UWP Lesson Plan Template

Teacher Name: Mr. Chito Grade Level: 6th Grade

Target Content/Lesson Topic: Social Studies/ Date: 4/11/2023

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

Planning
Essential Question How does the geography of Rome affect its civilization?
- 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 is the first lesson of the unit. They are starting with learning the GRAPES of Ancient Rome with
- How does this lesson fit into the Geography being the first area.
larger unit of study?
- Focus on a logical/hierarchical In the previous standard they would have learned to create and label a map which helps with the construction
sequencing of skills (e.g., main ideas of mental map, knowing where things go without actually doing the task.
before details, similarities before
differences).
State Learning Standards SS.Geog1.c.m
List the complete, relevant grade- Construct a mental map of regions and locate the major regions of the world and their physical and
level standard(s). cultural features including continents, cities, countries, bodies of water, landforms, mountain ranges,
and climate zones.
Learning Target(s) and Learning Learning Target:
Objective(s) I can Identify the geographical features of Ancient Rome
- Choose your learning target(s) and
objective(s) based on the relevant Learning Objective:
state learning standard(s). Students will list 3 geographical features of Ancient Rome

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 - 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 First we will be grouped as a whole to learn the strategy and how to do the strategy.
Describe how and why students are
grouped based on After learning how to do it, they will be doing their own post-it responses individually that way each student
- homogeneous, heterogeneous, has their own ideas and grasp the content in their own way.
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 Students will be following along with a textbook and doing their own reading on a article written for 6th
individual students’ needs by graders.
adjusting the content, process, Ideas will be presented both auditory and visually.
product, and environment based on
their readiness, interests, and learning Process
preferences. Students will be working independently.
Students will be given 15 minutes to work on their assignment.
First, I will show, then we will work on the task together as a class, then students will work on the task by
themselves.

Product
Students will be asked to do 3 facts and the other 2 post its will be whatever they see fit.

Environment
Certain students will be picked to sit in the comfy spots.
Students are allowed to ask Mrs. Skibinski or I for help if needed.
Independent work is required.

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

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September 2021
Supports for English Language Learners (Add rows as necessary.)
Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

Assessment
Formative Assessment Post-It Response
- How will you monitor student As students read, they will stop and write down key aspects of what they read along with aspects that they
learning throughout the lesson? found interesting, had a question about, or made a connection with. Once done with reading, students will post
- Be specific about how your practice their stick note(s) on the white board.
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria Meets Expectation Does Not Meet Expectation
- What material(s) will you use to 1 0
evaluate learning? Student Actively participated in class activity Student did not participate in class activity
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Summative Assessment ABC of Rome
How will students demonstrate Students will create an ABC of Ancient Rome using what they learned in class and using outside reputable
mastery of the standard? resources to complete the assignment.
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.

Summative Evaluation Criteria https://docs.google.com/document/d/1eTvakm-Be0WK3QDoqx9py-

- What material(s) will you use to QZ7kXwQjdGAZeNQFkhapI/edit
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
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 Procedures
Opening: Introduction and • Opening warm-up
Connection to Previous Learning • Have them write on their warmup sheets: Can you name the parts of GRAPES
● Anticipatory Activity (Hook) • Geography, Religion, Achievements, Politics, Economy, and Social Structure
● Activate prior knowledge. • Ask them to share out
● Be sure students understand • Give them the riddle of the day: There are 3 apples in the basket, and you take away 2. How many
procedures and instructions for apples do you have now? –2 that’s how you many you took!
the lesson.
• Share goals for today
● Establish clear expectations.
● Model concept.
The groupings/instruction/lesson
progression may look different in different
parts of the lesson!
During: Lesson Progression • Introduce the Post-It Response Note Strategy
In this portion of the lesson, you will • Give them 6 post it notes
be letting go and letting students • Ask them to grab textbook
engage in productive struggle;
• Turn to pg 328
engaging in gradual release (“I do, we
do, you do”), inquiry, guided or • Show them how to fill out one post-it
independent practice, or other • Then go through one paragraph as a class and as a class jot down 1 stand out fact
learning methods. Please write what • After getting a grasp, pass out print out of the article
you are looking for in terms of: • Ask them to jot down 3 key features of the geography of Ancient Rome
● Students’ thinking and how • Then on 2 post it notes ask them jot down a connection or question they might have
they will start the lesson. • When done ask them to put their post its in the corresponding area on the whiteboard
● Provide appropriate support
(not explaining how to do it).
● Provide worthwhile
extensions.
● Provide opportunities for
students to engage in using
the academic language.

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 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 • As a class we will go over some of the big points that students pointed out in their findings
End the lesson with a final review of • Ask the class: What do you think citizens of Ancient Rome did for fun?
key ideas and knowledge. This is • Question gets them to think about the next unit.
where you have students talk about
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.

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September 2021
 Curricular and Instructional https://nsms6thgradesocialstudies.weebly.com/ancient-rome.html - Text Provided for them to read from
Resources or Materials Ancient Civilization Textbook – Example text for lesson
- 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 Chromebook
Technology Textbook
- List all other supplies that need to Pencil
be available. Post-Its

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Chito Contreras

Dr. Prince

EDU 412

April 16, 2023

Strategy Instruction Reflection

The strategy that I decided to use for my lesson was the Post-It Response. It made sense because

as a class it allowed the students to come up with ideas collaboratively at the end of the lesson

but have them find their ideas on their own during the lesson. For the most part I think that the

students were slightly engaged. It was with my A-day students, and they are usually on top of

things when they are asked to do them. I also know they were engaged by the amount of students

that raised their hands to share out what they felt was a key fact that we should write down as a

class when we were doing the strategy together. That fact being, “Rome has warm, dry summers

and mild, rainy winters. Similar to Southern California”. They were able to make a connection

that way because they knew that California is known to be warmer, and they had already had a

grasp of GRAPES since they have been doing it all year long. I also knew they were engaged

because many of them had put their findings on the board with their names on it. Many of the

students found it interesting that the settlers talked about in the article I asked them to read, were

able to use their hilltop homes as a scouting area for enemies. I do not think I would change my

visual tool because it makes sense for them to use the post-its and see the post-its as their work

and not mine. I feel like if I were to changes, I would have just chosen a different strategy and a

different article. Specifically, maybe a different article that provided more information in a way

that was just as user friendly as the one I chose. When it comes to the incorporation of student
literacy lives, I did take into account that 47% of the students between the 2 classes that took

quiz did not mind reading. A lot of the students liked reading fiction, but when it comes to

GRAPES, I did not know how to incorporate a fictional piece for Geography. I also made sure to

take into consideration that slightly more than 50% of the students did not like when teachers

assigned reading for homework, so I made sure that the assignment was done in class rather than

have them learn the strategy at school and then have them do it by themselves at home. I know as

a student I would not like to do that either. In terms of improvement of engagement, like I said

earlier, the A-day students usually are on top of things so there was no real difference in

engagement. If I had to teach a different lesson, I would not do it around GRAPES so I can

incorporate more fictional pieces. Even if I were still doing GRAPES, I would rather do

everything besides Geography since it is easier to do Dramatic Role-plays which is what I

wanted to do, but stuck with the Post-Its Response since it was easier for this topic.