UWP Lesson Plan Template

Teacher Name: Cierra Mayer Grade Level: Third Grade

Target Content/Lesson Topic: Vocabulary Instruction Date: 10/23/2021

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

Planning

Essential Question What can a reader do when they don’t understand?

How does word choice affect meaning?
- 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 This lesson fits in a larger unit of study because students are actively being exposed to new vocabulary words in their
science content reading.
- 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 L.3.2 Determine or clarify the meaning of unknown and multiple-meaning words and phrases in
grade-level reading and content; use context clues, analyze meaningful word parts, consult general
List the complete, relevant grade-level
and specialized reference materials, and apply word solving strategies (for meaning) as
standard(s).
appropriate.

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 1. Use sentence-level context as a clue to the meaning of a word or phrase.

2. Use resources to determine word meanings.

Learning Target(s) and Learning Students will be able to use context clues and strategies to determine the meaning of unknown words while reading.
Objective(s) Students will be able to use content specific reference materials and resources to determine word meanings.

- Choose your learning target(s) and

objective(s) based on the relevant state
learning standard(s). I can… look for context clues and use strategies to determine the meaning of an unknown word!

- Write focused targets and objectives I can… use reference materials and resources to determine the meaning of a word!
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 Grouping with be based on ability. Teacher will select a small group of students who are all at the same reading
level. Teacher will show students an example of how to use and fill out the graphic organizer as a small group.
Describe how and why students are Students will work and read independently to use their graphic organizers as they read the text.
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
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 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

Differentiation Content- The content of this lesson can be adapted by having the students read the online article at their own Lexile
reading level.
Describe how you will meet individual
students’ needs by adjusting the
content, process, product, and
environment based on their readiness, Process- The process of this lesson can be adapted by reading the text aloud for some students (some students in this
interests, and learning preferences. class are at a reading level E). The teacher may need to do this or can partner a few students based on ability.

Product- The product of this lesson can be adapted by having the students filling out the graphic organizer on the
computer or doing it on paper.

Environment- The environment of this lesson can be adapted by having some students work in a separate room or the
hallway so they will be able to focus while working in a small group with the teacher at the beginning, as well as
independently working.

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 Students will be monitored throughout the lesson by visually observing the students. The teacher will be observing a
small group of students and will use the self-evaluation rubric and the graphic organizer to monitor student progress.
- How will you monitor student After students have done the first three words, the teacher will ask students to fill in the rubric below to check in with
learning throughout the lesson? students. This will help inform the teacher of what the student may still need help with, and the teacher can work one
on one with the student. This formative assessment will help inform instruction to show me who needs additional
- Be specific about how your practice
support throughout the activity.
assessments connect directly with the
lesson objective.

Formative Evaluation Criteria Student Self Progress I understand I’m getting there I still need help
I can look for context
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 - What material(s) will you use to clues and use strategies
evaluate learning? to determine the
meaning of an unknown
- Attach a copy of your checklist, word!
rubric, observation criteria, or other I can use reference
measure. materials and resources
to determine the
meaning of a word!

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 Definition from a source

Summative Assessment Students will demonstrate mastery of the standard by using a resource to determine the meaning of words. Students
will use context clues within a sentence to help them understand the meaning of the words. One way that students
How will students demonstrate can keep practicing using this strategy is practicing indirect implicit instruction by having the students use this
mastery of the standard? graphic organizer and this strategy while reading more challenging texts. Teacher will remind the students of ways in
which they can use the words they learned today in the future.
Note: This assessment does not have to
occur during/after this lesson but in

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 upcoming lessons.

Summative Evaluation Criteria 3- Exceeds 2- Progressing 1-Meets

Using resources Student understands the Student sometimes With teacher support,
- What material(s) will you use to meaning of a new word understands the student understands the
evaluate learning? when using a resource. meaning of a new word meaning of a new word
when using a resource. when using a resource.
- Attach a copy of your checklist,
May need teacher
rubric, observation criteria, or other
support
measure.
Using context clues Student understands the Student sometimes With teacher support,
within a sentence meaning of a new word understands the student understands the
by using context clues meaning of a new word meaning of a new word
within the sentence. by using context clues by using context clues
within the sentence. within the sentence.
May need teacher
support
Using a graphic Student independently Student partially uses With teacher support,
organizer as a word uses graphic organizer graphic organizer to student uses graphic
solving strategy to determine the determine the meaning organizer to determine
meaning of unknown of unknown words. the meaning of
words. unknown words.

