UWP Lesson Plan Template

Teacher Name: Joshua McLinn Grade Level: 2nd

Target Content/Lesson Topic:Word recognition Date: 10/22/2023

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

Planning

Essential Question What strategies can you use to solve words you don’t understand?

- 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 will help students in the future to use the strategies to solve harder words when they don’t get to receive
that special support.
- 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 L.2.2 Determine or clarify the meaning of unknown and multiple-meaning words and phrases in grade-level reading
and content; use context clues, analyze meaningful word parts, consult general and specialized reference materials,
List the complete, relevant grade-level
and apply word solving strategies (for meaning) as appropriate.

1
September 2021
 standard(s). d. Use resources to clarify meanings of words.

Learning Target(s) and Learning LT:

Objective(s)
I will be able to use strategies to help me solve what the words definition is.
- Choose your learning target(s) and
objective(s) based on the relevant state
learning standard(s). LO: Students will be able to use the strategy that I provided them with to understand a words definition.
- 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 The students are separated due to their IEP goals and will be pulled out into a separate room.

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

2
September 2021
 teacher will play.

-One Teach, One Observe; One Teach,

One Assist; Station Teaching; Parallel
Teaching; Supplemental; Alternative;
Team Teaching

Differentiation Content

Describe how you will meet individual The students will be reading a different article.
students’ needs by adjusting the
content, process, product, and
environment based on their readiness, Process
interests, and learning preferences.
N/A

Product

N/A

Environment

Pull out resource room

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

Student IEP Goal

James Get to level reading

Donny Get to level reading

3
September 2021
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)

Assessment

Formative Assessment I will use the visual tools such as the graphic organizer to see if they are using the context clues and there ability to
solve the words definition to figure out the word.
- How will you monitor student
learning throughout the lesson?

- Be specific about how your practice

assessments connect directly with the
lesson objective.

4
September 2021
 Formative Evaluation Criteria
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Summative Assessment
How will students demonstrate
mastery of the standard?
Exceeds expectations Meets the expectations Approaching
Context clues Student uses contexts Student provides Student provides small
clues to help determinecontext clues with some or minimal context
what the meaning of theaccuracy to help with clues to help with
word is. determining the words determining the words
meaning. meaning.
Definition Student can determine Student can determine Students show minimal
what the words meaning word meaning with accuracy in determining
is. some accuracy. word meaning.
With some of these words I will add them to some of the vocab tests. The students will be given the same passage as
they had from this article and will have to solve the words’ meaning. The test will be 10 passages and the students
have to use the context clues for each word and write down there definition under each word.

Note: This assessment does not have to

occur during/after this lesson but in
upcoming lessons.

Summative Evaluation Criteria Exceeds expectations Meet the expectations Approaching

Context clues Student uses contexts Student provides Student provides small
- What material(s) will you use to clues to help determinecontext clues with some or minimal context
evaluate learning? what the meaning of theaccuracy to help with clues to help with
word is. determining the words determining the words
- Attach a copy of your checklist,
meaning. meaning.
rubric, observation criteria, or other
Definition Student can determine Student can determine Students show minimal
measure.
what the words meaning word meaning with accuracy in determining
is. some accuracy. word meaning.

Procedures

5
September 2021
 Opening: Introduction and To start off we will have a little video to get the students involved in the next topic and give them a break from the
Connection to Previous Learning previous topic and transition into the next.

● Anticipatory Activity (Hook)

“Ok students who wants to watch dance like a robot?”
● Activate prior knowledge.
"The Robot Dance!" 🤖 /// Danny Go! Brain Break Songs for Kids - YouTube
● Be sure students understand
procedures and instructions for the
lesson.
Did you like that video?
● Establish clear expectations.

“Now I would like for you two to talk about what type of robot you would want if it only had one job?”
● Model concept.

The groupings/instruction/lesson
progression may look different in
different parts of the lesson!

During: Lesson Progression Now we are going to take a look at an article called “Smarter Machines” which is about robots.

In this portion of the lesson, you will

be letting go and letting students
engage in productive struggle; TIME for Kids | Smarter Machines
engaging in gradual release (“I do, we
do, you do”), inquiry, guided or
independent practice, or other learning Before we read this, I would like for you two to work together to find five words that you find to be the most
methods. Please write what you are difficult and add them to the list.
looking for in terms of:

● Students’ thinking and how

6
September 2021
 they will start the lesson.

● Provide appropriate support

(not explaining how to do it).
Teir I, Abstract or
Can your students use
II, III your strategy to help
● Provide worthwhile Concrete?them define and make
extensions. connections to the
word? If not, how
● Provide opportunities for might you help them
learn the word?
students to engage in using the
academic language. Word 1 Teir abstract No, I can help them by
artificial III giving them another
This is where you will be suggesting meaning or sentence
or modeling specific strategies and to help them reach
helping students choose which strategy that.
makes sense to them. However, you
must make sure ideas come from Word 2 Tier abstract Yes
students. task II

Word 3 Tier I abstract Yes

technolog
y

Word 4 Tier abstract No, I can help them by

Intelligen III giving them another
ce meaning or sentence
to help them reach
that.

Word 5 Tier Abstrac Yes

Engineer II t

7
September 2021
 Now that we have our list and our words, we are going to use a strategy be word conscious.

First let’s ask ourselves Do I know this word?”

“Do I know how this word is being used?”

Now that we have our strategy let’s read the book and use the strategy to help us solve our words.

Closing: Wrap-Up and Extension Now that we have read the article and know the words that we didn’t before what do you think of the reading
strategy?
End the lesson with a final review of
key ideas and knowledge. This is
where you have students talk about
their thinking and share strategies with Again, I would like for you two to talk about what you liked about what you liked about the reading strategy and
the whole class. It’s important to name what you would change about it.

8
September 2021
 strategies and use academic vocabulary
here, extending the lesson to broader
ideas.
Lastly, I would like for you to talk about what you learned from the strategy and how you plan to implement it in the
● Promote a community of future while you read?
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 strategy 11.16 Be word conscious (315)

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 Computer, pencil, paper, and organizer

9
September 2021
 Technology

- List all other supplies that need to be

available.

10
September 2021