UMF Unit-Wide Lesson Plan
Template
Name: Keegan Meredith
Lesson Topic / Title: Introduction to Analysis
Lesson Date: 3/25/24 Lesson Length: 80 min
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)
Students will:
Students will be able to differentiate between main
ideas and supporting details in a text.
Students will develop pre-reading strategies to
preview texts and activate prior knowledge.
Students will employ active reading techniques,
such as annotation and questioning, to engage with
texts.
Students will learn to identify thesis statements and
central arguments in written texts.
Students will practice summarization skills, focusing
on extracting main ideas while omitting minor
details.
Students will analyze texts from various genres,
including fiction, non-fiction, poetry, and drama, to
understand how main ideas are presented
differently.
Program: Secondary Course: EDU 450
Education: English
Grade/Age: Grade 9
Age 14-15
Instructional Decisions / Reasoning
Differentiating Between Main Ideas and
Supporting Details is crucial because it helps
students grasp the hierarchical structure of a text.
Understanding main ideas versus supporting
details enhances comprehension by allowing
students to discern the most important concepts
from the secondary ones.
Pre-reading strategies are essential for activating
prior knowledge and setting a purpose for
reading. By previewing texts and activating prior
knowledge, students are better prepared to
comprehend the material and make meaningful
connections while reading.
​
Active reading involves techniques such as
annotation and questioning, which foster deeper
engagement with the text. These techniques
encourage students to interact with the material
actively, facilitating comprehension and critical
analysis.
​
Recognizing the thesis statement and central
arguments is fundamental to understanding the
author's main message or purpose. This skill
enables students to grasp the overarching theme
or argument of a text, providing a framework for
further analysis and interpretation.
​
Summarization requires students to distill the
main ideas of a text while omitting minor details.
This objective promotes synthesis and critical

Content Standard(s)
ELA.912.R.CS - Demonstrates the ability to
comprehend, interpret, and analyze appropriately
complex literary texts.
ELA.R.09.LT.03 - Understands how the theme or
central idea is developed over the course of a text
including how it is shaped with specific details
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
thinking by challenging students to identify the
core concepts and effectively communicate them
in their own words.
​
Analyzing Texts from Various Genres: Exposure
to texts from different genres enhances students'
ability to recognize how main ideas are presented
differently across literary forms. Analyzing diverse
texts broadens students' understanding of
narrative structures, rhetorical devices, and
authorial intent, fostering critical thinking and
literary appreciation.
Instructional Decisions / Reasoning
Demonstrates the ability to comprehend,
interpret, and analyze appropriately complex
literary texts.
The lesson objectives focus on developing
students' ability to comprehend and analyze
literary texts by differentiating between main
ideas and supporting details, employing active
reading techniques, identifying thesis statements,
practicing summarization skills, and analyzing
texts from various genres. These decisions are
made to meet the content standard by providing
students with opportunities to engage with
complex literary texts and develop their
comprehension and analysis skills.
The instructional decisions, such as engaging
students in pre-reading strategies, active reading
techniques, and analyzing texts from various
genres, are aimed at helping students understand
how themes or central ideas are developed in
texts and shaped with specific details. By guiding
students to differentiate between main ideas and
supporting details, identify thesis statements, and
analyze texts closely, the lesson supports
students in meeting this content standard by
enhancing their understanding of how themes or
central ideas unfold in texts.
Assessment: Instructional Decisions / Reasoning

Pre-assessment: Independently highlight articles The pre-assessment serves as a diagnostic tool

for key points
Formative assessment: Exit ticket: Write a key
takeaway from the lesson today
to gauge students' prior knowledge and skills
related to identifying key points in texts. By asking
students to independently highlight key points in
the provided articles, we can assess their ability
to discern main ideas and supporting details. This
activity allows us to understand where each
student stands in terms of their comprehension
and analysis skills before delving into the lesson.
It also provides valuable insight into any
misconceptions or areas of weakness that may
need to be addressed during instruction.
Additionally, the pre-assessment sets the stage
for the subsequent activities by familiarizing
students with the text and encouraging them to
actively engage with the content from the outset.

