UWP Lesson Plan Template

Teacher Name: Jessica Sigman Grade Level: 4th grade

Target Content/Lesson Topic: Vocabulary - Context Clues=Clarity Date: 10/24/21

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

Planning
Essential Question How can students determine the meaning of unknown words?
- 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 Prior to this lesson, students know how to decode and use word analysis to determine the meaning of words.
- How does this lesson fit into the Students have been introduced to the concept of using context clues; however, this lesson focuses on larger,
larger unit of study? unknown Tier 3 vocabulary. Students have also used a graphic organizer to determine the “job” of unknown
- Focus on a logical/hierarchical words in sentences.
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards L.4.2 Determine or clarify the meaning of unknown and multiple meaning words and phrases in grade-level
List the complete, relevant grade- reading and content; use context clues, analyze meaningful word parts, consult general and specialized
level standard(s). reference materials, and apply word solving strategies (for meaning) as appropriate. a. Use context as a clue to
the meaning of a word or phrase.
Learning Target(s) and Learning I can use context clues and a graphic organizer to clarify the meaning of a word or phrase in a text.
Objective(s)
- Choose your learning target(s) and Students will be able to clarify the meaning of unknown words and phrases in grade-level text by using context
objective(s) based on the relevant clues within the text and a graphic organizer.
state learning standard(s).

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 - 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 will begin the lesson as a whole group so that the teacher can model the use of the reading strategy,
Describe how and why students are graphic organizer and give directions. Students will then work with a seat partner to read the digital text and
grouped based on complete the graphic organizer for any unknown words. This way, students will be able to collaborate and
- homogeneous, heterogeneous, learn from each other. Students with disabilities will be provided an opportunity to work on collaboration and
randomized social skills.
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
Co-Teaching Strategy There is no co-teacher for this lesson.
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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 Differentiation
Describe how you will meet
individual students’ needs by
adjusting the content, process,
product, and environment based on
their readiness, interests, and learning
preferences.
Content – I will be presenting the content both orally and visually. I will use modeling and a graphic organizer
to teach the content.
Process – Students who struggle with reading may use speech-to-text to have the text read to them. Students
are working with a seat partner to process the content of this lesson. They are able to collaborate and process
the content together.
Product – Students may write on a paper copy of their graphic organizers or they may type into a word
document version of the graphic organizer.
Environment – Students may use any space within the classroom to work. Students with sensory processing
needs may go to the Relaxation Station (quiet area) or in the hallway.

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

Student IEP Goal
Student A By June 2022, student will work cooperatively with a partner on an academic task for at least 15 uninterrupted
minutes in 5 out of 5 opportunities.

Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)
Student(s) Required Accommodation/Modification
Student A Student will have ample opportunities to work with a partner on academic tasks throughout the day. Teacher will
provide immediate and informative feedback for both positive behaviors and undesirable behaviors. Student will
have access to sentence frames related to cooperative partner work. For example, “I agree with you because…” “I
also think that….”

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

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

N/A N/A

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 Assessment
Formative Assessment I will observe students as they work on their graphic organizers. Students will turn in graphic organizer for all
- How will you monitor student unknown vocabulary words for assessment.
learning throughout the lesson?
- Be specific about how your practice
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria Graphic organizer has 5 sections to complete: unknown vocabulary word, what’s happening in the phrase or
- What material(s) will you use to sentence, how it’s being used, context clues, and a possible definition for the word. Rubric is attached.
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Summative Assessment Students will demonstrate mastery of the entire L.4.2 standard (both a and b) at a later date. Students will be
How will students demonstrate assessed on their ability to use both context clues and print and digital reference materials to determine the
mastery of the standard? meaning of unknown words.
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.

Summative Evaluation Criteria Students will accurately complete a graphic organizer similar to the organizer for this lesson; however, it will
- What material(s) will you use to include a spot to include information they find from digital/print references.
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.

Procedures
Opening: Introduction and Lesson will begin as a whole group with teacher activating prior knowledge about Ruth Bader Ginsberg by
Connection to Previous Learning asking who knows about her. Students will offer any information that they already know. Teacher will then

