UWP Lesson Plan Template

Teacher Name: Autumn Powell Grade Level: 6

Target Content/Lesson Topic: Strategy-Based Comprehension Date: 4/27/2023

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

Planning
Essential Question How can I use different text features, like the glossary, to help me comprehend a text.
- 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 into the larger unit of study because students can use this strategy when reading any sort of
- How does this lesson fit into the nonfiction text. Students have been completing nonfiction readings and comprehension questions similar to
larger unit of study? this for a few weeks, but this is introducing a new strategy to assist them in these reading and comprehension
- Focus on a logical/hierarchical worksheets.
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards (Provided by the school)
List the complete, relevant grade-level RI.6.5
standard(s). I can analyze how sentences, chapters, or overall text contribute to the development of ideas.

RL.6.2
I can identify the theme or central idea of a text. I can support my theme with examples from the text.

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 Learning Target(s) and Learning Learning Target: I can use the glossary to help me understand the central idea of the text.
Objective(s)
- Choose your learning target(s) and Learning Objective: Students will be able to use the glossary to assist them in comprehending different words,
objective(s) based on the relevant resulting in comprehension of the text.
state learning standard(s).
- 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 complete this lesson whole class as well as individually.
Describe how and why students are * This lesson can be taught small group or all individually.
grouped based on - When reading the text, the teacher works with the whole class to read through the glossary going over words
- homogeneous, heterogeneous, that will be present in the reading followed by their definitions.
randomized - After going through the vocabulary as a whole class, the teacher should then model as a whole class, before
- ability, interest, IEP goals, social or students begin reading independently.
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

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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
- Students are expected to read and follow along throughout the story so they are able to answer corresponding
questions. Students are to practice their reading comprehension skills while answering different questions to
support their understanding of the text.
Process
- This is time for students to practice their reading skills and work towards improving their reading
comprehension skills. Students are also encouraged to ask questions as they work through before moving on.

Product
- To assess what they are learning, the teacher will be observing as they work as well as assess students
completed worksheet. During work time, the teacher should also be providing assistance and answering
questions so students are assisted throughout the learning process.

Environment
- Each student has their own desk space to complete their work in, separated from other students work spaces.
When a student is confused or needs teacher aid, they must raise their hand to get the teachers attention so
they may come and help. Establishing a sense of community in the classroom is the first priority.

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

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 Supports for English Language Learners (Add rows as necessary.)
Student
Formative Assessment
- How will you monitor student
learning throughout the lesson?
- Be specific about how your practice
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
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Necessary Supports (e.g., Sheltered English strategies, grouping strategies)
Assessment
Students are formatively assessed through a short survey about the text they read and the strategy used to assist
them. This is an opportunity for students to express their feelings on this strategy. This is an important form of
formative assessment that allows the students to communicate their feelings towards the teacher.
Students will be ‘assessed’ on a few informal expectations when submitting their survey. This formative
assessment is not worth any points, more just an opportunity for the teacher to see where students are at, if
they found this new strategy helpful or if they should spend time learning a different strategy that could assist
them in their reading comprehension.
- Survey questions:
* Was this strategy helpful to you as a reader?
* Did it help you comprehend the text? If so, what aspects did you find the most helpful?
* If this strategy was not helpful for you, what made it difficult to use?
* Would you continue using this strategy when reading, yes or no? Explain.
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 Summative Assessment Since this is more of a practice lesson, students summative assessment will be their completed reading
How will students demonstrate comprehension worksheet. This worksheet includes questions following the three different purposes for
mastery of the standard? comprehension (procedure, outcome, and sense-making).
Note: This assessment does not have Procedure:
- Numbering events in chronological order
to occur during/after this lesson but
Outcome:
in upcoming lessons.
- Multiple choice questions
Sense-Making:
- Summarization of the text
Summative Evaluation Criteria Students will be assessed on their completion of the worksheet, not mainly on whether or not their answers
- What material(s) will you use to were all correct but if they were working towards mastering comprehension skills. If students are working hard
evaluate learning? and showing progress through the use of different strategies, they are meeting expectations. The purpose of
- Attach a copy of your checklist, this worksheet is for students to practice reading strategies and then showcase their understanding through the
rubric, observation criteria, or other completion of the different sets of questions.
measure.

