UWP Lesson Plan Template

Teacher Name: Amber Harris Grade Level: 7th

Target Content/Lesson Topic: Social Studies Date: 10/27/22

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

Planning
Essential Question How do other words in a text help us understand words we don’t know?
- What is the essential question that
this lesson addresses? What does it mean when a word has multiple meanings?
- What is the core purpose of the
lesson that includes the strategies
and skills necessary to accomplish
the deeper learning in the standard?
Sequencing Students will have been introduced to the visual tool before this lesson, but only just looking at it
- 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 RL.7.4 Determine the meaning of words and phrases, including figurative and connotative meanings. Analyze
List the complete, relevant the impact of specific word choices on meaning, tone, and mood, including words with multiple meanings
grade-level standard(s). within a text
Learning Target(s) and Learning LT: SWBAT determine the meanings of words and phrases and analyzes the impact of specific word choices on
Objective(s) meaning, tone, mood, and including words with multiple meanings.
- Choose your learning target(s) and LO: I will be able to determine the meaning of words and phrases and analyze how specific word choices
objective(s) based on the relevant impact the meaning, tone, and mood, including words with multiple meanings.
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 will work as a whole class with time to work independently or with partners
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: Students will be given the questions they have to answer about the article with the article to they can
Describe how you will meet refer to them as they are reading if need be.
individual students’ needs by
adjusting the content, process,
product, and environment based on Process: Students will be allowed access to a digital version of the text, and students who may need extra time
their readiness, interests, and learning to complete the assignment will be allowed to work on it during other free time or at home.
preferences.

Product: Students will be graded on the questions they answered, and the rubric on visual tools they filled out

Environment: Students will be allowed to work in a separate area that is quiet, comfortable and distraction free,
as well as closer to the teacher if needed.

Assessment
Formative Assessment I will use the visual tool to monitor students' progress by assessing how well they can identify words before and
- How will you monitor student after the word they don’t know, and if they can explain how the word is being used and what they think it
learning throughout the lesson? means based on context.
- Be specific about how your practice
assessments connect directly with
the lesson objective.
Formative Evaluation Criteria
- What material(s) will you use to Exceed Goal Meet goal Approaching goal
evaluate learning?
- Attach a copy of your checklist, Students have the correct words Students have the correct words Student does not have the correct
rubric, observation criteria, or other before and after the word they before and after the word they words before and after the word
measure. don’t know, and they explain what don’t know
the words mean

Students can explain how the Students can explain how the student can not explain how the
word is being used and explain if word is being used but don’t word is being used, or the
the meaning they know of a explain if the meaning they know explanation doesn’t make sense,
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 multiple meaning word makes of the multiple meaning word doesn’t understand either meaning
sense makes sense of multiple meaning word

Student chooses a definition that Student chooses a definition that student does not come up with a
makes sense in the context they makes sense in the context they definition that makes sense in the
came across it, and the definition came across it. context they came across it, but
is the almost word for word they are getting close
definition

Summative Assessment Students will be encouraged to keep their visual tools, after a week they will be given a quiz on their knowledge
How will students demonstrate of vocabulary words they learned.
mastery of the standard?
​Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.

Summative Evaluation Criteria Quiz will be given including the vocabulary words in their visual tools. Before the quiz students will be using
- What material(s) will you use to some of the vocabulary words in their own writing.
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.

Procedures
Opening: Introduction and Teacher will start the lesson by introducing botany and what it is. Teacher will ask students if they know what it
Connection to Previous Learning is before explaining it to them. Teacher will also ask them if they know what the words impressive, brilliant, and
● Anticipatory Activity (Hook) sustainable mean. Teacher will go over what the words mean as a class and they will be encouraged to write
● Activate prior knowledge. them in their vocabulary notebooks.
● Be sure students understand
procedures and instructions for Teacher will hand out the visual tools and will explain that the visual tool that they have in front of them is a
the lesson. tool they can use to help them figure out the meanings of words they don’t know, or words that have multiple
meanings. You fill in the boxes from left to right.
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 ● Establish clear expectations.
● Model concept. Teacher will demonstrate the visual tool with the word erroneously and have them all copy it into their own
The groupings/instruction/lesson visual tools.
progression may look different in different
parts of the lesson! Teacher will then ask them if they know who George Washington Carver is, and then they will explain that if
they don’t know who he is, we will be reading a short article about him and then answering some questions.

During: Lesson Progression Teacher will hand out the article and explain that after they are done reading the article they can either work
In this portion of the lesson, you will independently or with a partner and complete the questions on the back of the passage.
be letting go and letting students
engage in productive struggle; Students will be asked to read the passage and use the visual tool to try and figure out the words they don’t
engaging in gradual release (“I do, know..
we do, you do”), inquiry, guided or
independent practice, or other After students are done reading and are working on answering the questions, Teacher will walk around and
learning methods. Please write what assess the students visual tools that they have filled out during their reading and answer any questions students
you are looking for in terms of: may have.
● Students’ thinking and how
they will start the lesson. Teacher will ask students as they walk around if they found any words when they were reading that had
● Provide appropriate support multiple meanings, and if they used their visual tool to help figure out the correct meaning.
(not explaining how to do it).
● Provide worthwhile After 20 minutes of work time Teacher will go over the questions with the class, asking students what the
extensions. answer is, and how they know.
● Provide opportunities for
students to engage in using If students are stuck, Teacher will help them figure out the answer by going back to the reading, finding the
the academic language. answer, showing students the answer, and then explaining how they knew the answer.
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 Teacher will ask students to share what words they used their visual tools for, and if it helped them to find the
definition

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 End the lesson with a final review of
key ideas and knowledge. This is Teacher will add the words and fill in the boxes in their own visual tool and encourage students to do the same
where you have students talk about in theirs as they can use the visual tool on the vocabulary quiz the next week.
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.
Curricular and Instructional Visual tool and vocab
Resources or Materials
- List and provide a brief rationale Informational Reading Comprehension: Biography of George Washington Carver
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.

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 Supplies, Equipment and Notebook, chromebook, pencil
Technology
- List all other supplies that need to
be available.

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