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 ● Anticipatory Activity (Hook)
● Activate prior knowledge.
● Be sure students understand
procedures and instructions for
the lesson.
● Establish clear expectations.
● Model concept.
The groupings/instruction/lesson
progression may look different in different
parts of the lesson!
During: Lesson Progression
In this portion of the lesson, you will
be letting go and letting students
engage in productive struggle;
engaging in gradual release (“I do, we
do, you do”), inquiry, guided or
independent practice, or other
learning methods. Please write what
you are looking for in terms of:
● Students’ thinking and how
they will start the lesson.
● Provide appropriate support
(not explaining how to do it).
● Provide worthwhile
extensions.
September 2021
lead into the content of the lesson by explaining that we are going to read a little bit more about who Ruth
Bader Ginsberg is and what she accomplished in her life. Teacher will then point out that accomplished is kind
of a big word that not everyone might be familiar with it. “So, today we are going to look at a specific way to
figure out big words that we don’t know. We are going to use context clues. Who remembers what context
clues are?” Students will share ideas of what context clues are and how we can use them to figure out the
meaning of an unknown word. Teacher will project the graphic organizer that they will use during the lesson
and ask students to discuss as a whole class what each box is asking for. Students will then pull up the digital
text while the teacher projects a copy. They will read the first sentence together: “Ruth Bader Ginsberg, the
lawyer who fought for women’s equality in the courts.” Teacher will stop and ask if there are any unfamiliar
words in this sentence. Students may say ‘lawyer’ or ‘equality.’ Teacher will then walk them through using the
graphic organizer as he/she projects it. Start with writing the word ‘lawyer’ in the orange box. Then move to
the “what’s happening in the sentence” box. Students will offer suggestions such as RBG is fighting for
women to be equal. Then move to the box labeled ‘how it’s being used in the phrase or sentence.’ Students
will offer suggestions such as ‘the word lawyer is a noun so it is a specific kind of person, or a person who does
some kind of specific job.’ Then move on to the “context clues” box. Students will offer suggestions such as
RBG is fighting for something. Students will notice that in the caption under the picture above the sentence, it
provides additional details about fighting for people to have equal protection under the law. Then move on to
the “I think this word means” box. Students will offer suggestions for what they believe the word lawyer
means.
Once teacher has modeled how to complete this graphic organizer for an unknown word, students will work
with a seat partner to read the text. Pairs will use graphic organizers for any words they come across and do
not know. Possible unknown words include but are not limited to: Lawyer, Equality, Banned, Scholarship,
Graduated, Organization, Supreme Court Justice, and Dissent. Teacher will circle the room observing students
as they collaborate. Teacher may have to guide some students back to using the graphic organizer to determine
the unknown words. Teacher will challenge groups to try and use the unknown word in their own sentences to
check for understanding. Teacher may ask questions to guide students who are confused. For example: “You
said this word is being used as an adjective. So what is the job that an adjective does in a sentence?” Student
answers. “So now that you know this word is describing something, what is it describing?”
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 ● 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 Once students have completed the text and their graphic organizers, the class will come back together as a
End the lesson with a final review of whole group. Students will share all of their unknown words and teacher will project the list as students add to
key ideas and knowledge. This is it. Once the list of unknown words is complete, teacher will go through the list of words and invite students to
where you have students talk about raise their hands if they and their partner figured out the meaning of the word. Students will share what they
their thinking and share strategies think the word means and what context clues they used to figure it out. Teacher will project the text and
with the whole class. It’s important highlight the context clues as students are sharing them so that the content is accessible to all students.
to name strategies and use academic
vocabulary here, extending the lesson Extension: Unknown word list will be hung up in the classroom and will be revisited during journaling and
to broader ideas. writing activities. Students will use the unknown words in their own original sentences.
● 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
preview of what the next lesson will
include.

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 Curricular and Instructional • Paper and digital copies of the graphic organizer enough for each student to have for every unknown
Resources or Materials word that they encounter in the text. Students may not need one for every word on the list below.
- List and provide a brief rationale Some words will already be familiar to some students.
for all necessary lesson resources and • Ruth Bader Ginsburg Digital Text: https://kids.nationalgeographic.com/history/women-
materials. If not original, cite the heroes/article/ruth-bader-ginsburg
source. • Vocab list
- Attach/link a copy of all materials Lawyer
the teacher and students will use Equality
during the lesson; e.g., handouts, Banned
questions to answer, slides, Scholarship
worksheets, and so on. Graduated
Organization
Supreme Court Justice
Dissent
• Jennifer Serravallo Reading Strategy 11.15 Context+Clues=Clarity pg. 314 of The Reading Strategies Book
Supplies, Equipment and • Laptops with internet access
Technology • Smartboard with document projector
- List all other supplies that need to • Writing Utensil
be available.

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 Context Clues =
Word:

What’s happening in the phrase or sentence? How is it being used in the sentence or phrase?
(Summary of the sentence) (Part of speech and the word’s job)

What clues can I find from the surrounding text? I think this word means…
(Before and after the word) (Definition)
Vocabulary Word Word is present and Word is present and Word is not present
spelled correctly not spelled correctly

What’s Happening Student accurately Student summarizes Student does not

In The Phrase or summarizes all the some of the main ideas summarize any of the
Sentence? main ideas of the of the sentence. main ideas or the box
sentence. was left blank.

How is it being used? Student lists the part Student lists only the Student does not have
of speech and the job part of speech or the the part of speech or
of the word in the job of the word in the job of the word or
sentence. the sentence. the box was left
blank.

Context Clues Student lists all the This box was left
context clues they blank.
used to figure out the
meaning.

Definition Student accurately The student attempts This box was left
Defines the meaning to define the word but blank.
Of the unknown word. The definition is not
Correct.