UWP Lesson Plan Template

Teacher Name: Leah Popp Grade Level: 7th

Target Content/Lesson Topic: Literature for sense making Date: 4/ 7/ 23

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

Planning

Essential Question - What seems to be some of the main motifs or themes of this chapter so far, and how does this connect historically?

- What is the essential question that

this lesson addresses?
Students are reading for sense-making using a during and after reading strategy: post-it response notes, and turn and
- What is the core purpose of the talk.
lesson that includes the strategies and
skills necessary to accomplish the
deeper learning in the standard?
- Students will read literacy with the goal of understanding it.
Sequencing This lesson would fall around week two of a new unit.

- How does this lesson fit into the

larger unit of study?
After this lesson students will analyze a themes development over the course of reading more text.
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).

1
September 2021
 State Learning Standards R.7.1 “Cite textual evidence to support an analysis of what the text says explicitly/ implicitly and make logical
inferences”.
List the complete, relevant grade-level
standard(s).

Learning Target(s) and Learning I am able to recognize and select explicit or implicit examples from the text.
Objective(s)

- Choose your learning target(s) and

objective(s) based on the relevant state Students are to begin to recognize key concepts from the text, then use this information for notetaking and
learning standard(s). discussion.

- 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 - In a whole group, students will take turn reading sections of the text out loud.

Describe how and why students are

grouped based on
- There will be stop-and-go breaks where students will turn and talk with a homogeneous group on
- homogeneous, heterogeneous, any thoughts, quotes, and questions they may have during reading discussing and writing these
randomized ideas down.
- At the end the assessment students will pick one partner based on similar social and interest levels.
- ability, interest, IEP goals, social or where they can attempt to answer some of the questions from the text.
social-emotional, behavioral, language
acquisition

Co-Teaching Strategy N/A

Does this lesson involve co-teaching?

2
September 2021
 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

Differentiation Content- Students will be provided a youtube video, as well as a text of their interest (Salt to the Sea).

Describe how you will meet individual

students’ needs by adjusting the
content, process, product, and
environment based on their readiness, Process- Students can use any of the information from the text that accommodates their interest levels, as well as use
interests, and learning preferences. any of this brainstorming information for the question sheet.

Product- Students can answer in discussion however they please, as well as provide any information on the sheet that
they believe is important. The questions range in complexity, context, events, themes, and characters.

Environment- Students can pick a partner based on their similar interests. Students will also have time set aside to
work quietly & individually.

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

3
September 2021
 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 I am able to recognize and select explicit or implicit examples from the text.

- How will you monitor student

4
September 2021
 learning throughout the lesson? Students are to begin to recognize key concepts from the text, then use this information for notetaking and
discussion.
- Be specific about how your practice
assessments connect directly with the
lesson objective.
Students are to view a short video twice: once for sense making related to explicit messages, and secondly
sensemaking for implicit messages. Students will then take turns reading chapter 1 of Salt to the Sea out loud with
the goal of gathering information at aimed questions they will need to answer in a future lesson plan. Students will
stop-and-go pausing to take breaks to write down any information on sticky notes from the text they find relevant, as
well as any quotes they find interesting or to be useful. Students will turn and talk with a partner(s) about this,
placing written sticky notes in the correct areas of the text (for reference to come back to). Secondly, to place blank
sticky notes in areas of the text students feel that needs development, or that they don’t understand yet.

Salt to the Sea is a chapter book in their classroom, that’s of student interest.

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 Students will write a final paper using their past sticky notes, and any other notes in general. Part of the paper will be
to cite textual evidence to support an analysis of what the text says explicitly/ implicitly and make logical inferences.
How will students demonstrate The second half of the paper will be to go back and highlight, circle, or underline any key vocab words they come
mastery of the standard? across, quotes, and main explicit/ implicit sentences that relate to the main themes of the text.

Note: This assessment does not have to

occur during/after this lesson but in
upcoming lessons.

5
September 2021
 Summative Evaluation Criteria An analytical rubric will be used to determine student’s ability for correct usage of grammar, creativity, organization,
as well as student’s ability to cite textual evidence to support an analysis of what the text says explicitly/ implicitly
- What material(s) will you use to and make logical inferences.
evaluate learning?

