UWP Lesson Plan Template

Teacher Name: Ms. Raciti Grade Level: 7th grade

Target Content/Lesson Topic: Fictional character development Date: 11/27/23

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

Planning

Essential Question How can the way a character acts throughout a story (beginning, middle, and end) change the story (any aspect: meaning,
message, mood, or plot)?
- 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 In 6th grade, students have already mastered skills that regard literary texts in a way in which students are describing plot
events connected to character response and reaction throughout the course of the plot, or as it moves towards a
- How does this lesson fit into the larger resolution (R.6.3)
unit of study?
In 8th grade, students will use background knowledge to work towards mastering analyzation of dialogue or events in
- Focus on a logical/hierarchical literary texts and how those elements can evoke further action in the plot, reveal aspects of a character, or provoke a
sequencing of skills (e.g., main ideas decision (R.8.3). Students will also learn to use literary texts to analyze how the differences between the point of view,
before details, similarities before perspectives, and possible biases of the characters, the audience, or reader create effects such as mood and tone (R.8.6).
differences).

State Learning Standards Overarching Statement: Read and comprehend a variety of complex literary and informational texts for many purposes
(including enjoyment), including texts that reflect one’s experiences and experiences of others. This includes
List the complete, relevant grade-level independently and proficiently understanding grade-level text.
standard(s).

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Craft and Structure - R.7.6 In literary texts, analyze how an author develops and contrasts the point of view, possible
biases, and the perspectives of different characters or narrators. (RL)

Learning Target(s) and Learning LT: I will be able to understand a fictional story by connecting with a character by identifying and making reason for their
Objective(s) changes throughout the story.

- Choose your learning target(s) and LO: Students will be able to comprehend a fictional text through making sense of the way a character develops
objective(s) based on the relevant state throughout the story.
learning standard(s).

- 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 Students will be pulled for an advising morning period where they typically catch up on work and/or receive SDI minutes
for reading and math. I will be pulling 2 students based on their reading level (higher-level readers) from their individual
Describe how and why students are work to join a group to preview and discuss predictions about a passage, read said passage, think and understand during
grouped based on the reading of the passage, write about how the text and discussion/during reading strategy make sense to them.
- homogeneous, heterogeneous,
randomized

- ability, interest, IEP goals, social or

social-emotional, behavioral, language
acquisition

Co-Teaching Strategy Model: One Teach, One Observe. My mentor teacher will be assisting any students who need help with their work who
are not a part of my small group and will also be monitoring how my group of students is reacting to my teaching in
Does this lesson involve co-teaching? If terms of overall compliance and ability to understand and follow directions.
not, state N/A. If yes, identify the co-

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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

Differentiation Content:

Describe how you will meet individual Reading level appropriate text will be provided.
students’ needs by adjusting the content,
process, product, and environment Additional prompting for completing during and after reading strategies to generate individual thoughts and ideas.
based on their readiness, interests, and
learning preferences.
Process:

Tasks and directions for said strategies to be broken up into smaller tasks.

Tasks and directions given in a verbal and visual format.

Allowing students to read aloud to themselves or do an echo/choral reading based on vocabulary and their overall
comfortability with reading independently.

Allowing ample think time.

Product:

Keeping a consistent “I do”, “We do”, “You do” format to help students who learn best through modeling

Scaffolding through teacher examples (while reading and writing).

Giving frequent opportunities for students to clarify, confirm, and ask additional questions.

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Close proximity to resources around room (sentence starters on wall, spellings of words).

Environment:

Providing flexible seating.

Allowing for breaks when needed.

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

A.7 Close proximity to classroom walls containing resources.

K.7 Close proximity to classroom walls containing resources; providing redirection for missed/misheard tasks.

Supports for English Language Learners (Add rows as necessary.)

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Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

Assessment

Formative Assessment Students will use the during reading strategy activity to submit for their formative assessment. I will be looking at how
students interpreted the text and the events happening to the character, as well as what emotions, events, and changes
- How will you monitor student learning that they determined was important. Students will receive guidance with this activity, but will ultimately be graded on
throughout the lesson? effort, participation, and observations on how they interact with the text and strategy overall.
- Be specific about how your practice
assessments connect directly with the
lesson objective.

Formative Evaluation Criteria

- What material(s) will you use to

= Student shows motivation and effort when completing all tasks and is confident while making sense of the
evaluate learning?
text and element features. Student asks questions when needed and actively tries to understand and complete the task(s)
- Attach a copy of your checklist, rubric, at hand, even if they are striving to meet the skill/standard.
observation criteria, or other measure.

= Student has a hard time getting started with the materials, but pushes themselves to persevere through
external factors that may be preventing them from completing tasks and feeling confident in their answers. Student
overall participates in lesson to make sense of the passage and its contents in his or her own way.

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= Student is resisting to do work through refusal, not bouncing back from distractions, and/or taking (or
trying to take) to many breaks to escape from work. Students always have opportunities to redeem themselves as well as
second chances in my teaching philosophy, but this student feels that their effort and participation are not important for
the lesson and therefore, is not intrinsically motivation to complete tasks.

