UWP Lesson Plan Template

Teacher Name: Anthony Sertic Grade Level: 9th

Target Content/Lesson Topic: Global Studies Date: 04/09/2023

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

Planning
Essential Question How will students comprehend a certain text with sports and compare it to the world around us?
- 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 will be the only day of this lesson taught.
- 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 SS.Hist4.c.h
List the complete, relevant grade- Analyze the intended purpose of a specific primary or secondary source.
level standard(s).
Learning Target(s) and Learning LT: I can look at a text and be able to comprehend and understand the text.
Objective(s)
- Choose your learning target(s) and LO: Students will be able to not only comprehend the text but apply the text to their lives.
objective(s) based on the relevant
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 start out in a whole group for a lecture of the day given by the teacher, during the middle of the
Describe how and why students are lesson, the people that are around each other to turn and talk to think about as a group for a group discussion
grouped based on about the topics going on and any main questions they have. After the lesson is completed, with the time
- homogeneous, heterogeneous, remaining, everyone is free to either work in independent group or small groups to work on either the assigned
randomized reading or worksheet given out at the end of the lesson. The lecture will be the basis of the learning on top of
- ability, interest, IEP goals, social or the reading given to every student. This will show their level of mastery on formative checks on their reading
social-emotional, behavioral, such as an exit slip about the assigned reading to have done before class that day.
language acquisition
Co-Teaching Strategy One Teach, One Observe
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 Product
preferences.
Content
• Challenge them to turn and talk about the sports article assigned and fill out the graphic organizer given
Process
• Giving students the choice of how they want to design their graphic organizer for the best way to find
reading comprehension
• Giving the student a choice of how they want to demonstrate their knowledge such as how the student
organized their graphic organizer
Environment
• Letting students have control of their own work time and space.

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 I will be letting the students design and use their own graphic organizer to use for our discussion after. I will
- How will you monitor student use a rubric of complete/incomplete to give them a physical grade. The purpose of the formative assessment is
learning throughout the lesson? to engage the students in the reading and making sure they are following the organizer.
- Be specific about how your practice
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria Incomplete Complete Score
- What material(s) will you use to
evaluate learning?
Completion Student has not filled out Students filled out their
- Attach a copy of your checklist,
their graphic organizer graphic organizer during
rubric, observation criteria, or other
during the reading. reading.
measure.
Summative Assessment One way that I would have a summative assessment over the article is to see the level that they can
How will students demonstrate comprehend the article and at what level.
mastery of the standard?
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.

Summative Evaluation Criteria One evaluative criterion I would create for this lesson would be on the level of correctness the student has
- What material(s) will you use to when comprehending the text assigned.
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.

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 Procedures
Opening: Introduction and Introduce the class to what we will be doing today. I will ask the class what their favorite sport is. The reason
Connection to Previous Learning why I am asking this is because I want to get a consensus of what students are engaged by sports and which
● Anticipatory Activity (Hook) students aren’t.
● Activate prior knowledge.
● Be sure students understand I will show the class the article that they will be reading during class. The other thing I will bring out is a copy
procedures and instructions for of the graphic organizer that I have created.
the lesson.
● Establish clear expectations.
● Model concept.
The groupings/instruction/lesson
progression may look different in different
parts of the lesson!
During: Lesson Progression After I hand out the reading, I will ask the students if they would like to create their own graphic organizer or if
In this portion of the lesson, you will they would like to use the one that I had created.
be letting go and letting students
engage in productive struggle; After every student has picked which way, they would like to record their ideas onto a graphic organizer of
engaging in gradual release (“I do, we some sort. Students will begin to read the article either on their own or with a partner.
do, you do”), inquiry, guided or
independent practice, or other The reason why I incorporate the close of working alone or in a group is because I want to accommodate to
learning methods. Please write what every student’s needs.
you are looking for in terms of:
● Students’ thinking and how After students have read the article, they will turn and talk to their group mates or some people around them to
they will start the lesson. talk about the article
● Provide appropriate support
(not explaining how to do it).
● Provide worthwhile
extensions.

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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 read the article and turned to their group mates and discussed the article. The students will
End the lesson with a final review of get into a fishbowl discussion group to talk about the article.
key ideas and knowledge. This is
where you have students talk about Once students have started talking about the article, we will do this discussion until the last 10 minutes of class.
their thinking and share strategies
with the whole class. It’s important When we have 10 minutes left, we will go back to our desks and have a wrap up of the article as a whole.
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.

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 Curricular and Instructional Article: the article provided is based on what the students are most interested in by use of a survey given out
Resources or Materials earlier in the school year.
- List and provide a brief rationale
for all necessary lesson resources and Graphic organizer: I will have a graphic organizer design set up and give the students the choice of either using
materials. If not original, cite the their own or the design that I have created.
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 Laptop, pencil, paper, article
Technology
- List all other supplies that need to
be available.

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 Reflection on Lesson

One way I found a text and a strategy for this lesson was quite simple. I was looking over the Student Literacy Lives survey,

and when I was looking to see what article genre I should choose. The answer was quite simple when I had roughly 75% of the class

love to read about sports. The article I chose was based on professional wrestlers' lives and how wrestling can cause brain injury. I

thought this text was appropriate for the students because the second highest ranked was reading anything medical. The strategy I

ended up using for the students was having them break up into groups and assign them to read each section. From reading in groups,

students presented what their section was about, and we discussed it. Talking about implementing the lesson was seen as engaging for

most of the students. The other students did not want to read anything about sports and wanted something more medical-based. My

solution to this was that there was a section in the article about CTE that showed a brain map. I assigned the students who would like

more medical that specific section so everyone would enjoy their section. One of the visual cues I had put into my lesson was having

pictures on a slideshow to show off what each article was talking about.

There were points in the article where they would talk about different wrestling moves, and as an aid, I put a short clip of the

wrestling move on the screen so students could see what they meant by that. Talking about the survey, I already touched on this earlier

about how I implemented the survey into my article choice. I decided to go even deeper into their responses and noticed when I asked
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what you like to do outside of school. Many of the students said sports. My solution was that we played a virtual baseball game; for

every correct answer, the batter would hit the field. It was a fantastic way to have the students have fun with an assignment that may

seem rather dull to some. One way I could improve on this lesson would be to have more time with the students to honestly know

what the most engaging article could be for the group of students. I am saying this because I have been going to my placement since

February 7th, but I only go in two days a week. This means I am not constantly learning about the student's interests and hobbies to

incorporate into more fun and creative lessons. This can cause me not to understand the students as much, so I cannot create the best

lesson plan for the students. Another way I could improve on this lesson is to find different sources of text and use different strategies

based on my discipline and the current topic. Overall, teaching this lesson to my MT's students was a fun experience to focus on a

reading skill in a majority-based lecture class. It showed me a lot about being creative and fun with a group of students, and the overall

experience was delightful.

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