UWP Lesson Plan Template

Teacher Name: Marilyn Monroy Grade Level: 8th grade

Target Content/Lesson Topic: ELA Date: 11/21/2021

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

Planning
Essential Question How does information from text connect to our personal experiences?
- 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 The students have been working on improving their writing by reading a passage, creating a key word outline
- How does this lesson fit into the (taking max 3 words from each sentence that help tell the story), retelling the story (verbally and rewriting the
larger unit of study? story) using the outline. So this lesson serves as another opportunity to work on their writing, just in a different
- Focus on a logical/hierarchical way.
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards CCSS.ELA-LITERACY.L.8.2
List the complete, relevant grade- Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when
level standard(s). writing.

CCSS.ELA-LITERACY.RI.8.3
Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g.,
through comparisons, analogies, or categories).
Learning Target(s) and Learning
Objective(s) Learning target:
I will be able to use facts from the text and make connections.
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 - Choose your learning target(s) and
objective(s) based on the relevant Learning objective:
state learning standard(s). Students will be able to analyze a text and make connections.
- 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 Whole class
Describe how and why students are The class will begin as a whole class to ensure that everyone is receiving the same information. The class will
grouped based on also end as a whole, so that those who want to share their thoughts can.
- homogeneous, heterogeneous,
randomized Individual
- ability, interest, IEP goals, social or Students will be working independently to read the text, filling out their note sheet while reading, and to
social-emotional, behavioral, complete their writing.
language acquisition
Co-Teaching Strategy One teach, one observe / one teach, one assist
Does this lesson involve co-
teaching? If not, state N/A. If yes, I will be the one leading and teaching the class. My mentor will be just observing, watching the class and me
identify the co-teaching model and but if were to need his assistance, he would be there to help me.
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 Content
Describe how you will meet - Working with some students individually that may struggle a bit more
individual students’ needs by - Having different articles (for different levels) about the same topic
adjusting the content, process,
product, and environment based on Process
their readiness, interests, and learning - Offering more time
preferences.
Product
- Talking through their work instead of completing the note sheet/writing their opinions

Environment
- Allowing different seating (when and if appropriate)

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)

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 Assessment
Formative Assessment Students’ learning will be monitored through:
- How will you monitor student - the note sheet
learning throughout the lesson? - participation during class discussion
- Be specific about how your practice - observations
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria Note sheet, writing collected from students
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Summative Assessment Students will demonstrate mastery of the standard by being able to use/remember facts from a story and
How will students demonstrate identify how they correlate to the meaning of the text
mastery of the standard?
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.

Summative Evaluation Criteria Future reading and writing responses

- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.

Procedures
Opening: Introduction and As a whole class…
Connection to Previous Learning Earlier in the semester, I had them fill out a survey that I created to gain a bit more insight on who they are and
● Anticipatory Activity (Hook) their interests. Within this I learned that almost everyone (besides one student) has siblings.
● Activate prior knowledge.
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 ● Be sure students understand Today we’re going to do things a little different compared to our other English classes.
procedures and instructions for Ask the students: do you think you’re the funniest sibling?
the lesson. We are going to read an article about a study that says which sibling is the funniest one.
● Establish clear expectations. While reading the article, we are going to have this note sheet to help us gather our information. I would then
● Model concept. hand out the sheets to the students and briefly cover what’s on it.
The groupings/instruction/lesson - What does the survey say about who is the funniest sibling?
progression may look different in - How are the oldest siblings described?
different parts of the lesson! - How are the youngest siblings described?
Explain to the students that this sheet is more for them, so they don’t necessarily have to write their notes
using complete sentences
During: Lesson Progression During this time, students will be reading the short article and filling out their note sheet independently.
In this portion of the lesson, you will The link will be post on google classroom so that everyone has access to it.
be letting go and letting students - https://tiphero.com/youngest-sibling-funniest
engage in productive struggle;
engaging in gradual release (“I do, we Once students have completed the reading and their note sheet, they will be working independently on their
do, you do”), inquiry, guided or writing. They are working on answering the follow prompt:
independent practice, or other
learning methods. Please write what After reading the article and completing the note sheet, use complete sentences to answer the following the
you are looking for in terms of: following questions. Are you the oldest? Youngest? While thinking about your own family, do you agree with
● Students’ thinking and how the results from the study? Why or why not?
they will start the lesson.
● Provide appropriate support During this time, I would be walking around assisting any students who may need it
(not explaining how to do it).
● Provide worthwhile
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.

