UWP Lesson Plan Template

Teacher Name: Jessie Dahms Grade Level: 8

Target Content/Lesson Topic: Science Date: 10/21/23

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

Planning
Essential Question - What strategies can I use to figure out the meaning of new words
- 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 I am picturing this to be a part of a unit plan based off of strategies students can use by themselves for new
- How does this lesson fit into the vocab words. So, before this, students would be learning new strategies and getting practice with them by
larger unit of study? reading different texts from different subjects such as science or social students. After this, students will
- Focus on a logical/hierarchical continue to implement these into their personal learning strategies to help them learn and recognize the
sequencing of skills (e.g., main ideas meaning of new words.
before details, similarities before
differences).
State Learning Standards L.8.4
List the complete, relevant grade- Demonstrate an ability to collaboratively and independently build vocabulary knowledge when
level standard(s). encountering unknown words including cultural, general academic, and discipline-specific terms and
phrases; make intentional vocabulary choices appropriate to the context and situation.
Learning Target(s) and Learning LT- I can use different strategies to determine what “new” words mean to me and to the text I’m reading.
Objective(s) LO – Students will be presented with a new vocab strategy and be able to use the strategy and graphic tool to
- Choose your learning target(s) and gain a possible meaning of the target word.
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 This is for students that are reading individually or with the teacher for further guidance.
Describe how and why students are
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 Content
Describe how you will meet More support
individual students’ needs by - Students will be able to use this same strategy with other texts and other words that may not be in my
adjusting the content, process, specified list
product, and environment based on - Teacher will be able to help students understand the graphic tool better
their readiness, interests, and learning More challenge
preferences. - Students will be able to add more words and use the strategy

Process
- Students will be able to do this on their own and use whatever writing utensil works best for them.
Other than that, I would like the student to follow the graphic organizer I provided as best they can.

Product
- The product will be a finished graphic organizer with the words we, as a class, are aiming for

Environment
- Students can do this on their own, so they can chose their environment since the readings are mostly
aimed towards other subjects to be integrated into the vocab words and strategies.

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
Word:
- How will you monitor student
Write the sentence Are there any Are there any other What comes before
learning throughout the lesson?
that the word is in. pictures near the words or details and after the text?
- Be specific about how your practice
assessments connect directly with the word? What are that you can use to Does it support your
lesson objective. they of? think of what the thinking of the
target word means? word?

What do you think the word means? What are the clues that made you think this?

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 I would use this tool to gauge my students by using the rubric below to decide where they are at
in their learning. I would also look at the amount of detail they included in their graphic organizer
and how well they used it to connect back to what they think it might mean.

Formative Evaluation Criteria Student Name:_____________

- What material(s) will you use to Holistic Rubric
evaluate learning? 3 points (exceeded) 2 points (met) 1 point (approaching) 0 points
- Attach a copy of your checklist, The student has The student has The student shows Student has nothing
rubric, observation criteria, or other completed all boxes shown most little understanding by completed and shows
measure. associated with “new” understanding by filling out all boxes. no comprehension of
word with full detail. filling out all the Key details are missing new vocabulary words
Student shows boxes. Some details such as the before text and did not use given
understanding of the are missing. Student and after text. strategy
strategy and will be shows understanding Students will need
able to use it with of the strategy but further guidance of
other texts. The might need guidance strategy with the same
student can connect with another text. The text and/or with new
the details back with student can connect text. The student
their possible the details back to connects the possible
definitions and use full their possible meaning back to
detail to support their definitions and use some, but not all detail
answer most of the detail they they provided in their
found to support their boxes.
answer

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 Summative Assessment Vocab Quiz and reflection based off the strategies we have learned. Students will also need to connect these
How will students demonstrate words to other subjects.
mastery of the standard?
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.

