UWP Lesson Plan Template
Teacher Name: Allison Smith
Target Content/Lesson Topic: Vocab Development
This lesson is for a(n) _____ whole class
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).
Learning Target(s) and Learning
Objective(s)
September 2021
Grade Level:
Date: November 19, 2023
__X___ small group __X___ individual
Planning
How can students use prior knowledge to better understand their vocabulary lists?
The core purpose of the lesson is for students to learn new vocabulary while understanding how to find new
words as well.
This lesson fits into a larger unit of study because once the student(s) is/are able to identify new words and
compare them to similar words or look up their meanings then they can identify other words. Then they can fit
them into new sentences or find out other similar meanings.
L.8.2 Determine or clarify the meaning of unknown and multiple-meaning words or 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.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary). b. Use grade-appropriate Greek or Latin affixes and
roots as clues to the meaning of a word.
LT: I can find the meanings of unknown words and or re-visit words I know and compare to other similar
words.
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 - Choose your learning target(s) and LO: Students can learn new vocabulary while reminding themselves of words they know and what words are
objective(s) based on the relevant similar.
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 can work on this alone or in small groups, whichever is preferred. This is because the students can
Describe how and why students are investigate and compare the words given to them while working in groups. Or if they work alone all at the end
grouped based on they can compare to their classmates.
- 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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September 2021
 Differentiation Content
Describe how you will meet
individual students’ needs by
adjusting the content, process, Process
product, and environment based on
their readiness, interests, and learning
preferences. Product

Environment

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

Student IEP Goal

N/A

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

Student(s) Required Accommodation/Modification

N/A

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

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

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September 2021
 Assessment
Formative Assessment Students will be monitored by the teacher walking around and making sure things are being understood and
- How will you monitor student followed correctly.
learning throughout the lesson?
- Be specific about how your practice
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria Just a simple checklist of whether or not the student completed the worksheet in a timely manner.
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Summative Assessment For a summative assessment students will be asked to find the meanings of other words and compare them to
How will students demonstrate other words. Then go over their answers with other students. Every week the students will work on new words
mastery of the standard? within readings being passed out and read in class.
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.

Summative Evaluation Criteria Worksheet with words from the article and sections for them to fill out based on questions. If they know the
- What material(s) will you use to word, they write the definition and if they don’t then they research the word and write the definition and
evaluate learning? similar words along with it.
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.

Procedures
Opening: Introduction and Hook: Ask if they know words pertaining to the article without describing the words picked but ones that
Connection to Previous Learning could be similar or a bit harder.
● Anticipatory Activity (Hook)
● Activate prior knowledge.
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September 2021
 ● Be sure students understand Prior knowledge: Ask if they know how to break a word apart to find the meaning and compare it to similar
procedures and instructions for words.
the lesson.
● Establish clear expectations. Expectations: for the students to work alone or in groups to complete the worksheet and grasp a clear
● Model concept. understanding
The groupings/instruction/lesson
progression may look different in different Modeling: using a basic word and comparing it to other words and saying the definition.
parts of the lesson!
During: Lesson Progression Students will start the lesson by looking over the worksheet to see if any of the words pop out to them and if
In this portion of the lesson, you will so to fill those in first, then work on the ones they don’t know.
be letting go and letting students
engage in productive struggle; To provide support I would walk around and help to answer questions but not give direct definitions as those
engaging in gradual release (“I do, we are the answers.
do, you do”), inquiry, guided or
independent practice, or other To provide extensions, go over the words they may be having trouble with and help by giving another possible
learning methods. Please write what example of a similar word or a sentence using the word to see if the student understands better.
you are looking for in terms of:
● Students’ thinking and how For students to engage using academic language, they can look up the misunderstood words and try to put
they will start the lesson. them into sentences to better make sense of them.
● 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 To end the lesson, I would allow for people to share what they learned and something they already knew based
on the vocabulary or similar words to it.
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September 2021
 End the lesson with a final review of Make sure all the students pay attention and seeing if they missed something that another student has picked up
key ideas and knowledge. This is on.
where you have students talk about
their thinking and share strategies Also making sure to take notes for the students as well if they need help and to be sure they have written
with the whole class. It’s important examples to help them with future ideas or thinking’s.
to name strategies and use academic
vocabulary here, extending the lesson Some main ideas are using vocabulary words to make connections with other words and compare or find new
to broader ideas. words that are similar.
● Promote a community of
learners. The next lesson could be doing the same with another article or an article of different nature like science or
● Listen actively and probe social studies, or even of an upper level.
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 Pencils
Resources or Materials Highlighter
- List and provide a brief rationale Worksheet
for all necessary lesson resources and Article
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.

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September 2021
 Supplies, Equipment and
Technology
- List all other supplies that need to
be available.

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September 2021