UWP Lesson Plan Template

Teacher Name: Hannah Willis Grade Level: 4th

Target Content/Lesson Topic: Understanding Through Empathy Date:

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

Planning

Essential Question How does understanding the character’s feelings help us better comprehend the story?

- 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 -Students have been reading one chapter of the book Dear Mr. Henshaw every day for about the last 2 weeks. This
lesson is centered around the final chapter.
- How does this lesson fit into the
larger unit of study? -This lesson would be to help students work on comprehension which happens all year in fourth grade. Before this
lesson they looked at key details and theme.
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).

State Learning Standards CCSS.ELA-LITERACY.RL.4.3

Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a
List the complete, relevant grade-level character's thoughts, words, or actions).
standard(s).

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 Learning Target(s) and Learning -I can connect to characters feelings to help me better understand the story
Objective(s)

- Choose your learning target(s) and

objective(s) based on the relevant state -Students will be able to use strategies that help them empathize with character feelings to better comprehend the
learning standard(s). story.

- 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 Individual for the majority but one think pair share with elbow partners (mixed ability)

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 One Teach One Observe

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

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 Teaching; Supplemental; Alternative;
Team Teaching

Differentiation Content

Describe how you will meet individual May fill in part of organizer so student has less boxes to fill out or create a fill in the blank version of the organizer
students’ needs by adjusting the
content, process, product, and May give student only one area to focus on for the letter. For example, instead of writing a paragraph about it all
environment based on their readiness, they can write a couple sentences about one of the bullet points
interests, and learning preferences.

Process

Student can draw pictures to represent character emotions if it’s helpful

Student has the option to listen to teacher read or use iPad to do the e-reader app

Simplified directions

Product

Could be typed or handwritten

If student had difficulty with writing they could use the talk to text feature to show what they know. This is a reading
comprehension-based lesson, so they would still be showing what they know

Environment

Fidgets

Specialized seating

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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)

Assessment

Formative Assessment Informal:

- How will you monitor student Listening and observing students during think pair share

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 learning throughout the lesson?

- Be specific about how your practice Attached in canvas and listed in materials:
assessments connect directly with the
lesson objective. Empathy graphic organizer

Letter to Mr. Henshaw

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 The summative assessment would come further after this lesson. It would likely be a writing prompt where students
read a chapter of a book or short story and wrote in depth about the character, setting, end events using details from
How will students demonstrate the story. To do this they would probably talk extensively about determining key details for those three areas and
mastery of the standard? then they would have an organizer to fill out for key details in those three areas. After they finished reading, they
would follow a prompt that would have them use those key details.

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 Note: This assessment does not have to
occur during/after this lesson but in
upcoming lessons.

Summative Evaluation Criteria Beginning would look like if they could not provide any details of the character, setting or events

- What material(s) will you use to

evaluate learning?
Approaching would look like if they could provide details of either the character, setting, or events but not all three
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure. Meeting would look like if they could provide details of character, setting, and events.

Procedures

Opening: Introduction and (The book Dear Mr. Henshaw is written in a way where it goes from typical book format to letters written by the
Connection to Previous Learning main character to his favorite author talking about his life).

● Anticipatory Activity (Hook) Lesson should begin with the teacher and all the students having access to the text (each student has their own
physical copy of the book). Additionally, teacher should be in a position where all students can see her and she can
● Activate prior knowledge. see all students, likely just sitting at their desks.
● Be sure students understand
procedures and instructions for the
lesson. Teacher begins by reminding students that they have been reading Dear Mr. Henshaw for the last couple weeks and
today they are going to start their very last chapter. Then she asks students for any volunteers to tell her what the last
● Establish clear expectations. chapter was about (teacher should plan on calling on more than one student as one student usually does not
remember all the details and you want a solid summary in case any students were sick last time)
● Model concept.

The groupings/instruction/lesson
progression may look different in

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 different parts of the lesson! Students respond

Teacher thanks students for their response and supports incorrect answers and reinforces correct answers.

Then teacher explains that we have been pulling out key details to better understand the story as we read but today,
we are going to be looking at something a little different. Today we are going to be looking for the characters
feelings and we are going to try and empathize with them. Teacher reminds students that sometimes we talk about
empathy when we do our zones of regulation and asks students if anyone has an idea of what empathy is

Students respond

Teacher thanks students for their response and supports incorrect answers and reinforces correct answers.

Next teacher explains that empathy is Empathy is when you put yourself in someone else’s shoes and try to
understand the way they are feeling. This is often done by connecting to a time we have felt the same way or had a
similar experience.

Students listen

Teacher continues that by empathizing with the characters feelings in the story we can better understand why they
take the actions that they take. For example, earlier in the story Leigh was upset that students were stealing food out
of his lunch and took it out on the teachers and other kids at school. If I was Leigh’s teacher, I might be confused
why he was mad at me because I wouldn’t know how he was feeling but since we are reading the story and I know he
is upset because he no longer has a lunch, I also know why he got upset with the teacher. Also, I have had to miss
lunch before, and I remember feeling upset too so empathize with what Leigh was feeling.

