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UMF Unit-Wide Lesson Plan Template
Name: Therese Turmel Program: Course:

Secondary Education English Student Teaching
Lesson Topic / Title:
Making Connections
Lesson Date: Lesson Length: Grade/Age:
2/26/2020 80 minutes Sophomores
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) Instructional Decisions / Reasoning
Students will complete the reading and begin to make Students will read an article that
connections between the reading and the purpose of our connects to the purpose of this book
book clubs. club.
Students will participate in round table discussion activity. Students will discuss the reading
together to continue with the social
Students will begin to write paragraphs about the aspect of reading.
connections between the article and our book clubs using
MLA formatting. This will allow students to practice
MLA format while connecting to their
books.
Content Standard(s) Instructional Decisions / Reasoning
CCSS.ELA-LITERACY.RI.9-10.1 Students will cite parts of the articles.
CCSS.ELA-LITERACY.W.9-10.1 Students will write an argumentative

piece pointing out the connections.
CCSS.ELA-LITERACY.SL.9-10.1.A
Students will participate in discussion.
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
Completed round table discussion paper Students will discuss the connections in
this article to their books. They will
complete a round table discussion
sheet. This allows me to see everyone's
ideas as well as who spent the most
time in the group talking.
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
● Paper copies of the reading.

● highlighters ● I wanted students to be able to
● blank white paper highlight, so I printed off the
● Laptops copies. This also allowed for
● Article Summary Worksheet me to create groups without
● MLA Graphic organizer students realizing it had to do
with lexile levels.
● Students will highlight a
sentence, sentence phrase, and
a word that they felt were
important.
● Students will begin to type
their argumentative
paragraphs.
● This graphic organizer allows
for students to think through
the important parts of the
article before feeling the
pressure of actually writing
any thoughts into a paragraph.
● This allows for students to
meet all the required pieces of
the paragraph.
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.
Teaching and Learning Sequence Instructional Decisions / Reasoning
● Greet students, take attendance, put desks into ● Travelling teacher

groups. (5 minutes) ● Students will be in groups
● Pass out reading and go over directions of looking based on their reading level
for a sentence, sentence phrase, and a word with a (they do not know this)
highlighter. (5 minutes) students will look for these
● Students read the article. (15 minutes) things, so that they have
● Students do Roundtable Discussion (15 minutes) something to look for while
● Begin on Article Summary and MLA graphic reading.
organizer. Let students know there will be time ● Students read the article
next class to finish. (40 minutes) independently before talking
with the group.
● Students will share their word,
phrase, and sentence and the
group will take notes of what
other members say.
● Students will use the rest of
class to complete the two
graphic organizers that will
help them write the
argumentative paragraph.
Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)
● Each group was put together based on lexile ● Newsela allows for the same
reading level. article to be put into different
● Highlighters Lexile levels. Without the
● Roundtable Discussion students knowing, I formed
● Article Summary Worksheet groups based on lexile levels
● MLA Graphic Organizer and gave differentiated copies
of the same article.
● Students will pick out a
sentence, sentence phrase, and
a word they feel are important.
By highlighting them, it allows
the student to hone in on the
important stuff.
● The Roundtable discussion
requires everyone to
participate and take notes. This
technique allows for each
person to have the same notes
as well as equal amount of
talking time as everyone else.
This makes it hard for only one
person to lead the
conversation.
● The Article Summary allows
for students to think through
what they want to write before
actually writing the paragraph
yet.
● The graphic organizer allows
for all students to meet the
required criteria for the
paragraph without forgetting
any of the pieces.
Field Courses Only – Post lesson
Reflection
I felt that this lesson went well. At first, reluctant readers highlighted random words
and sentences, but then when they realized that it was useful, they went back and
found better ones. I think they liked working together in groups to talk about the
important parts of the article before setting out to actually write the argument.
The struggle with this class is the gap between abilities. There are a handful of
students who could easily succeed in an honors class. The graphic organizers were
not helpful to them but felt more like busy work. If I saw them begin frustrated with
it, I quietly told them that they could head to the paragraph writing, so that they
were not just completing busy work if they were capable of this already. The rest of
the class benefited greatly from these graphic organizers. Many commented that
they did not know how to use MLA format.
Teaching Standards and Rationale
Standard 5(j): Understands how current interdisciplinary themes connect to the

core subjects and knows how to weave those themes into meaningful learning
experiences.
Rationale: This article connects reading and writing to mental health and how it is
beneficial. This article backed up the whole purpose of the book club, while helping
them practice MLA format.
Standard 7(b): Plans how to achieve student learning goals, choosing appropriate
strategies and accommodations, resources and materials to differentiate instruction
for individuals and groups of learners.
Rationale: I created the graphic organizers, because I knew there were students who
had little to no practice with writing in essay format nevermind MLA format. By
creating these graphic organizers, I was helping meet all the different needs of the
students.
Standard 11 Empowered Professional-Citizen: Educators inspire students to
positively contribute to and responsibly participate in the digital world.
Rationale: We focused on the importance of correct in text citations, so that the
correct people got credit for their thoughts in an ethical and considerate manner.

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UMF Unit-Wide Lesson Plan Template

Name: Therese Turmel Program: Course:

Content Standard(s) Instructional Decisions / Reasoning

CCSS.ELA-LITERACY.RI.9-10.1 Students will cite parts of the articles.

CCSS.ELA-LITERACY.W.9-10.1 Students will write an argumentative

● Paper copies of the reading.

● Greet students, take attendance, put desks into ● Travelling teacher

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

Field Courses Only – Post lesson

Standard 5(j): Understands how current interdisciplinary themes connect to the

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