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 Closing: Wrap-Up and Extension Once students have completed their writing, I would ask if anyone would like to share their thoughts/what
End the lesson with a final review of they wrote and why they thought that.
key ideas and knowledge. This is At the end, the students will turn in their note sheet with their writing.
where you have students talk about
their thinking and share strategies
with the whole class. It’s important
to name 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
preview of what the next lesson will
include.
Curricular and Instructional - article link: https://tiphero.com/youngest-sibling-funniest
Resources or Materials - note sheet
- 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 White board, dry-erase markers
Technology
- List all other supplies that need to
be available.

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 I used the survey I had the students complete earlier in the semester to learn more about

them and their interests to choose a text. While looking through the survey, I noticed that some

students had similar interests like superheroes or pizza as their favorite food but I knew that if I

picked a text regarding these topics, I wouldn’t gain the interest of the entire class and that would

be an issue. So I struggled to find a way to connect all their interests into one. This was until I

realized that almost everyone (except for one student) had siblings. I then looked for readings

about siblings and I found this study about the youngest being the funniest sibling. There were

many different articles about this study so I chose one that I felt like the students would be able

to read without getting discouraged or stuck on the vocabulary being used and would be short to

maintain their attention. I also chose this topic because I knew that I (and the class) could make

different follow up questions and different connections. For example, at the end of the lesson, the

students and I ended up discussing how the meanest sibling is actually the youngest and this was

something that the article didn't even mention.

For my strategy, I chose one about gathering all the facts presented in the text. I created a

note sheet for the students to use while reading. I chose this strategy because the students would

be writing to answer the following questions: Are you the oldest? Youngest? While thinking

about your own family, do you agree with the results from the study? Why or why not?. The

students would be able to use the information from the text as evidence in their writing. The

purpose of comprehension would be their writing. I chose this because they have been working

on improving their writing. So this lesson would serve as another opportunity for them to work

on their writing. I made the questions to be answered as opinions because then it takes away the

pressure of being right or wrong and I feel like more students would participate because of this.
 During the lesson, one of the students told me that they didn’t have any siblings. From

the survey, I remembered that the one student who answered no to the question about having any

siblings was a girl. And the student who told me this during class was a boy. At this exact

moment, I couldn’t remember his response in his survey but I also didn’t want to discredit what a

student was telling me. So I told him just to think about his cousins or even friends, to which his

response was that he doesn’t have any. After this, I realized what he was doing. He was just

trying to not complete the assignment. Throughout my time with this class, I have been able to

build a relationship with this particular student and I know exactly how he is. So, I knew that if I

walked away from him and assumed that he would just work, he wouldn’t. So I stayed with him,

and worked through the note sheet with him and then explained the follow up writing

assignment. After this, I walked away to allow him to independently write and then I followed up

with him. When I came back, he was working and writing, not to the extent that I would have

wanted but he was still writing and working so I took whatever he gave me and was content with

it.

I did have another student, who on certain days is one of the couple students that is

always participating, not really engaged with the reading or writing. I addressed this by just

going by him, getting down to his level since he was sitting and asking what was wrong. He just

shrugged so I then asked him if he was just having an off day, to which he said yes. I then asked

him if he wanted me to leave him alone and he shrugged his shoulders again, I told him that it

was okay, that he wouldn’t hurt my feelings which made him laugh. Seeing him react the way he

did, reassured me that he was okay and I felt okay leaving him alone. But I also took his laughter

as an opportunity to ask him the questions I had for the writing prompt. I knew that I had to be

careful because I didn’t want to push my limits and cause him to shut down completely. But he
answered my questions with no problems and that participation right there was more than enough

for me. After class, I asked my mentor teacher about the student and he said that sometimes he

just has his off days.

Throughout the students’ work time, I followed up with some of the students and they

were really engaged with the reading and their writing. It was really nice to see them like this. I

had one student who I noticed more engaged and wanting to share her thoughts more and more

as time went by. I really enjoyed completing this lesson with the students. The reaction I got

from the students, leads me to believe that there should (almost) always be incorporation of

student discourses. This class is normally seen as a low-participation group but I feel like I really

got (most) to be engaged.

I used this lesson for my second observation and after teaching it, I felt like the lesson

didn’t go exactly as planned but after talking to my mom about it, I noticed that I am definitely

the hardest person on myself. So after talking to my supervisor and reflecting on the lesson by

myself, I now feel like it went really well.