UWP Lesson Plan Template

Teacher Name: Kelsey Himes Grade Level: 6

Target Content/Lesson Topic: Language – Vocabulary Acquisition and Use Date: 10/21/2023

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

Planning
Essential Question Why is context important in determine the meaning of unknown words?
- What is the essential question that How can determining word meaning help in reading comprehension?
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 should already have their own experiences and strategies to help them define words. This lesson will
- How does this lesson fit into the help them to learn more effective and efficient ways to determine word meaning. This lesson plan will be used
larger unit of study? on the first day of this three-day unit. Throughout the unit, student will practice and develop their vocabulary
- Focus on a logical/hierarchical skills to get better text comprehension.
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards L.6.4 Demonstrate an ability to collaboratively and independently build vocabulary knowledge when
List the complete, relevant grade- encountering unknown words including cultural, general academic, and discipline-specific terms and phrases;
level standard(s). make intentional vocabulary choices appropriate to the context and situation.

Learning Target(s) and Learning Students can collaboratively and independently build vocabulary knowledge when encountering unknown
Objective(s) words.
- Choose your learning target(s) and
objective(s) based on the relevant I can collaboratively and independently build vocabulary knowledge when encountering unknown words.
state learning standard(s).
1
September 2021
 - 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 may work independently or with their seat partner. Seats are selected at random to assure a variety of
Describe how and why students are different levels of comprehension within tables.
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.
-One Teach, One Observe; One
Teach, One Assist; Station Teaching;
Parallel Teaching; Supplemental;
Alternative; Team Teaching

2
September 2021
 Differentiation Content
Describe how you will meet Needs support: Students will follow along as they have the article read to them.
individual students’ needs by Needs challenge: Students will work to create their own additional reasonings of context and clues.
adjusting the content, process,
product, and environment based on Process
their readiness, interests, and learning Needs support: Students will work with a partner and the teacher will provide support throughout the lesson.
preferences. Needs challenge: Students will work to define any other unfamiliar words within the text.

Product
Needs support: Students work together to produce one graphic organizer with their partner instead of two
individual ones.
Needs challenge: Students will provide more detail in their reasonings and predictions.

Environment
Students will work independently and collaboratively. The teacher will encourage students to work respectfully
and responsibly. Partners may sit around the room if they would like.

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

Student IEP Goal

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)

3
September 2021
 Assessment
Formative Assessment Formative assessment will be taken on the graphic organizer on the word “pervasive.” Students completed
- How will you monitor student these organizers independently so the assessment will be on their individual progress of how well they are able
learning throughout the lesson? to determine word meaning.
- Be specific about how your practice
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria Exceeds Meets Expectations Approaching
- What material(s) will you use to Expectations (2pts) (1pts)
evaluate learning? (3pts)
- Attach a copy of your checklist, Context/Clues Student can Students can Student provides
rubric, observation criteria, or other accurately provide provide context and minimal context
measure. detailed context and clues with some and/or clues to help
clues to help to accuracy to help determine word
determine word determine word meaning.
meaning. meaning.
Definition Student can Student can Student shows little
accurately determine word accuracy in
determine word meaning with some determining word
meaning. accuracy. meaning.
Summative Assessment Summative assessment will be taken at the end of the unit. The students will be given a short assessment on the
How will students demonstrate words we have learned throughout the unit. Students will be given the word and it its original context, and then
mastery of the standard? they will be expected to write another sentence that accurately uses the word in a different context. Their
Note: This assessment does not have understanding of this standard will be best displayed when they can take their new vocabulary knowledge and
to occur during/after this lesson but connect it to their own words.
in upcoming lessons.

4
September 2021
 Summative Evaluation Criteria Level 4 Level 3 Level 2 Level 1
- What material(s) will you use to (10pts) (8pts)
evaluate learning? Students displays Students displays great Students displays some Student displays
- Attach a copy of your checklist, immense comprehension of word comprehension of minimal
rubric, observation criteria, or other comprehension of word meaning by using the word meaning by using comprehension of
measure. meaning by using the given word correctly the given word word meaning by rarely
given word correctly throughout most of the correctly throughout using the given word
throughout each sentences they created. some of the sentences correctly throughout
sentence they created. they created. their sentences.

