UWP Lesson Plan Template

Teacher Name: Kelsey Himes Grade Level: 6

Target Content/Lesson Topic: Reading Date: 12/3/23

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

Planning
Essential Question How do supporting details help support a text’s main idea?
- What is the essential question that
this lesson addresses? How can you identify a key supporting detail?
- 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 should already have learned the meaning of main ideas and details within text. This lesson will help
- How does this lesson fit into the them identify the difference between details that support the main idea and details added within text that do
larger unit of study? not help support the main idea. This lesson will give them a better overall understanding how to identify
- Focus on a logical/hierarchical important information given to them within text. Being able to identify important information within text will
sequencing of skills (e.g., main ideas help develop their comprehension skills by giving them a deeper understanding of a text’s main idea.
before details, similarities before
differences).
State Learning Standards R.6.2 Summarize texts, from a variety of genres, to determine a theme or central idea and how it is
List the complete, relevant grade- developed by key supporting details over the course of a text. (RI &RL)
level standard(s).
Learning Target(s) and Learning I can support a main idea by identifying its supporting details within a text.
Objective(s)
- Choose your learning target(s) and Students can support a main idea by identifying its supporting details within a text.
objective(s) based on the relevant
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 This lesson will be taken in a small group based on randomized grouping. Students participating in this lesson
Describe how and why students are are students who do not need to use their additional presentation workday. These social studies students have
grouped based on already completed all their necessary work due in class and will be the students included in the small group
- homogeneous, heterogeneous, lesson.
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 Needs support: Students may follow along with the read aloud and worksheet activity. To better identify
individual students’ needs by supporting ideas within text, they may highlight the sentence.
adjusting the content, process, Needs challenge: Students will be asked to also provide an explanation as to why each of their supporting
product, and environment based on details are identified as supporting details and not just a detail.
their readiness, interests, and learning
preferences. Process
Needs support: Student may work with a partner and/or the teacher. Their partner will provide support
through the activity.
Needs challenge: Student will work to identify and eliminate (cross out) details that do not support the main
idea within the text.

Product
Needs support: Students are to produce a worksheet and comprehension activity with incomplete sentences or
phrases. Instead of writing multiple examples of supporting details and/or growth mindset ideas, they may only
identify a few.
Needs challenge: Some students may produce a worksheet and/or comprehension activity that provides
multiple supporting details and/or examples of a growth mindset.

Environment
Students will have the option for seating. Since this lesson will be taken in the backroom, students will have the
option of standing, sitting on the floor, chair, or a wobble stool.

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

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

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Supports for English Language Learners (Add rows as necessary.)
Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

Assessment
Formative Assessment Formative Assessment will be taken on the amount of supporting detail students were able to identify within
- How will you monitor student the text. Students will be assessed on how many correct supporting details they were able to identify within the
learning throughout the lesson? text.
- Be specific about how your practice
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria Rubric:
- What material(s) will you use to Student Name 3 – Exceeds Expectation 2 – Met Expectation 1 – Need support
evaluate learning? Student provided correct Student provided some Student provided
- Attach a copy of your checklist, and complete examples correct and complete minimal and incorrect
rubric, observation criteria, or other of supporting details. examples of supporting examples of supporting
measure. The main idea was details. The main idea details. The main idea
clearly supported. was mostly supported. was lacking support.
Summative Assessment Summative assessment will be taken at the end of the unit. Students will read a text and identify its main idea by
How will students demonstrate summarizing the text with its key supporting details. Students will be assessed on the accuracy of the main idea
mastery of the standard? and the accuracy and thoughtfulness of the supporting ideas.
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.

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 Summative Evaluation Criteria Rubric:
- What material(s) will you use to Student Name 4pts 3pts 2pts 1pts
evaluate learning? Student identified a Student identified a Student identified a Student identified
- Attach a copy of your checklist, correct main idea correct main idea correct main idea an incorrect main
rubric, observation criteria, or other and supported it and supported it and supported it idea and supported
measure. with complete and with some key with inaccurate it with inaccurate
accurate key supporting details. supporting details. supporting details.
supporting details.