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 Students listen

Teacher asks students to think about the first time Mr. Henshaw wrote back to Leigh, what was he feeling and why?
Did you ever feel that way? And how did it affect what happened next in the story? Teacher should write these on the
board while she talks so students can refer to them. If you want to refer back to this its page (I think 43 but double
check before telling students)

Students think (about a minute)

Teacher then asks students to turn and talk to their partner about these questions and what they thought about

Students turn and talk (about 3 minutes)

Teacher should walk around and listen to students, informally assessing their understanding of empathy and how it
helps inform what’s going on in the story. Teacher should note students she feels are still a little confused by this. (I
know empathy is a very hard thing for young kids, especially those who are diagnosed with ASD, so we don’t need
to expect perfection when it comes to empathy, just an understanding of what it is and how it’s a tool)

Teacher should do a “123 eyes” on me to refocus students and then introduce main lesson

During: Lesson Progression Teacher explains that now they are going to practice this with the very last chapter of Dear Mr. Henshaw. While
they read, they are going to stop at three different times and use an organizer to record how the character is feeling,
In this portion of the lesson, you will why they feel that way, if we can connect to their feelings, and how we would feel in their situation/what we would
be letting go and letting students do next. When we are done reading the chapter you guys are going to use this information to write your own last
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 engage in productive struggle; letter to Mr. Henshaw from Leigh Botts perspective. I’ll explain more about the letter when we are done reading but
engaging in gradual release (“I do, we for now, I want you to focus on the characters feelings throughout the chapter.
do, you do”), inquiry, guided or
independent practice, or other learning
methods. Please write what you are Students listen
looking for in terms of:

● Students’ thinking and how

they will start the lesson. Teacher hands out organizer and ensures all students have their books/materials out. Some students use
differentiated reading materials like enlarged print copies of each chapter and those bookmarks that only highlight
● Provide appropriate support one line of text at a time so make sure they have those materials at this time.
(not explaining how to do it).

● Provide worthwhile
extensions. Teacher asks students what questions they have before she starts reading

● Provide opportunities for

students to engage in using the
academic language. Students respond

This is where you will be suggesting

or modeling specific strategies and
Teacher answers any questions and clarifies directions
helping students choose which strategy
makes sense to them. However, you
must make sure ideas come from
students. Teacher begins reading chapter

Students listen

Teacher stops models for the student filling out the first row of the organizer but asks students to put their own
experiences for the last 2 boxes

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 Students fill out first row of organizer

Teacher does a thumbs up/down to make sure everyone is ready to move on

Students give thumbs up/down

Teacher continues reading and then stops to ask students to fill out the second row of the organizer

Students fill out second row of organizer

Teacher does a thumbs up/down to make sure everyone is ready to move on

Students give thumbs up/down

Teacher continues reading to the end of the story and then stops to ask students to fill out the third (the last) row of
the organizer

Teacher then asks students to help summarize what happened in that last chapter

Students respond

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 Teacher thanks students for their response and supports incorrect answers and reinforces correct answers.

Teacher then asks how Leigh’s feeling affected what he did in the last chapter? And letting them know they can use
their organizer to help answer

Students respond

Teacher thanks students for their response and supports incorrect answers and reinforces correct answers.

Closing: Wrap-Up and Extension Teacher explains that now they are going to write a letter from the perspective of Leigh Botts to Mr. Henshaw. In the
letter you are going to write just like Leigh does in the story, talk about your feelings, what your plans for the week
End the lesson with a final review of are and what’s going on with your family and friends. I want you to specifically use the way Leigh was feeling at the
key ideas and knowledge. This is end of the last chapter to help you write from his perspective. If your stuck and don’t know what to write about
where you have students talk about consider
their thinking and share strategies with
the whole class. It’s important to name  How he felt about bandit (dog)
strategies and use academic vocabulary  How he felt about his dad leaving again
here, extending the lesson to broader  How he felt about school at the end
ideas.  How he felt about his mom not wanting to be with his dad
● Promote a community of
learners. Teacher hands out Prompt to write on

● Listen actively and probe

thinking without evaluating or
telling them how you would do Students write letter
it.

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 Summarize main ideas and identify
future problems that they would be
able to solve using the thinking you Teacher walks around and informally assessing students by asking them questions and observing
have discussed. Provide a brief
preview of what the next lesson will
include. Students finish up writing letter

Teacher collects them and thanks student for their wonderful participation and concludes the lesson (mentor teacher
takes back over).

Curricular and Instructional

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.