Summative Evaluation Criteria Vocab Quiz and reflection will be based off of a rubric regarding strategies students used to analyze vocab
- What material(s) will you use to words and how well they can connect it back to other subjects
evaluate learning?
- 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!
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
Procedures
Since I want this vocabulary strategy to be intertwined with another subject, I will have the opening geared
towards the subject material. For the article we are using in this strategy, it will be science. The topic is climate
change and how it affects amphibians. I would start the lesson out with something engaging connecting it back
to a previous lesson. All of this information will have us geared up to complete a reading. This reading will be a
subjected digital text. https://www.smithsonianmag.com/smart-news/climate-change-is-pushing-many-of-the-
worlds-amphibians-closer-to-extinction-180983019/
For the reading portion. I will select the first paragraph of the text with a word that I find and isn’t listed on the
list I have given the students. I will read through the first paragraph and stop at the word I have picked and
perform a think aloud “I don’t think I know this word yet; I wonder what I could use to help me figure out
what this could mean”. This is when I will bring out the graphic tool for the students to use. I will have a
student pass out the blank packets with the graphic tool for the students to use. For the first sheet, the students

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 do, you do”), inquiry, guided or will be able to do the strategy with me. (modeling) I will write my word in the box that says “word” and
independent practice, or other continue down the sheet. I will continue to fill out the boxes while giving my reasoning to the students. The
learning methods. Please write what students should be writing down what is happening as well so that they can refer to this example later during
you are looking for in terms of: their own exploration of the graphic tool. I will then get to the last part and ask the students to give me some
● Students’ thinking and how answers of what the word might mean and why. I will ask why to get the students using the material within the
they will start the lesson. graphic tool to support their answer. This should help put the entire strategy together of using other material
● Provide appropriate support within the text to infer what the word means. Once I am done modeling, I will let the students open their
(not explaining how to do it). computers and start reading the article. When they come across the target words, they should fill out their
● Provide worthwhile graphic tool. Students will also have the freedom to create and fill out more graphic tools as they desire if they
extensions. come across more words, they are having difficulty with. Students will continue to do this for the rest of the
● Provide opportunities for class and will have the opportunity to ask questions if they are struggling with the graphic tool. Teacher should
students to engage in using be walking around monitoring students of their technology and work on the graphic tools.
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 The graphic tool is going to be the last part of my lesson. It will be reviewed, discussed, and turned in the next
End the lesson with a final review of day for me to gauge where the students are at in their learning as well as if the graphic tool/strategy was well
key ideas and knowledge. This is understood.
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.

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 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 Website for article posted on class page - https://www.smithsonianmag.com/smart-news/climate-change-is-
Resources or Materials pushing-many-of-the-worlds-amphibians-closer-to-extinction-180983019/
- List and provide a brief rationale Graphic Organizer created by me and embedded in the formative assessment section
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 Pencils/writing utensils
Technology Computers
- List all other supplies that need to
be available.

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Online Text- https://www.smithsonianmag.com/smart-news/climate-change-is-pushing-many-of-
the-worlds-amphibians-closer-to-extinction-180983019/
Words: conservation, Tier I, II, III? Abstract or concrete? Can your students
endangered, use your strategy to
concentration, help them define and
vulnerable, effective make connections to
the word? If not, how
might you help them
learn the word?
Word 1 Conservation Tier 3 Concrete Yes
Word 2 Endangered Tier 1 Concrete Not the best strategy,
but yes
Word 3 Tier 2 Abstract Not the best strategy,
Concentration but yes
Word 4 Effective Teir 2 Abstract Yes
Word 5 Vulnerable Tier 3 Concrete Yes

Strategy – 11.11 Infer to Figure It Out

Word:
Write the sentence Are there any Are there any other What comes before
that the word is in. pictures near the words or details that and after the text?
word? What are they you can use to think Does it support your
of? of what the target thinking of the word?
word means?

What do you think the word means? What are the clues that made you think this?
Student Name:_____________
Holistic Rubric
3 points (exceeded) 2 points (met) 1 point (approaching) 0 points
The student has The student has The student shows Student has nothing
completed all boxes shown most little understanding completed and shows
associated with understanding by by filling out all no comprehension of
“new” word with full filling out all the boxes. Key details are new vocabulary
detail. Student shows boxes. Some details missing such as the words and did not use
understanding of the are missing. Student before text and after given strategy
strategy and will be shows understanding text. Student will
able to use it with of the strategy but need further guidance
other texts might need guidance of strategy with the
with another text. same text and/or with
new text.