UWP Lesson Plan Template

Teacher Name: Marilyn Monroy Grade Level: 8th grade

Target Content/Lesson Topic: Explicit Vocabulary Instruction Date: 10/24/2021

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

Planning
Essential Question How can improving our vocabulary lead to better comprehension?
- 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 - providing strategies for the students for when coming across unknown words, expanding vocabulary
- How does this lesson fit into the - improving vocabulary can lead to better comprehension of topic
larger unit of study? - students will be able to transfer this to anything, not confined to one area
- Focus on a logical/hierarchical - by providing and completing the graphic organizer, students will be able to work towards completing this
sequencing of skills (e.g., main ideas strategy mentally
before details, similarities before
differences).
State Learning Standards CCSS.ELA-LITERACY.L.8.4
List the complete, relevant grade- Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8
level standard(s). reading and content, choosing flexibly from a range of strategies.

CCSS.ELA-LITERACY.L.8.4.A
Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence)
as a clue to the meaning of a word or phrase.
Learning Target(s) and Learning
Objective(s) Learning target:
I can find the meaning of unknown words by using the context and clues.
1
September 2021
 - Choose your learning target(s) and
objective(s) based on the relevant Learning objective:
state learning standard(s). Students will be able to use context and clues as a strategy to determine the meaning of unknown words to help
- Write focused targets and better comprehension.
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 - whole class
Describe how and why students are The lesson will start off with the whole class, explaining the text, the graphic organizer, and completing an
grouped based on example together. At the end of the lesson, the class will come back together to discuss the words and their
- homogeneous, heterogeneous, definitions they came up with.
randomized -Individual
- ability, interest, IEP goals, social or The students will then work individually to read the rest of the passage and complete the rest of the organizer.
social-emotional, behavioral, They will be working alone because this is meant to be practice and help them whenever they come across an
language acquisition unknown word and they won’t always have someone with them when reading things and coming across
unknown words
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

2
September 2021
 Differentiation Content
Describe how you will meet - The article offers different levels, so a different level could be used
individual students’ needs by - Having read aloud
adjusting the content, process, - Working with some students individually that may struggle a bit more
product, and environment based on
their readiness, interests, and learning Process
preferences. - Talking through their thought process
- Reading the article aloud
- Offering more time

Product
- Talking through their thought process instead of completing the organizer
- Working with a partner

Environment
- Allowing different seating (when and if appropriate)

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)

3
September 2021
 Assessment
Formative Assessment Students’ learning will be monitored through:
- How will you monitor student - the graphic organizer
learning throughout the lesson? - participation during class discussion
- Be specific about how your practice - observations
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria To evaluate learning, a rubric will be used and just observations made while walking around during student
- What material(s) will you use to work time.
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.

Summative Assessment Students will demonstrate mastery of the standard by:

How will students demonstrate - being able to determine the meaning of unknown words by using context and clues
mastery of the standard? - being able to successfully use and understand the words covered in this particular lesson
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.

4
September 2021
 Summative Evaluation Criteria The words chosen were words that could be used regardless of subject. I did this so the students would have
- What material(s) will you use to more opportunities to display their knowledge of this words
evaluate learning? - Persecuted
- Attach a copy of your checklist, - Asylum
rubric, observation criteria, or other - Intolerance
measure. - Immigrate
- Devastated
- Enhance