Procedures
Opening: Introduction and - To begin the lesson, the teacher will ask students if they think making mistake is a bad thing to do. The
Connection to Previous Learning teacher will give students time to think before asking them why they think so or not.
● Anticipatory Activity (Hook) - Ask students if they have ever made a mistake before. The students will think of a time where they
● Activate prior knowledge. made a mistake before the teacher asks students if they would like to share their mistakes.
● Be sure students understand - After a student has shared a mistake, the teacher will then work to connect their mistake to the ideas of
procedures and instructions for the text – mistakes promote learning
the lesson. o Ex: a student says that they got a bad grade
● Establish clear expectations. ▪ The teacher will ask the student how they felt when they got a bad grade
● Model concept. ▪ Student will share the emotion
The groupings/instruction/lesson ▪ The teacher will ask the student if they were responsible for the mistake or if they
progression may look different in different blamed someone else for it and why
parts of the lesson! ▪ The student will share their response (target response: it was their fault because they
didn’t study, they didn’t understand the content, etc.)
▪ The teacher will ask if they now do things differently in result of their bad grade or if
they learned anything from it (if they now study before a test, ask questions in class, etc)
▪ The student will share what they learned by explaining what they do now (or can do)
differently
- The teacher will ask students what would happen if they were not able to able to take responsibility for
their mistakes or work to correct them (target answer: you would not be able to learn from them).
- Point out that all the mistakes shared could be reframed as an opportunity for learning
- The teacher will say “Now that we have a better understanding of seeing mistakes as a learning
experience, we will begin reading a text that will teach us more about ways to improve our mistakes”

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 - The teacher will explain that they will also be completing a worksheet as they read to help them identify
and understand the main ideas and details of the text
- The teacher will ask student what the difference is between a supporting detail and just a detail. The
students will think of an answer before sharing with the group.
- The teacher will explain or rephrase that a supporting detail supports the main idea while a detail does
not (it is information that does not support the main idea).
- Explain that the teacher will read aloud the first few paragraphs and model how to do the reading
activity. The students are to copy what the teacher writes (I do)
- The teacher will point out the title of the article and note it must be what the main idea is BUT that the
text might give them a better idea of a main idea. The teacher will then read the first two sentences of
the text.
- The teacher will think aloud that the main idea of the text must be “Paying attention to mistakes helps
you learn a task faster than if you were to ignore them.” The teacher will then write this in the first box
- The teacher will stop at the phrase “Or they can mull over it.”
- The teacher will reread the previous sentence and think aloud:
o These two sentences are comparing too ends of how to react to a mistake
o In the previous sentence they are ignoring it, pretending it never happened. This means that
that they are acting as if the mistake did not exist.
o I am going to read ahead another sentence and see if it can give me any more clues
o If mulling over something means that they can figure out what went wrong, they must be
analyzing their mistake.
o I know that to analyze something, you must think about it deeply. This must be what the phrase
means. To think of something with deep thought.
- The teacher will finish reading the second paragraph before drawing their attention back to the last
sentence. The teacher will think aloud “I think this sentence does a great job of rephrasing how people
either ignore or analyze their mistakes. It shows that these two different ways of reacting to mistakes
affects what you learn from them. This overall supports my main idea so in my firs box I will write: The
way you react to a mistake (positively or negatively) will determine what you learn from it.”
- Teacher will finish the third paragraph and think aloud: “This last sentence gives an example of how
growing and learning can be shown in education. This supports my main idea because it shows how
your mindset can impact learning by finding success in school. In my second box I will write: how well
you do in school is related to your mindset about learning”
During: Lesson Progression - The teacher will then explain that we will work together to identify more supporting details. The
In this portion of the lesson, you will teacher will then ask the students if someone else would like to read the next few paragraphs. (we do)
be letting go and letting students
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 engage in productive struggle; - The teacher will tell students to underline what they think supports the main idea while the student is
engaging in gradual release (“I do, we reading, and they will share their ideas once they are done reading.
do, you do”), inquiry, guided or - Once the student is done reading, the teacher will ask students if they came across any unknown words
independent practice, or other and how they determined their meaning
learning methods. Please write what - The teacher will ask students what supporting details they found and why they think it supports the
you are looking for in terms of: main idea.
● Students’ thinking and how o If students do not point out the ideas of growth and fixed mindset, direct them to that section
they will start the lesson. of text
● Provide appropriate support - As a class, the teacher and students will write 2-3 supporting ideas on the worksheet.
(not explaining how to do it). - The teacher will explain that they will read the remainder of the text on their own and identify any
● Provide worthwhile other supporting details on their worksheet. (you do)
extensions. - Students will work independently while the teacher will circle the room and monitor their
● Provide opportunities for work/thinking.
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 - Once students are finished reading and identifying main ideas, the teacher will ask students if they
End the lesson with a final review of would like to share any of the supporting details that they found and why they think they are supportive
key ideas and knowledge. This is to the main idea and not just an added detail
where you have students talk about - The teacher will then direct students to the empty space on the bottom of their worksheet.
their thinking and share strategies - The teacher will explain that they are to write a short response to the question: what way(s) can you
with the whole class. It’s important think or act with a growth mindset.
to name strategies and use academic - The teacher will give students time to work independently.
vocabulary here, extending the lesson - Once each student is done, the teacher will ask what ways they are going to think/act with a growth
to broader ideas. mindset.
● Promote a community of - Students are to return to whole group before being released to their next class.
learners.
● Listen actively and probe
thinking without evaluating

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 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 Worksheet attached separately
Resources or Materials
- List and provide a brief rationale Link to article: https://www.commonlit.org/en/texts/noticing-mistakes-boosts-learning
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
Technology Erasers
- List all other supplies that need to Highlighters
be available.

