UWP Lesson Plan Template

Teacher Name: Mrs. Martinez

Grade Level: 8th Grade

Target Content/Lesson Topic: Social Studies: Strategy Comprehension

Date: 4/23/23

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

Essential Question
- 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
- 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
List the complete, relevant
grade-level standard(s).
Planning
How can I analyze particular story events to reveal my character?
¿Cómo puedo analizar eventos particulares de la historia para revelar mi personaje?
Students will need to learn the standard: R.8.2 Summarize texts, from a variety of genres, to determine one or
more themes or central ideas and analyze their development over the course of the text. (RI&RL) Before R.8.3.
After, R.8.3 students will be able to reach the R.8.4 Determine the meaning of words and phrases, including
figurative and connotative meanings. Analyze the impact of specific word choices on meaning, tone, and mood,
including words with multiple meanings within a text. (RI&RL)
R.8.3 In literary texts, analyze how particular lines of dialogue or events propel the action, reveal aspects of a
character, or provoke a decision. (RL) In informational texts, analyze how individuals, events, and ideas are
introduced, related to each other, and developed. (R

Learning Target(s) and Learning Learning Target:

Objective(s) - I can create a visual poster of who my character is and a theory to infer what is next in the story.
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 - Choose your learning target(s) and - Puedo crear un póster visual de quién es mi personaje y una teoría para inferir qué sigue en la historia.
objective(s) based on the relevant Learning Objective:
state learning standard(s). - Students will be able to craft a theory about the character by compiling smaller ideas across the chapter.
- Write focused targets and - Los estudiantes podrán elaborar una teoría sobre el personaje al recopilar ideas más pequeñas a lo largo
objectives that describe the specific del capítulo.
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 be grouped to create their character and theory of the assigned character, but will work
Describe how and why students are independently to gather information prior to meeting with their group.
grouped based on - Students will be randomly given a character: (Pulga, Chico, Pequena)
- homogeneous, heterogeneous, - Numbering off by 1-3 around the classroom.
randomized - This allows for students to work with different students in the classroom.
- 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

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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:
The content is differentiated to the topic and reading level for students. If students need additional support
they can be moved to an easier textual reading. The text will be in Spanish to support the majority of the ELL
students.
Process
The process is for students who need additional help while reading they will get support from the teacher as
the teacher will check in with each student if necessary. This support can be on strategy comprehension,
inferring or other skills they may not be able to connect. I will allow for more reading time if necessary.
Students who finish reading the text fast will need to brainstorm down what characteristics they believe their
character is. Not physical characteristics, but rather identity. To help them with their group work.

Product:
One way to support students who are having trouble with comprehension is to provide them options to
choose from. One way to provide additional challenges to those who need it is by having them provide text
examples to support their answer or look beyond the text if necessary (online resources).

Environment:
Students can adjust where they are sitting in terms of relation to the teacher/other students. Students are
welcome to sit or stand as they are working on their group poster, but are to work independently while reading.
There will be a designated timer to have “quiet time” reserved.

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

Student IEP Goal

Dual Language Classroom Make learning accessible through a wide range of languages necessary for the classroom. (Spanish)

Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)

Student(s) Required Accommodation/Modification

N/A

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Supports for English Language Learners (Add rows as necessary.)
Student
Dual Language Students
Formative Assessment
- How will you monitor student
learning throughout the lesson?
- Be specific about how your practice
assessments connect directly with
the lesson objective.
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Necessary Supports (e.g., Sheltered English strategies, grouping strategies)
During work time, students are given plenty of time to analyze what they read and what events in the story
will allow them to draw a conclusion for their theory from the Character. Due to this class being dual language
students will read the material in Spanish.
Assessment
Each Student will turn in a brainstorming template worksheet of what character they read:
- This allows me to understand that the engagement process is thorough and not one student is
committed to adding/creating the ideas for the summative assessment poster.
Each Group will be assigned to turn in ONE poster template of their character
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 Formative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.

Appendix A (Individual)

Appendix B (Group One Person from Group Turns their Poster in)

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 Summative Assessment
How will students demonstrate
mastery of the standard?
​Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.
At the end of the unit of study a debate will be conducted
- This debate will be conducted between two groups:
- Group one: the main character _____ stay the same
- Group Two: the main character _____ change

Summative Evaluation Criteria Criteria will be a teacher composed rubric

- What material(s) will you use to
evaluate learning?