Procedures
Opening: Introduction and As a whole class:
Connection to Previous Learning Today we are going to be reading an article about refugees.
● Anticipatory Activity (Hook) - Does anyone know what a refugee is?
● Activate prior knowledge. - Allow students time to discuss
● Be sure students understand The reading also describes what a refugee is, if everyone is not aware
procedures and instructions for This article may contain some new and unknown words.
the lesson. - What are some things we can do to help us when we see unknown word?
● Establish clear expectations. - Well today we are going to use a graphic organizer to help us
● Model concept. - The graphic organizer has us looking at how the word is being used and the context, what is happening
The groupings/instruction/lesson in the text surrounding the word
progression may look different in different - I have provided a list of words that we will be using the graphic organizer for but if you come across a
parts of the lesson! word that you would like to use the organizer for, you can
List of words (also on the organizer):
- Persecuted
- Asylum
- Intolerance
- Immigrate
- Devastated
- Enhance
The website that the text is on, provides a vocabulary section but we are not going to use it, we are going to use
our organizer. If you would like to compare your definition with theirs at the end, you can but you cannot
change your work. The vocabulary section would also be helpful if you come across an event like “Cold War”
and you just want some brief information
5
September 2021
 We will complete the first section together and then we will work independently to finish reading the rest of the
passage and completing the organizer
Read the passage:
“Refugees are people who must leave their home for their own safety or survival. A refugee's home area could
be a country, state, or region. People become refugees for many reasons, including war, natural disasters, and
climate change. People may also become refugees if they are persecuted or oppressed due to their race,
religion, nationality, social activities, political views, or membership in a certain group.”
- Stop at the word persecuted, identify it on the organizer
- Finish reading the sentence
- Write the sentence in the worksheet
- Ask the students: What is happening in the sentence
- The students should be able to identify that it is about refugees and how a refugee is someone who
leaves their home for their own safety or survival. They might leave for different reasons
- How is the word being used?
- The students should recognize that the word is being used to describe the people and why they would
leave
- After some discussion, a possible definition could be “mistreated”

Word example:

- Work through it with the students: read the text with the word, stop at the word, finish reading the
sentence that contains the word,

6
September 2021
 - guide them through the organizer: have the students provide the answers but guide them to something
similar like the example
During: Lesson Progression - students will be reading the rest of the article, completing the graphic organizer as they go along
In this portion of the lesson, you will - although the unknown words have been provided, students still must read the whole article
be letting go and letting students - if students come across any other unknown, they are welcome to follow the same process. The website
engage in productive struggle; also offers a vocabulary section which would be helpful to explain events that they may not have lots of
engaging in gradual release (“I do, we knowledge on
do, you do”), inquiry, guided or - remind students that they must stop at the word, and not just wait till the end to fill out the organizer
independent practice, or other
learning methods. Please write what
you are looking for in terms of:
● Students’ thinking and how
they will start the lesson.
● Provide appropriate support
(not explaining how to do it).
● Provide worthwhile
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 - After having time to finish the article and the organizer, the class will come back as a whole
End the lesson with a final review of - During this time, students will be able to share and talk about what they wrote
key ideas and knowledge. This is - Students will walk the class through their thought process, how they found their supporting evidence
where you have students talk about and their definition
their thinking and share strategies - Students will also be able to compare their work to others
with the whole class. It’s important - Students may not have the exact definitions, but they should be somewhat similar
to name strategies and use academic - Allow students to discuss what they enjoyed, what helped and what didn’t

7
September 2021
 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.
Curricular and Instructional • Text:
Resources or Materials https://www.nationalgeographic.org/encyclopedia/refugee/7th-grade/
- List and provide a brief rationale • List of vocab. Words
for all necessary lesson resources and - Persecuted
materials. If not original, cite the - Asylum
source. - Intolerance
- Attach/link a copy of all materials - Immigrate
the teacher and students will use - Devastated
during the lesson; e.g., handouts, - Enhance
questions to answer, slides, • Vocabulary graphic organizer:
worksheets, and so on.

8
September 2021
 • Vocabulary graphic organizer example:

9
September 2021
 • Rubric

Supplies, Equipment and - computers to access the article

Technology - pencils, pens
- List all other supplies that need to
be available.

10
September 2021
Name: _______________________ Date:______________

Vocabulary Organizer For Refugee

WORD: [ Persecuted ]

Sentence What is happening? How is the word It might mean…

being used?

WORD: [ Asylum ]

Sentence What is happening? How is the word It might mean…

being used?
Name: _______________________ Date:______________

WORD: [ Intolerance ]

Sentence What is happening? How is the word It might mean…

being used?

WORD: [ immigrate]

Sentence What is happening? How is the word It might mean…

being used?
Name: _______________________ Date:______________

WORD: [ Devastated ]

Sentence What is happening? How is the word It might mean…

being used?

WORD: [ Enhance ]

Sentence What is happening? How is the word It might mean…

being used?
 Vocabulary Organizer For Refugee

WORD: [ Persecuted ]

Sentence What is happening? How is the word It might mean…

being used?

People may also Refugee- someone To describe the Mistreated

become refugees if who leave their home people
they are persecuted or for their own safety
oppressed due to their or survival
race, religion,
nationality, social They might leave for
activities, political different reasons
views, or membership
in a certain group.