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 Name:
Main Ideas and Details

Main Idea:

Supporting Details
Kelsey Himes
443-001
Strategy-Based Comprehension Instruction Reflection
For my comprehension lesson, I chose a text about the importance of making mistakes
and learning from them. I chose this text because of the responses I got back from my student
literacy lives survey. In my survey, I asked students what they were most excited for and most
nervous for this school year. Nearly every response I got back was regarding bad grades or not
being able to understand certain classes. This fear of not doing well came across to me as if
they were scared to make mistakes. I thought that once I would be able to teach them about
learning from mistakes, it might ease any anxious feelings they have for the school year. During
my lesson, I felt that students were moderately engaged through it. I was afraid that they
would not find the text boring and feel less motivated to engage with it, but they all seemed
comfortable and confident in participating in the lesson. For example, each student was willing
to share a mistake and what they learned from it. From the responses I got from students in
their survey, it was hard to find something that all had in common. For future lessons, I would
incorporate a survey with more specific questions regarding student interests. That way, I could
find interesting texts to improve student engagement.
The text I found was one of the only grade appropriate articles I could find about making
mistakes. Since the students are in their first year of middle school, they may not fully
understand that it is okay to make mistakes. Therefore, I wanted to find a text that informs
them that mistakes can be viewed in a positive light. Since I am in a social studies placement, I
am not quite sure of students reading and compression skills, so I wanted to make sure the text
would not be too easy or too hard for them. I think the level I picked worked out because
students did not seem to struggle with reading it. They also were able to all accurately pick out
details that supported the main idea of the text. After picking a standard, finding a strategy was
not hard. My standard and my strategy align well enough that students would be able to form
their own comprehension of the text. I wanted to make the purpose for comprehension more
interactive so students would receive meaningful ways to learn from their mistakes. Their
comprehension of the text was shown when each student was able to give an accurate example
of how they can act with a growth mindset. A few students responded with ways to improve
their grade, so I am glad my lesson was able to connect back to their responses from my survey.
My implementation of my lesson went well. Students were most engaged in the hook of
my lesson. As expect, most of the students did not think making mistakes was a good thing. All
the students were willing to share a mistake that they made, which I did not expect. I did not
expect them to be so willing and open to share something like this, but I think it overall helped
their comprehension when we were able to analyze each of their personal experiences. Once
the lesson progressed, there were only two students that were less willing to contribute to the
discussion of the lesson, but they were still doing all the work. These students don’t typically
participate in regular whole class discussions, so it was not something I was worried about,
especially since they were still working hard to complete their own work. Overall, I think the
small group setting helped students feel more comfortable participating and it improved their
focus throughout the lesson. I think my visual tool helped students with their overall
comprehension of main ideas and supporting ideas. If I would change anything I think I would
add a second column and have students identify details that do not support the main idea. This
way, they will be able to better visualize the aspects of a detail that helps support the main idea
and what does not support the main idea.
To improve this lesson, I think I would use a longer text. My mentor teacher pointed out
that the reading went by fast and I agree. Between my little awareness for student’s skill level
and amount of time I would be given for this lesson, I went with a shorter text option. I think a
longer text would have given a more effective learning experience for students because they
would have more opportunities to identify details that support a main idea. However, for this
time and group, I don’t think my text selection was a bad choice. If I were to do a whole group
activity, I would make the text more challenging. My mentor teacher also suggested that I
introduce the text more. While I introduced the text, I could have had students preview it
before reading. I was more focused on establishing a good hook and model of the activity than
having students review our article. If I would have had them preview the article, they could
have gotten a better idea of what to expectant what they would be learning about. She also
suggested more think time. I did not have a good view of a clock in the back room, so I was
unaware of the time I had. The lesson started about halfway through the class hour, so I was a
little on edge when it came to time. This resulted in me not always giving students time to all
form their own ideas before sharing as a group. For future use of this lesson, more think time
would definitely help with their comprehension and engagement in the activity.
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