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 - Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Opening: Introduction and
Connection to Previous Learning
● 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!
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Procedures
Hook/Activate Prior Knowledge: To begin I will have students play a game of charades as a whole class.
This will allow students to understand the character trait building with words that do not physically describe
the person. This will be played for 10 minutes with a random wheel spinning who comes up to act out if no
volunteers are shown. This activates prior knowledge of what one knows about the character we are reading.
Procedure and Instructions: To describe the procedure and instructions I will have students understand
what we are doing for the class and what they are to do. I will show them the Graphic Organizer; how to
complete. Then the text they are reading and where they can find the text (Back table labeled with which
character they are assigned to). .
Expectations: For their expectations I will go over rules of the classroom; such as dedicated quiet time to read
independently, then group work to create their poster (only one as a group will be turned in), but everyone
must complete & turn in a character brainstorming organizer.
Model Concept:
English:
Hello Class today we will be focusing on reading our book, No Somos De Aqui, before I describe what we will
be doing today. We will play a quick game of charades. (Allow for the game to be played). As we were acting
out these words what did you notice? How does this relate to our book? Are characteristics always physical
characteristics when describing a person? Today we will be focusing on our book and each of you will be
reading trying to evaluate a different character whether you are assigned: Pulga, Chico, or Pequena. You will be
finding traits that describe them with text from the story. We will read independently today and then gather
together in your assigned work group. Each of you will be turning in a worksheet and creating a poster as a
group. (Show template and describe it). Do you have any questions?
Spanish:
Hola clase, hoy nos enfocaremos en leer nuestro libro, No Somos De Aquí, antes de describir lo que haremos
hoy. Jugaremos un juego rápido de charadas. (Permitir que se juegue el juego). Mientras estábamos actuando
estas palabras, ¿qué notaste? ¿Cómo se relaciona esto con nuestro libro? ¿Las características son siempre
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 características físicas al describir a una persona? Hoy nos enfocaremos en nuestro libro y cada uno de ustedes
leerá tratando de evaluar un personaje diferente ya sea que se le asigne: Pulga, Chico o Pequena. Encontrarás
rasgos que los describen con el texto de la historia. Leeremos de forma independiente hoy y luego nos
reuniremos en su grupo de trabajo asignado. Cada uno de ustedes entregará una hoja de trabajo y creará un
cartel como grupo. (Mostrar plantilla y describirla). ¿Tienen alguna pregunta?

During: Lesson Progression Students Thinking: Students will be working in a group to provide ideas and thinking of one another and
In this portion of the lesson, you will how they interpret the text.
be letting go and letting students
engage in productive struggle; Providing Support: Once students have had designated quiet time to read students can move around to their
engaging in gradual release (“I do, group members to have work time on their graphic organizers and how they will determine their character for
we do, you do”), inquiry, guided or their finalized poster to share I will be walking around the classroom to ensure students are maintaining a low
independent practice, or other noise level along with providing help to those who may still need clarification on what is expected to be done.
learning methods. Please write what
you are looking for in terms of: Extensions: If a large number of students (Greater than 5) do not finish reading in the designated quiet time, I
● Students’ thinking and how will add extra time. If students do not understand how to complete the graphic organizer as a whole class we
they will start the lesson. will complete another character together to show further understanding on this strategy.
● Provide appropriate support
(not explaining how to do it). Academic Language: Students are enhancing their academic language since they are reading in the Spanish
● Provide worthwhile language and finding further understanding of comprehension/inferencing skills in the English Language
extensions. through discussion with their small groups.
● 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 Summary
End the lesson with a final review of Promote a Community of Learners: Assign debate teams for next class:
key ideas and knowledge. This is - Now that we have completed class today what was easy for you to understand about the character?
where you have students talk about What was difficult? How will you use this strategy for our debate next class?

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 their thinking and share strategies
with the whole class. It’s important Evaluating/Retell: Students will be reminded of the learning target and objectives from the topic and how we
to name strategies and use academic will further evaluate their character in our reading as we finish the book. Have students propose a prediction
vocabulary here, extending the for the end of the story.
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 - Book: “No Somos de Aqui” // “We are not from here.” Jenny Torres Sanchez
Resources or Materials - Copies of Graphic Organizer Character Brainstorming (Appendix A)
- List and provide a brief rationale - Copies of Strategy (Appendix B)
for all necessary lesson resources and - Charade Game
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 - Poster Board
Technology - Markers
- List all other supplies that need to - Colors
be available.

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