​The formative assessment in the form of an exit

ticket serves multiple purposes in the instructional
process. Firstly, it provides an opportunity for
students to reflect on their learning and
synthesize the key concepts covered during the
lesson. By asking students to write a key
takeaway, we encourage them to identify and
articulate the most important points they have
learned, reinforcing their understanding of the
material. Additionally, the exit ticket allows the
instructor to assess individual student
comprehension and retention of the lesson
content. By reviewing the responses, the
instructor can identify areas of strength and areas
that may require further clarification or
reinforcement in future lessons. This feedback
loop enables the instructor to make timely
adjustments to instruction and ensure that all
students are progressing toward the learning
objectives. Overall, the exit ticket serves as a
valuable formative assessment tool that informs
instructional decisions and promotes student
reflection and engagement in the learning
process.

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

Slideshow Presentation T Slideshow Presentation: Preparing a slideshow

Articles S presentation introduces the concept of analysis,
Highlighters/Pens S explains the difference between main ideas and
Timer T supporting details, and provides examples and
Paper or Notebooks S interactive activities to engage students. This
Classroom Setup T presentation should be visually appealing and
Exit Tickets S include multimedia elements if possible.
Teacher Guide/Instructions T
Articles: Selecting three articles relevant to the
lesson objectives, such as "Climate Change and
the Health of Indigenous Populations" by the US
T=Teacher EPA, "What Is Urban Farming? Understanding
S=Student Urban Agriculture," and "Pursuing the Ethics of
Artificial Intelligence in Healthcare." These
articles expose students to different topics while
still practicing the desired goal of analyzing text to
determine the main idea and it’s supporting
details.

Highlighters/Pens: Providing highlighters or

colored pens for students to use when
highlighting key points in the articles allows them
to visually mark their ideas and what they deem
to be important information in relation to the main
idea.

Timer: Having a timer or stopwatch to keep track

of the timing for activities such as independent
highlighting andpartner comparisons will help
ensure that activities stay on schedule and
students have adequate time for each task while
also allowing them to partake in the activity.

Paper or Notebooks: Providing paper or

notebooks enables students to write down their
highlighted key points and reflections during the
lesson. Alternatively, students can use digital
note-taking tools if preferred.

Classroom Setup: Arranging the classroom

seating into groups enables the teacher to
facilitate collaborative discussions and activities.
Ensure that each group has enough space to
work together comfortably and access the
necessary materials.
 Exit Tickets: Preparing exit tickets or slips of
paper for students to write down their key
takeaways from the lesson.

Revised 07/19/2018

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.

Welcome and Agenda Overview (5 minutes): Instructional Decisions /

● Greet students as they enter the
classroom.
● Provide an overview of the agenda
for the lesson.
Introduction to Analysis (10 minutes):
● Begin the lesson with a slideshow
presentation introducing the concept
of analysis and its importance in
reading comprehension.
● Discuss the difference between
main ideas and supporting details.
● Engage students with a brief
interactive activity to identify main
ideas in short passages.
Reasoning
Welcome and Agenda Overview:
Greet students and provide an
overview of the agenda.
Reasoning: Setting a welcoming
tone and outlining the agenda
helps students understand what to
expect and prepares them for the
lesson ahead.
Introduction to Analysis:
Use a slideshow presentation to
introduce analysis and main ideas.