- Attach a copy of your checklist,

rubric, observation criteria, or other Lastly, students will be graded on their proper usage of vocab terms, quotations, and accurate usages of themes an
measure. central ideas.

Procedures

Opening: Introduction and - Students will watch a short youtube video twice, once to make sense of what an explicit message is,
Connection to Previous Learning and secondly to make sense of what an implicit message is.
- Students will use this video to activate prior knowledge when they are reading their text considering
● Anticipatory Activity (Hook) the video will give some context, theme, as well as provide some examples of any explicit/ implicit
messages in the video.
● Activate prior knowledge.
- Instructions of assessment as well as the during reading strategy will be explained.
● Be sure students understand - Using the theme from the video two examples will be modeled. Two paragraphs will be written on
procedures and instructions for the the board and general thoughts, quotes, and anything of significance will be written on the side in
lesson.
red.
- What’s written in red would be similar to what students will write on their notes or sticky notes.
● Establish clear expectations.

● Model concept.

The groupings/instruction/lesson
progression may look different in
different parts of the lesson!

During: Lesson Progression - Teacher will read the first paragraph out loud to the class, and students will follow reading the text

6
September 2021
 In this portion of the lesson, you will out loud.
be letting go and letting students
engage in productive struggle; - The first stop and go break will be for students to write on their sticky notes any information related
engaging in gradual release (“I do, we to any quotes, questions, or implicit/ explicit messages they are able to make sense of.
do, you do”), inquiry, guided or
independent practice, or other learning - Students will read some more
methods. Please write what you are
looking for in terms of:
- During the second stop and go break this process will be repeated, students will then turn-and-talk
● Students’ thinking and how about their sticky notes concluding on similarities and differences.
they will start the lesson.

● Provide appropriate support

(not explaining how to do it).
- Individually, students will then be completing the questions that will ask for their thoughts
● Provide worthwhile regarding brainstorming of the text that they have read this far (and this is what’s worth points).
extensions.

● 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 - Students are to come back together and discuss their findings of the text.
End the lesson with a final review of
key ideas and knowledge. This is - Since students are to place the sticky notes in specific areas of the text, the teacher will go through
where you have students talk about some of the main paragraphs asking the class if anybody has a specific sticky note their and why.
their thinking and share strategies with
7
September 2021
 the whole class. It’s important to name - Students will be asked more importantly how they believe their sense making of the text may begin
strategies and use academic vocabulary to answer some of the questions from the sheet that asks students their thoughts on brainstorming.
here, extending the lesson to broader
ideas. - Recapping the information will be writing down any of the brainstorming on the board for the class
to see.
● Promote a community of
learners. - The next lesson will be briefly explained: how to apply and use brainstorming information in the
future to analyze and connect to main themes and ideas.
● 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 “Wilhelm Gustloff – The Worst naval disaster in maritime history”. YouTube. Uploaded by: German History with a
Resources or Materials German Accent. December 2022. https://www.youtube.com/watch?v=8i34JLmiyeE

- List and provide a brief rationale for

all necessary lesson resources and
materials. If not original, cite the Video students are to watch twice, where they are to watch for both explicit and implicit messages, and connection to
source. text.

- Attach/link a copy of all materials the

teacher and students will use during Sepetys, Ruta. Salt to the Sea. New York City, Penguin Books, 2017.
the lesson; e.g., handouts, questions to
answer, slides, worksheets, and so on. Chapter 1 of Salt to the Sea.pdf

8
September 2021
 Students are to read chapter 1 of this text for this lesson. This text will be used for the assessment, as well as the post
assignment. Students can read from their textbook, otherwise I provided the first 14 pages for them.

Post- Reading Assignment.pdf

Assignment that is to be competed for homework post reading the text (students will also get a chance to work
independently towards the end of class on this).

Visual aid edu 412.pdf

Venn diagram students are to use during reading for the purpose to help them break down key concepts, as well as
brainstorm ideas from both the video and text.

Supplies, Equipment and Pens/ pencils/ assignment notebook/ regular notebook, sticky notes
Technology

- List all other supplies that need to be

available.

9
September 2021