Summative Assessment Students will use the after/post reading strategy activity to submit for their summative assessment. I will be looking at
students’ individual writing pieces to determine whether they comprehended not only the text, but the strategies used,
How will students demonstrate mastery through inferring and their overall ability in making sense of the learning content/materials. Students will complete this
of the standard? the same days as the lesson but will have the opportunity finish if there is not enough time to fully complete their writing
piece. Students will be graded with a more specific checklist, stating scoring based off grammar, usage of grade-level
Note: This assessment does not have to
vocabulary, and specific detailed writing- rather than their attitudes and behavior toward the assessment.
occur during/after this lesson but in
upcoming lessons.

Summative Evaluation Criteria • Student uses proper grammar, including capital letters, proper finger-spacing, and correct punctuation.
• Student uses grade-level vocabulary and/or specific language from the text, teacher explanation, and/or
- What material(s) will you use to worksheet(s)
evaluate learning? • Student writes thoughts and ideas with enough detail to visualize a similar picture as to what they may
- Attach a copy of your checklist, rubric, have drawn while reading. Student’s detail supports their thoughts and ideas in their writing and
conveys their own comprehension as to the events/characters that developed throughout the text.
observation criteria, or other measure.

Procedures

Opening: Introduction and Students will be asked to pick a spot at the small group worktable and as I start to conversate with them, I will first greet
Connection to Previous Learning them and give some sort of praise as they typically work hard and are motivated to learn. I want to keep this positive
attitude present and foster it as I teach them. Once settled, I will then go ahead and introduce my purpose for creating

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● Anticipatory Activity (Hook) this small group versus monitoring independent work with my mentor teacher. I will make students aware that they are
great skilled readers and that to keep this up, great readers need to practice not just reading stories, but connecting to
● Activate prior knowledge. them in order to show what they have learned! I will open up to students by inquiring about a times where they way they
are feeling have elicited a certain emotion (i.e., “When you go out for ice cream, you probably have a happy, pleasant look
● Be sure students understand
on your face. But, when it’s Monday, and your mom rushed you out of the house, and then you got to school and
procedures and instructions for the
skinned your knee, chances are you feel upset or even frustrated. Good and bad things will and do happen to characters
lesson.
in stories, too. These external, or outside changes, affects how they are feeling internally, or on the inside. When you
● Establish clear expectations. notice a new feeling when reading, you can stop to write down, on a sticky note or whiteboard, words that describe the
feeling. Once you have picked a word that best describe the one thing happening, you can transfer it to your timeline
● Model concept. page and draw a picture of how the character’s face looks.”

The groupings/instruction/lesson progression

may look different in different parts of the
lesson!

During: Lesson Progression Students will receive a paper copy of the selected fictional passage that will be at their instructional reading level (5 th/6th).
I will instruct that the passage, Michael’s Big Share, be read independently but will check-in with each student to gauge
In this portion of the lesson, you will be whether they feel comfortable with this option. The independent reading can be modified in different ways which I will
letting go and letting students engage in provide as options to the students – “Read with me together, read out loud to me, or read first in your head, and then I
productive struggle; engaging in gradual read.” I will then pass out one worksheet and remind students to use the resources to fill out describing words based off
release (“I do, we do, you do”), inquiry, what they’re reading. They should have anywhere from 4 to 6 words/pictures. Once read, I will pass out the written
guided or independent practice, or other directions, as well as verbally restate them and give each individual an opportunity to fill out and finalize their own
learning methods. Please write what you worksheets (front side). I will then check students work to determine whether it is time to move on to the post reading
are looking for in terms of: activity. If students have enough words and pictures that they can explain make sense to them from reading, it will be
determined to move on. I will then explain the directions for the back side of the sheet, as well as remind students to
● Students’ thinking and how they
follow their prompt sheet.
will start the lesson.

● Provide appropriate support

(not explaining how to do it).

● Provide worthwhile extensions.

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● Provide opportunities for
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 Wrapping up, students will be instructed to write about a time when their feelings changed. It could relate back to my
hook, when I opened up the lesson by describing times where we might feel and express different emotions throughout
End the lesson with a final review of key the day, or it could be something that they specifically remember that was pivotal to them. Student will have the
ideas and knowledge. This is where you opportunity to brainstorm with me, if needed, and then jump right into writing! I will be checking mostly for grammar
have students talk about their thinking and punctuation, as well as proper sentence progression to indicate that I will need to understand a general idea of what
and share strategies with the whole class. they wrote in order to look at and assess their work. Often, my 7 th grader in this placement will omit words such as “is”
It’s important to name strategies and use “the”, or “of” without realizing that this makes their writing confusing to read. I will finally end with additional praise for
academic vocabulary here, extending the any efforts, as well as reiterate anything well they did that I pointed out during the strategy work.
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 ReadWorks passage: Michael’s Big Share by Karen Grimaldos
Resources or Materials
Social Studies: School & Family Life; Social & Emotional Learning: Appreciating Diversity
- List and provide a brief rationale for all
Grade: 5. Words: 762. Lexile Pending. Fiction.
necessary lesson resources and materials.
If not original, cite the source. Vocabulary

- Attach/link a copy of all materials the • evacuate

teacher and students will use during the • heritage
lesson; e.g., handouts, questions to • relieved
answer, slides, worksheets, and so on.
Teacher workbook (The Reading Strategies Book – Your Everything Guide to Developing Skilled Readers by Jennifer Serravallo)
lesson overview:

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During reading worksheet:

After reading worksheet:

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Student directions and prompts visual:

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Supplies, Equipment and pencils
Technology
white boards (for additional modeling)
- List all other supplies that need to be
available. sticky notes (for jotting down thoughts)

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