UWP Lesson Plan Template

Teacher Name: Emma Howell Grade Level: 6th

Target Content/Lesson Topic: Comprehension Date: 05/03.23

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

Planning
Essential Question How do characters change as the plot changes?
- 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 reading and understanding a wide range of
- How does this lesson fit into the challenging literary and factual materials for a variety of purposes, including texts that reflect one's own and
larger unit of study? other people's experiences. This includes comprehending grade-level content proficiently and independently.
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards R.6.3 In literary texts, describe how events unfold, as well as how characters respond or change as the plot
List the complete, relevant moves toward a resolution. (RL)
grade-level standard(s).
Learning Target(s) and Learning LT: I will be able to describe events and how characters are responding to change in the passage.
Objective(s)
- Choose your learning target(s) and LO: Students will be able to describe how events unfold, as well as how characters respond or change as the
objective(s) based on the relevant plot moves toward a resolution.
state learning standard(s).
- Write focused targets and
objectives that describe the specific
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 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 are grouped together in a small work while reading and the teacher is modeling but students will
Describe how and why students are independently work on their character trait poster.
grouped based on
- homogeneous, heterogeneous,
randomized
- 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 I will meet the needs of individual ESL students by choosing a passage that best fits their reading level and
Describe how you will meet needs.
individual students’ needs by
adjusting the content, process,
product, and environment based on
their readiness, interests, and learning
preferences.

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 After students turn in their character trait poster, I will determine if students are noticing how a character acts
- How will you monitor student in one situation or scene.
learning throughout the lesson?
- Be specific about how your practice
assessments connect directly with
the lesson objective.
Formative Evaluation Criteria Checklist:
- What material(s) will you use to - 3 or more describing words
evaluate learning? - Text evidence to support describing words
- Attach a copy of your checklist, - Neat
rubric, observation criteria, or other
measure.
Summative Assessment Students will demonstrate mastery of the standard by reading a short passage and answering questions about
How will students demonstrate the character
mastery of the standard?
​Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.

Summative Evaluation Criteria Students will be scored based on their short answer questions.
- 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 Opening: T hooks the students by asking them about fun trips they have been on
Connection to Previous Learning
● Anticipatory Activity (Hook) S will share

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 ● Activate prior knowledge. T will explain that we are going to read a passage about going on vacations
● 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 As a group, we will read the text together
In this portion of the lesson, you will
be letting go and letting students After the reading we will have a post-reading discussion
engage in productive struggle; I will ask students questions like:
engaging in gradual release (“I do, -Describe Serena’s attitude toward the trip in the first half of the story. Cite specific text evidence to support
we do, you do”), inquiry, guided or your answer
independent practice, or other -How does Serena’s perception of her friends’ vacations affect her view of her own?
learning methods. Please write what -What is different about Serena’s attitude at the end of the story?
you are looking for in terms of:
● Students’ thinking and how After the discussion, I tell students that I want to notice how a character acts in one situation or scene
they will start the lesson.
● Provide appropriate support On the board, I write character traits then underneath I will write ‘what words describe the character?’
(not explaining how to do it).
● Provide worthwhile Since I will be having students do Serena, I will focus on her brother, Tony
extensions.
● Provide opportunities for In the middle of the board, I write Tony’s name
students to engage in using
the academic language. I tell students ‘After reading the text, I think that Tony is positive. I say this because looking at the text he is
This is where you will be trying to get his sister's mind off not being where her friend Ally is.
suggesting or modeling specific
strategies and helping students I also will write cheerful, supportive, and helpful
choose which strategy makes sense
to them. However, you must make I will write details from the story of why I thought that these words describe Tony
sure ideas come from students.
After modeling for students, I will have them create their character traits chart on their own

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 Students will be focusing on Serena

I will be looking for students to be describing how she was feeling as the character

I will walk and assist students with any help that they may need

Students will write and describe events about how the characters are responding to change in the passage in
their writing notebooks

Closing: Wrap-Up and Extension After the activity, we will end with a discussion about how the activity went and how students felt about the
End the lesson with a final review of activity
key ideas and knowledge. This is
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.

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 Curricular and Instructional https://www.education.com/download/worksheet/175340/reading-comprehension-the-adventure-begins.pdf
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 Blank paper
Technology
- List all other supplies that need to
be available.

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Emma Howell

05/03/23

EDU 443

Comprehension Reflection

Choosing a text was not too difficult for me but I did have to make it easier for our ESL
students. I thought that this one would suit the students best because it is about vacations and
thought most students can connect with that. When picking a strategy, I thought that the one I
choose fit this passage very well. It was obvious that the two main characters of this passage
played a main role. I thought that this would be beneficial to ESL students because a lof the text
they read is school related so based on their survey I thought this would be fun.
At the opening of the lesson, students were engaged in the lesson when we started talking
about vacations. Most of the students has been on vacation before so they had prior experiences
with what we were about to read. During the lesson, students were very engaged as I was I was
reading the story. I think that most of them enjoyed hearing the passage since most speak
Spanish. When we had our post-reading discussion, students were thoroughly able to answer the
questions. After the discussion, I modeled the strategy for students. Students were very intrigued
and also help me think of describing words about the character. Then, students went on their own
to describe the main character. The students did really great with doing this on their own and
used really good words that I didn’t think of. In the lesson, I didn’t add a discussion about what
everyone put down as their describing words of this character. But, we did have a discussion
about what they put down. I’m really glad that I decided to do this because the students enjoy
hearing the different words students were using. Students will write about how the characters are
responding to change in the passage in their writing notebooks. I know that a lot of students
enjoy writing because they can write in whatever language is comfortable for them. So, it
seemed that they had more to say in their writing. After the discussion, I just summed up the
lesson quickly since these are advisory periods. But, we did discuss why it is important to
understand and analyze characters.
I didn’t make graphic organizers for students but I did provide blank paper. As I modeled
for students, they watched as I drew and it wasn’t too complicated for sixth-grade students to do
on their own. I thought that this graphic organizer was beneficial for students. I thought that it
was fun and engaging as students were creating their own. Some students made it fun by using
different colors. I just thought it was very fun and engaging for them.
I thought that students were thoroughly engaged in this lesson very well. Students had
connected with me about vacations right away in the lesson. It was interesting to hear about each
student's different vacations if they were willing to share. If I was going to change something, I
would involve more discussion. Sometimes when I’m writing a lesson plan, I forget to focus on
small groups and that needs improving, One reason I have loved my ESL placement is because I
have the ability to focus, plan, and work on small groups with students.