Procedures
Opening: Introduction and - Students will begin completing this worksheet after completing their everyday morning routines. As soon as
Connection to Previous Learning everyone has completed eating breakfast and going through the morning meeting, reading comprehension
● Anticipatory Activity (Hook) work will begin.
● Activate prior knowledge. - The teacher will hand out the worksheets and instruct the students to borrow a pencil from the front if they
● Be sure students understand do not have one.
procedures and instructions for - As soon as everyone has all they materials, the teacher should begin introducing the plan for the day.
the lesson. * Go through vocabulary to get ourselves familiar with some unfamiliar key terms that will show up in the
● Establish clear expectations. reading (Reading Strategy “Glossary Warm-Up”)
● Model concept. * Make a prediction about the story before beginning reading
The groupings/instruction/lesson * Read the text
progression may look different in different * Answer different forms of comprehension questions about the text, including individual summarization of
parts of the lesson! the reading
* Complete a small survey for the teacher to see if this strategy was helpful for comprehension

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 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.
● 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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- Once everyone has their reading worksheet and has a sharpened pencil, the reading will begin.
- Students will first be introduced to the “Glossary Warm-Up” from the Reading Strategies book.
- First, the teacher will model the strategy to the students. This strategy is completed when you read through
the glossary or key terms that will be present in the reading. This allows students to get an understanding of
what unfamiliar words they may come across in the reading.
- After reviewing the vocabulary terms, students will first make a prediction about what the reading will be
about. To do this, students can use their knowledge of the vocabulary words and pictures to help their
predictions.
- Once the whole class has had time to write down their predictions, students may share their ideas with the
class. Once this sharing out is completed, the reading will begin. This reading can either be completed in a
whole group style, where one person reads after another or silently reading the passage to themselves.
- During reading, students should read through keeping the key terms the discussed earlier in mind. When
making it to a word they recognize from the vocabulary list, students should use context clues to get a better
understanding of the key term.
- As soon as the reading is completed students will then finally move onto the short questions. These questions
include:
* Multiple choice
* Sequencing
* Written answer
* Match the word to definition
* Chronological events
- These questions can be completed through a few different means, students can go through and answer
individually or the class can work together to answer a few of the different sections together while the other
sections will be completed individually.
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 Closing: Wrap-Up and Extension - Once students have completed the questions, they will finish the reading by writing a final summary of what
End the lesson with a final review of the story was about. Students will complete these portion of the worksheet individually.
key ideas and knowledge. This is - After all student shave had enough time to write down their ideas, the worksheets will be collected and
where you have students talk about assessed by the teacher to see students current comprehension skills and then decide whether this strategy is
their thinking and share strategies helpful or if introducing another strategy would help students succeed.
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 - Reading Comprehension worksheet (will be attached)
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.
Supplies, Equipment and - Document camera (teacher use only)
Technology - Pencil
- List all other supplies that need to -
be available.

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September 2021 Caption Caption

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September 2021

Autumn Powell

Edu 443

April 27, 2023

Strategy-Based Instruction Reflection

Overall, I think this lesson was pretty simple because it is based off of and used similar

strategies to a type of reading comprehension activity my mentor teacher already implements in

the classroom. This being said, choosing a text and strategy was easier because I was able to find

a strategy that followed the guidelines and worksheets that my mentor teacher provided for me.

This opportunity allowed for students to not be confused, as they already know the steps and

instructions to complete these activities. Although I tried to choose one of the readings that

students may find most interesting, I do think that I could have benefited and students would

have been more engaged if I was to have chosen a reading that was more tailored to topics or

information they found interesting. Although I do think that more students would have been

engaged and motivated to learn if the reading was catered to their interests, I do not think there

would have been much change. These reading comprehension practices take place during the

first period of the day, so kids are often tired and not fully focused. Student engagement,

especially for his specific class, is really hit or miss. Students are either fully engaged when

reading the story and answering the comprehension questions, or they are sitting with their heads

down not wanting to begin working. Today was one of the days where students were not very

engaged or prepared to complete the assignment, however as time went on and students started to

wake up, student engagement increased immensely. I do think students could have benefited

from more ‘fun’ activities integrated into the strategy. Maybe they would complete a graphic
organizer or highlight and underline context clues to assist them with their understanding of

these words.

Although I did not fully incorporate student interest from their surveys, I definitely was

able to see that some students really did enjoy the reading that was assigned. It was different

from what they normally read and was an interesting topic to most. As stated previously, I do

think that trying to incorporate a reading that is based more on the interests of the students would

definitely increase motivation and engagement from the students. In the future I think that it

would be important for me to choose a variety of these short readings based on topics I think

students would actually be excited to learn about. I think it is important to realize that not

everyone will like the same subjects, but allowing for these opportunities could be a positive

change for this lesson.

All in all, I think this is a decently written lesson plan. I was able to follow the general

procedures I had planned from when actually teaching the class, and I provided the resources

necessary. Although I think I had a nice start when adding detail, I think I could have added more

to improve my overall lesson. Since I already had a general understanding of how this lesson

would go because I have taught the class during similar lessons before, I feel as though I may

have skipped out on some important details that could have made my lesson that much better and

easy for someone else to teach if they had to.