Procedures

Opening: Introduction and Teacher will post anchor chart on the board and review with students. Today we are going to be learning new words
Connection to Previous Learning and phrases by figuring them out when we encounter them in their reading. I am going to teach you a strategy that
good readers use when they see a new word they don’t know while reading. We are going to practice stopping when
● Anticipatory Activity (Hook) we get to a new word and try to use context clues within the sentence to figure out the meaning of the unknown
words. Last week we talked about ways that good readers climb the hurdle of hard words to help them better
● Activate prior knowledge. understand the words in a text. Use these strategies on your bookmarks when you encounter tricky words. When
you’ve found that you’ve tried every strategy you can and you still can’t figure out the word, you may choose to look
● Be sure students understand up the definition of the word using an outside source. Whether you are using dictonary.com or an actual dictionary,
procedures and instructions for the the important thing to remember is that a simple definition is rarely enough to help you understand a word. You’ll
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 lesson. always want to think about the context in which the word appears to make sure you’re choosing the right definition.
Consider what the author means to say, and why the author chose the word, and then try to explain the meaning in
● Establish clear expectations. your own words based on how it is being used. Each of you will get a graphic organizer to fill in as you are learning
more about a word you’ve encountered during a reading. I have selected five tricky words for you throughout this
● Model concept. reading passage that I want you to define using a resource, and then use context clues within the text to help you
understand how the author is using the word for this text. (Distressing, abrasion, vital, preserve and boasts). We will
The groupings/instruction/lesson go over the first word together- vital.
progression may look different in Sentence where it was found: It is vital to preserve the health of coral reefs.
different parts of the lesson! Context clues: coral reefs, health, preserve (might need to do this one immediately after so that students can
understand this word)
Definition: full of energy; lively or absolutely necessary or important; essential.

Definition in my own words: very important

Now that we have practiced together it is time to independently read the passage and fill in your graphic organizers to
define the other four tricky words.

During: Lesson Progression Teacher will be looking for:

In this portion of the lesson, you will Students are finding context clues within the sentence.
be letting go and letting students
engage in productive struggle; Students are using resources to define.
engaging in gradual release (“I do, we Students are writing the definition that they learned from the resource and then writing what they think the word
do, you do”), inquiry, guided or means in the context of the sentence.
independent practice, or other learning
methods. Please write what you are
looking for in terms of:
Teacher prompts:
● Students’ thinking and how
they will start the lesson. What can you check to help you?

● Provide appropriate support You found a few definitions. How can you figure out which is the correct in this context?
(not explaining how to do it).
Which definition applies in this case?
● Provide worthwhile
Is this word being used figurately or literally? (for students that are ready)

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 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, a few students from the group will share the definition’s that they wrote in their own words. The
students will share the context clues that helped them figure out the word. Students will share this information so that
End the lesson with a final review of others can hear so that students are able to share their thinking and strategies and see if what they have might be
key ideas and knowledge. This is different from someone else. The teacher will listen and ask clarifying questions during this time; how did that word
where you have students talk about help you better understand the word? Could you understand the word before looking at the resource? Which strategy
their thinking and share strategies with from your bookmark helped you define the word? Students will share their work and talk about what they learned
the whole class. It’s important to name from the text.
strategies and use academic vocabulary
here, extending the lesson to broader
ideas.

● Promote a community of
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
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 preview of what the next lesson will
include.

Curricular and Instructional https://www.tweentribune.com/article/junior/billions-pieces-plastic-spread-disease-coral-reefs/

Resources or Materials

- List and provide a brief rationale 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.

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 Supplies, Equipment and Chrome books
Technology
Anchor chart
- List all other supplies that need to be
Dictionary and or dictonary.com or Merriam-Webster.com
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 available. Hurdle Hard Words bookmark

Graphic organizer hand-outs for students

Formative assessment for teacher

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