Procedures
Opening: Introduction and - I will begin the lesson by asking students what they do when coming across a word they do not know.
Connection to Previous Learning o For sounding it out – make sure students touch on: Do they sound it out? Break it up?
● Anticipatory Activity (Hook) o For finding word meaning – make sure students touch on: Do they look up the definition? Do
● Activate prior knowledge. they use a synonym? Do they use context clues?
● Be sure students understand - I will then ask students why it is important to determine an unknown words’ meaning while reading
procedures and instructions for text.
the lesson. o Make sure students touch on the idea that it will help comprehension/understanding of the text
● Establish clear expectations. - Tell students that we will be practicing a strategy that will help them with their vocab development and
● Model concept. comprehension when they come across unknown words while reading texts
The groupings/instruction/lesson - I will pass out one computer to each table (tables are in pairs and in groups of four). Students are to
progression may look different in different open their computers and search the article I have displayed on the board.
parts of the lesson! - While students are working on finding the article, I will pass out copies of the graphic organizer to each
student.
- I will explain to students that this article has words that are unfamiliar to them. I will read the article out
loud and model how they will be completing their graphic organizer.
- I will read the first paragraphs and stop reading. I will think out loud and point out my unknown word
of “autopsy”
- I will draw the graphic organizer on the bord. I will model how to complete the graphic organizer as I
think aloud the following:
o Since I am using content plus clues to determine word meaning, I will start with the context the
word is in.

5
September 2021
 ▪ I know that the whale died shortly after being “washed ashore” and that a marine
reported that there was 17 pounds of plastic found inside its belly.
▪ The only way that the marine would have known this information is if they looked
inside the whale’s belly.
o Now that I know the words context, I will determine the use of the word.
▪ The “use” of the word refers to how the word is being used within its sentence.
▪ In this sentence, the word is being used to describe what the marine reported about
what was found inside the whale. It is not being used to describe an action, or a person,
etc.
o By knowing the words context and its use, I can make a prediction on what the word means.
▪ Since I know that they had to look inside the whale after it was washed ashore, I think
the word may have something to do with examining the whale.
▪ I think that the word autopsy means an inspection or an inspection of a body.
- Tell students that I will continue reading and they will be the ones to practice their skills of word
meaning. Students are to follow along on their computers.
During: Lesson Progression - I will continue reading and stop after I have read the sentence containing the word “seizing”
In this portion of the lesson, you will - I will have students work with their seat partner to determine the meaning of the word by completing
be letting go and letting students their graphic organizer.
engage in productive struggle; - Students will collaborate with their partner, while I circle the room and monitor students work.
engaging in gradual release (“I do, we - Once students have been given enough time to determine their word meaning, I will have groups share
do, you do”), inquiry, guided or their reasoning and their predictions to the class.
independent practice, or other o Make sure at least one student shares their context, clues, and prediction
learning methods. Please write what o Ask students if they agree/used different reasoning/predicted a different meaning
you are looking for in terms of: ▪ Have them share their different ideas or why they agree
● Students’ thinking and how - I will continue reading and point out the word “pervasive” in the text.
they will start the lesson. - Explain to students that they will be completing their graphic organizer of the word “pervasive” on
● Provide appropriate support their own. Their work will be used to show me how their vocab comprehension is progressing. I will
(not explaining how to do it). display the rubric worksheet on the board so students understand the different qualities that are
● Provide worthwhile expected from them.
extensions. - I will monitor students independent work and support/answer any questions the students may have.
● Provide opportunities for
students to engage in using
the academic language.

6
September 2021
 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 - I will gather students back to a whole group.
End the lesson with a final review of - I will ask for a few students to share their thinking with the class.
key ideas and knowledge. This is - Students can share their thinking and/or add on to others thinking
where you have students talk about o Students can share their different examples of context and clues or different predictions of
their thinking and share strategies word meaning
with the whole class. It’s important - I will share with students that this lesson helped improve their vocabulary of unknown words by
to name strategies and use academic predicting meaning through reasoning.
vocabulary here, extending the lesson - I will then ask student how their comprehension of the story was improved by determining word
to broader ideas. meaning. Make sure students note:
● Promote a community of o they are able to understand how the plastic was found inside the whale
learners. o how the whale’s death created an opportunity/reason to reduce plastic use
● Listen actively and probe o how large the production of plastic really, how much it is really used
thinking without evaluating - I will have students turn in their graphic organizers in before they leave class.
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.

7
September 2021
 Curricular and Instructional Link to article:
Resources or Materials https://www.commonlit.org/en/texts/in-thailand-17-pounds-of-plastic-kills-whale-highlighting-ocean-
- List and provide a brief rationale pollution-1?ref=commonlit.org
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.
Supplies, Equipment and Pencils
Technology project/smart board
- List all other supplies that need to laptops or computers
be available.

8
September 2021
Independently complete your graphic organizer for the word pervasive.
This rubric will be used to track your vocabulary progression when encountering unknown
words.

Graphic Organizer Rubric

Exceeds Expectations Meets Expectations Approaching
(3pts) (2pts) (1pts)

Context/Clues Student can Students can provide Student provides

accurately provide context and clues minimal context
detailed context and with some accuracy and/or clues to help
clues to help to to help determine determine word
determine word word meaning. meaning.
meaning.
Definition Student can Student can Student shows little
accurately determine determine word accuracy in
word meaning. meaning with some determining word
accuracy. meaning.