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 Supplies, Equipment and Writing utensils
Technology
Dear Mr. Henshaw-copies for every student and teacher.
- List all other supplies that need to be
available. Fidgets/specialized seating

Differentiated materials: enlarged print copies, bookmarks that highlight one section of text at a time

Timer

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 List of questions for on board (write or type up a quick slide):

think about the first time Mr. Henshaw wrote back to Lee.

what was he feeling and why?

Did you ever feel that way?

And how did it affect what happened next in the story?

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 Designing Strategy-Based Comprehension Instruction Reflection:

After completing this project and reflecting on my experiences I feel like I had some challenges, but other things went really well. All in all, I feel like I

learned a lot from this experience about teaching strategy-based comprehension instruction and understanding student discourses.

Choosing a text was something that came easy to me in this lesson. I knew that the students have been reading this book little by little every week and

love the text! Many of them indicated that they like fiction books on their student discourse sheet which was another reason this text was a perfect fit. When

reading through some of the fiction comprehension strategies I saw a lot of things that I thought the students could benefit from, but I felt that the Empathize to

Understand strategy aligned particularly well with this text. In past chapters I have read with the students the main character writes to his favorite author about his

feelings and what’s going on in his life and how they are aligned, which makes it easier to be empathetic. When setting the purpose for comprehension I knew I

wanted to do a writing activity because many of the students put writing as their favorite subject on the student discourse sheet. I wanted it to be from the

perspective of the main character because then it really shows their ability to understand details of the story through the lens of the characters feelings. I believe

this post reading activity isn’t just regurgitating what they just read but taking that comprehension one step further and applying it to something new.

When implementing the lesson, I did feel like the students were really engaged! Because one of the boxes asked about a time, they felt similar to the

character, A LOT of students wanted to raise their hand and share experiences. I also walked around when they did their think pair share and heard a lot of

students making really good connections to their feelings, the characters feelings and the characters actions. While I was reading the book out loud I could hear

the students writing a lot on their organizer and when we worked on the letters at the end many of them wrote on to the back side because they had more to say. I

felt like the level of student engagement was really good overall but there were some students who were distracted. I was not super deterred by this because it was

kind of the same students who tend to get distracted during reading time. In the future I might tailor the lesson specifically to those students discourses and see if

that changes their level of engagement.

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 I tried to incorporate the student discourses in my lesson as much as I could. One way I did this was by choosing a text that was specific to their interest.

They were already reading Dear Mr. Henshaw and I know the students really enjoyed that book, additionally, its fiction and many students said they preferred

fiction over nonfiction. I felt that the strategy of empathy would be good for this text because on the student discourse sheet many students wrote about how they

have unique family too (multiple household etc.) just like the main character in the story. Also, I asked about pets on the discourse sheet and a shocking number of

students wrote about losing a pet. In the last chapter of the book the main character no longer has his dog so I felt like it would be relatable for a lot of the students.

The final way I tried to incorporate the student discourses was by making the post reading assignment writing based. Many of them said writing is their favorite

subject and I know my mentor teacher struggles to find a lot of time for them to write so this was one way I wanted to meet student interest. I felt like using the

student discourses did help with engagement because I knew that almost all of them could connect to the characters feelings in one way or another. In the future I

would have asked better questions on my student discourse sheet and not so many fun “filler” questions.

If I were to do this lesson again, I think I would further emphasize that the characters feelings help us better understand the story. I didn’t mean to, but I

think I created too much focus on empathy and character feelings and not enough focus on how that helps with overall comprehension. A lot of them just wanted

to discuss their feelings when they were in a similar situation which is important but not the overall goal. I did feel like students showed that it helped with their

comprehension through their letter, but I am not sure if the purpose of reading was as clear to them as I wanted it to be. In the future I would better emphasize my

purpose for reading and using the strategy and not the strategy itself.

Overall, I feel like the lesson went well. There were definitely things I would change for a future lesson focused on strategy-based comprehension and

when taking student discourses, but I now have a better idea of what does and doesn’t work. I am grateful for what I learned from this experience and hope to

apply it to my future lessons.

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 Dear Mr. Henshaw: One Last Letter
Write a letter from the perspective of Leigh Botts to Mr. Henshaw. Talk about your feelings, what your plans for the week are and what’s going on with your
family and friends. I want you to specifically use the way Lee was feeling at the end of the last chapter to help you write from his perspective. If you’re stuck and
don’t know what to write about consider

 How he felt about bandit (dog)

 How he felt about his dad leaving again
 How he felt about school at the end
 How he felt about his mom not wanting to be with his dad

Dear Mr. Henshaw,

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

Your #1 Fan,

Leigh Botts

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 Reading With Empathy Checklist
Names: Beginning: Approaching: Meeting: Notes:
Student is unable Student is able Student is able
to identify to identify to identify
character character character
feelings or how feelings but not feelings and how
those feelings able to see how those feelings
connect to the their feeling connect to the
story connect to the story
story

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