Article Analysis Activity (30 minutes):
● Divide students into groups and
provide each group with one of the
selected articles.
● Instruct students to independently
highlight key points or main ideas in
their assigned article.
● After highlighting, have students
compare their highlights with a
partner who read the same article.
● Next, have students swap papers
with someone who read a different
article. This will be timed and part of
the ultimate classroom faceoff.
● Instruct students to read only the
highlights on the swapped paper
and discuss with their group mates if
they believe they have a solid
understanding of the article based
on the highlights.
Floating Observation (10 minutes):
● During the activity, circulate around
the classroom, eavesdropping on
Visual aids help clarify abstract
concepts like analysis. Interactive
activities engage students and
allow for immediate application of
concepts.
Article Analysis Activity:
Divide students into groups and
have them analyze different
articles.
Group work encourages
collaboration and peer learning.
Analyzing different articles adds
variety and allows students to
explore different topics.
Floating Observation:
Circulate around the classroom to
monitor student discussions.
Teacher presence during group
activities provides support,
ensures student engagement, and
 student discussions and offering
assistance or guidance as needed.
Introduction to Ultimate Class Faceoff (5 minutes):
● Once the article analysis activity is
complete, introduce the Ultimate
Class Faceoff.
● Explain the rules, prizes, points, and
expectations for the competition.
● Have students come up with a team
class name.
Q&A and Clarification (5 minutes):
● Answer any questions students may
have about the Ultimate Class
Faceoff or the lesson content.
Exit Ticket (5 minutes):
● Distribute exit tickets and instruct
students to write down one key
takeaway from the lesson.
● Collect the exit tickets as students
leave the classroom.
Closure (5 minutes):
● Thank students for their participation
and engagement in the lesson.
● Provide any additional instructions
or reminders for upcoming
assignments or activities.
allows for real-time assessment of
student understanding.
Introduction to Ultimate Class
Faceoff:
Introduce a competitive element
with the Ultimate Class Faceoff.
Gamification can increase
motivation and engagement. The
competition adds an element of
fun and encourages teamwork.
Q&A and Clarification:
Address any questions students
may have about the Ultimate
Class Faceoff or lesson content.
Clarifying instructions ensures that
students understand expectations
and feel confident participating in
the activity.
Exit Ticket:
Distribute exit tickets for students
to reflect on their key takeaways.
Exit tickets provide valuable
feedback on student learning and
comprehension. Reflecting on key
takeaways reinforces learning and
promotes metacognition.
Closure:
Thank students for their
participation and provide any
additional instructions.
Closing the lesson with gratitude
and clear communication ensures
a positive classroom environment
and sets the stage for future
lessons.
 Meeting students’ needs (differentiation,
extensions, modifications,
accommodations)
Extensions:
● Provide additional articles or resources
related to the topics for students who want
to delve deeper into the subject matter.
Accommodations:
Allow extra time for completing tasks or provide
frequent breaks for students who require additional
processing time or have attention-related
challenges.
Pair students with peer buddies or provide
one-on-one support from a teacher or aide during
group activities for students with special needs.
Field Courses Only – Post lesson
Instructional Decisions /
Reasoning
Extensions:
Promoting Depth of
Understanding: By offering
additional resources, you provide
opportunities for students to
deepen their understanding of the
subject matter beyond the core
content.
Catering to Diverse Interests:
Students have varying interests
and levels of curiosity. Providing
extensions allows them to pursue
topics that align with their passions
and intellectual curiosity.
Accommodations:
Addressing Individual Learning
Styles: Every student has unique
learning needs. Allowing extra
time or breaks ensures that
students who require additional
processing time or have
attention-related challenges can
fully engage with the lesson
without feeling rushed or
overwhelmed.
Fostering Peer Support: Pairing
students with peer buddies or
providing one-on-one support
fosters a supportive learning
environment where students can
learn from and support each other.
This promotes social interaction
and peer learning while providing
additional assistance to students
who may require it.
Reflection

Did the students meet the objective(s)/learning goal(s) of the lesson? How do you
know?

The students met the learning objectives for the lesson. I know this because the
annotations provided by the students show me the students are beginning to demonstrate
their ability to recognize a main idea and supporting details that support the main idea
which they have highlighted. They also were exposed to different genres and had to
practice their summarization skills to explain what the main ideas were within their
articles.

What does you assessment data tell you?

The assessment data tells me people are at different levels when it comes to recognizing
the main idea. Some students are proficient at determining details while others aren’t
sure what is the difference between summary and key details.

What went well?

I believe the whole lesson went well. Students stayed on track and worked diligently to
complete the task while also engaging in analysis and practicing the main skills of the
lesson.

What would you change?

I would change how long I gave my students to go over the articles. Some students
finished faster than others and giving them a shorter deadline will enourage everyone to
increase the pace of their textual analysis.

What did you learn? How will this impact your next lesson?

