correct
1-Student needs improvement by getting at least 5 correct
0-Student didn’t complete assignment
Procedures
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 Opening: Introduction and We have been talking about living vs. non-living in our science class. I will first have the students complete a ‘do
Connection to Previous Learning now’ activity answering the question, “What makes something living?” This is something for them to fill out in their
science journal, it doesn’t need to be correct just an educated guess.
● Anticipatory Activity (Hook)

● Activate prior knowledge. I will then introduce that we will be reading an article online, I will have it linked where the students can access it. I
will inform them that they just need to read the introduction of the article, we will read more in the upcoming days.

● 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 will independently read the article, once they have finished, they will complete the anchor chart with their
table partner. Each pair will get one worksheet and will complete the worksheet together.
They need to be able to define the 5 words I have highlighted for them in the text. They are multitude, evolved,
embedded, concentrated, and reproducing.
When students are working on the anchor chart, I will remind them to use the words around those five words to give
them clues on what it might mean or to look at the words prefixes and suffixes.
I will ask them, “What part do you see?” and “What does the part mean?”

● Students’ thinking and how

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 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 Once students have finished, they will compare with their whole table group first. We will have a short discussion on
some of the different parts of the words. I would ask students if they knew what the part meant and if they used any
End the lesson with a final review of other examples to help them decide this.
key ideas and knowledge. This is
where you have students talk about After our discussion each pair will turn in their anchor chart for a grade.
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

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 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://kids.britannica.com/students/article/living-things/275509#203982-toc

Resources or Materials
This is the passage the students will be reading; they only need to read the introduction part.
- List and provide a brief rationale for
all necessary lesson resources and Visual tool (posted to canvas)
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 pencil

Technology

- List all other supplies that need to be

available.

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