I learned how to keep students active so that way their isn’t much dead time where it
will make it more difficult to steer students back on track when we re engage as a whole
class.

How many students met the objective(s)? Partially met? Did not meet? After analyzing
the assessment data what will you do to help ALL students meet the objective(s)

I believe all my students met the objective. I wasn’t looking for how proficient they
were at analyzing text. I was gauging their current ability while also enabling them to
actively practice analysis for improvement which all my students engaged in.
Teaching Standards and Rationale:

Standard #3 Learning Environments: The teacher works with learners to create environments that support
individual and collaborative learning, encouraging positive social interaction, active engagement in
learning, and self motivation.

3 (b) Develops learning experiences that engage learners in collaborative and self-directed learning and that
extend learner interaction with ideas and people locally and globally.

Rationale: The artifact demonstrates how the teacher collaborates with learners to create environments that
support individual and collaborative learning, aligning with Standard #3 of fostering learning environments
that encourage positive social interaction, active engagement in learning, and self-motivation. Furthermore, the
instructional decisions within the lesson plan reflect an emphasis on developing learning experiences that
engage learners in both collaborative and self-directed learning, as outlined in Indicator 3(b).
The instructional decisions within the lesson plan prioritize collaborative and self-directed learning experiences to
promote active engagement and positive social interaction. For instance, the article analysis activity involves
dividing students into groups and assigning them different articles, encouraging collaborative learning as they
work together to analyze and discuss the texts. Additionally, the Ultimate Class Faceoff introduces a competitive
element that further enhances collaborative learning by encouraging teamwork and peer support.
Moreover, the lesson plan incorporates opportunities for self-directed learning through activities such as
independent highlighting of key points in articles and reflecting on key takeaways through the exit ticket. These
activities empower students to take ownership of their learning process and develop self-motivation.
Furthermore, the instructional decisions extend learner interaction with ideas and people locally and globally.
By selecting articles on diverse topics and genres, the teacher exposes students to a range of ideas and
perspectives, fostering collaborative discussion and critical thinking. Additionally, the use of technology, such as
digital highlighting tools and multimedia elements in the slideshow presentation, opens avenues for global
interaction by allowing students to engage with content and resources beyond the classroom.

Standard # 1 Learner Development: The teacher understands how students learn and develop, recognizing
that patterns of learning and development vary individually within and across the cognitive, linguistic,
social, emotional, and physical areas, and designs and implements developmentally appropriate and
challenging learning experiences.

Performance: 1(a) Regularly assesses individual and group performance in order to design and modify instruction
to meet learners’ needs in each area of development (cognitive, linguistic, social, emotional, and physical) and
scaffolds the next level of development

Rationale: Assessment plays a central role in the instructional decisions made within the lesson plan. The
pre-assessment activity serves as a diagnostic tool to assess students' prior knowledge and skills related to
identifying key points in texts, catering to the cognitive domain. By independently highlighting key points in
articles, students engage in a cognitive process that assesses their comprehension and analytical skills.
Additionally, the formative assessment in the form of an exit ticket allows the teacher to gauge individual student
comprehension and retention of lesson content across cognitive, linguistic, social, emotional, and potentially
physical areas of development. By collecting and reviewing exit tickets, the teacher can identify areas of
strength and weakness and adjust instruction to scaffold the next level of development for each student.
Furthermore, the instructional decisions within the lesson plan reflect an understanding of how students learn
and develop. For example, the use of a slideshow presentation and interactive activities caters to varied learning
styles, supporting cognitive development. Group work during the article analysis activity fosters social interaction
and peer learning, contributing to social and emotional development. Moreover, the inclusion of extensions for
students who want to delve deeper into the subject matter supports individual interests and promotes cognitive
and emotional growth.
Accommodations are also integrated into the instructional decisions to address diverse needs. Allowing extra
time for completing tasks or providing frequent breaks supports students who require additional processing time
or have attention-related challenges, aligning with the recognition of individual differences in cognitive and
physical development. Pairing students with peer buddies or providing one-on-one support during group
activities fosters social and emotional development while ensuring that all students can access the curriculum
effectively.

Revised 07/19/2018