UWP Lesson Plan Template

Teacher Name: Allie Baran Grade Level: 6th

Target Content/Lesson Topic: ELA/Comprehension Strategy Date: 4/30/2024

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

Planning

Essential Question How can strategies help us comprehend a text?

- What is the essential question that this

lesson addresses?
What strategies can we use before, during, and after reading a text for better comprehension?
- 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 will be a mini lesson for comprehension during book club discussions. Students have chosen a book out of 3
choices that they would like to read for book club. The book choices were Charlie and the Chocolate Factory, The
- How does this lesson fit into the larger Sword, and the Circle, and Watership Down. Each week students are assigned a chapter(s) to read and then get together
unit of study? with their book club members and discuss what they have read. This lesson will help guide students with their discussions
and improve their comprehension of the book.
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).

State Learning Standards R.6.2 Summarize texts, from a variety of genres, to determine a theme or central idea and how it is developed by key
supporting details over the course of a text. (RI &RL)
List the complete, relevant grade-level
standard(s).

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 Learning Target(s) and Learning LT: I can identify the difference between plot and theme of a fictional text by using supporting details from the text and
Objective(s) sharing this information during my book club discussion.

- Choose your learning target(s) and

objective(s) based on the relevant state
learning standard(s). LO: Students will be able to identify the difference between plot and theme of the fictional text they are reading by using
a comprehension strategy in which they will need to provide supporting details from the text. Once they have completed
- Write focused targets and objectives this strategy, they will use it during their book club discussion to clarify and demonstrate their comprehension of the text.
that describe the specific learning This will be measured by students using a graphic organizer and observing the small group discussions.
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 Opening: Whole class discussion of plot, theme, and supporting details by modeling the comprehension strategy. I do,
We do (Comprehension strategy: The difference between Plot and Theme)
Describe how and why students are
grouped based on

- homogeneous, heterogeneous, During: Students will work independently to read or reread the text to identify the plot, theme, and supporting details by
randomized filling out their graphic organizers. Then, students will get with their small groups for book club and discuss their
organizers. Next, students will do a post activity.
- ability, interest, IEP goals, social or
social-emotional, behavioral, language
acquisition
Closing: Students will come back together to discuss the comprehension strategy, if it helped, what they liked/didn’t like
about it, if they could see themselves using it again, if the strategy helped improve their comprehension of the text.

Co-Teaching Strategy One Teach, One Assist

Does this lesson involve co-teaching? If

not, state N/A. If yes, identify the co-
teaching model and what role each During the small group book club discussions, mentor will be walking around listening and observing if and how the
teacher will play. students are using the comprehension strategy.

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 -One Teach, One Observe; One Teach,
One Assist; Station Teaching; Parallel
Teaching; Supplemental; Alternative;
Team Teaching

Differentiation Content: Teacher will have a chart on the whiteboard with plot and theme with the definition of each as a visual aid as
students are filling out their organizers.
Describe how you will meet individual
students’ needs by adjusting the content,
process, product, and environment
based on their readiness, interests, and
learning preferences.
Process: Students may use sentence stems as they are working with their small groups.

Ex. I think the plot of this chapter is _____ I think this because ____ happens. (cite details from text)

Ex. I think the theme of this chapter would be ____ because _____. (cite details, connect to plot)

Product: Students may use a word document or other form of representation to write their ideas on (ex. piece of
notebook paper, sticky notes) besides the graphic organizer

Environment: Students may use flexible seating for their independent work and during their book club discussions.

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

Student IEP Goal

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Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)
Student(s) Required Accommodation/Modification

Danny Works with the special ed teacher while filling out the graphic organizer.

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

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

Assessment

Formative Assessment Students will be filling out a graphic organizer or other form of representation that will help them with the difference
between plot and theme of their book.
- How will you monitor student learning
throughout the lesson? Then, students will use this organizer for their book club discussion as a way to improve their comprehension of the
book.

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 - Be specific about how your practice Finally, students will talk as a whole group about the strategy and its effectiveness.
assessments connect directly with the
lesson objective.

Formative Evaluation Criteria As students are filling out their graphic organizers, I will be walking around the room with my mentor to observe how
students are filling out the organizer and if students have any questions as they are working.
- What material(s) will you use to
evaluate learning? Once students move into their small groups, I will again be walking around the room listening to and observing students’
discussions about the book and seeing if they are using their strategy.
- Attach a copy of your checklist, rubric,
observation criteria, or other measure. During the last part of the lesson, I will be asking students to give me a thumbs up or down if they liked the strategy and
then tell me why or why not. Then I will ask if the strategy helped them with comprehending the text.

Summative Assessment Students will be given a comprehension check once they have finished the book.

How will students demonstrate mastery

of the standard?

Note: This assessment does not have to

occur during/after this lesson but in
upcoming lessons.

Summative Evaluation Criteria Mentor will create a comprehension check on google forms that students will access from google classroom. Questions
will be graded based on points. The grade the students get on the comprehension check will be put into the school’s
- What material(s) will you use to grading system for their overall grade in ELA.
evaluate learning?

- Attach a copy of your checklist, rubric,

observation criteria, or other measure.

Procedures

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 Opening: Introduction and • First, I will ask students how they are liking their book club books they’ve been reading.
Connection to Previous Learning • Next, I will ask students if they feel like they know what is going on in the book or what the book is
about by giving me a thumbs up, down or to the side.
● Anticipatory Activity (Hook)
• Then, I will tell students that there are strategies that they can use while they are reading for better
● Activate prior knowledge.
comprehension or understanding of the book. I will pass out the graphic organizers.
● Be sure students understand
procedures and instructions for the • Next, I will introduce my strategy of The Difference Between Plot and Theme.
lesson. • I will ask students what plot means, then I will ask what theme means and put these definitions on the
● Establish clear expectations. whiteboard as a visual aid.
● Model concept. • Then, I will ask for a volunteer to give me an example from the book they are reading of the plot and
The groupings/instruction/lesson progression model where to put it on their graphic organizer. (I do)
may look different in different parts of the • Next, I will model how we can make inferences from the plot to figure out what the theme or message
lesson! is from that example. (I do)
• Then, I will ask for another example of plot from the students to put in their graphic organizer. (We
do)
• Next, I will ask students to make an inference from the plot example to figure out the theme. (We do)
• Then, I will tell students that they will continue practicing using this strategy to fill out their graphic
organizer before meeting with their book club groups to discuss.
During: Lesson Progression • Students will work independently while rereading parts of their book to help them fill out their graphic
organizers. (You do, with support)
In this portion of the lesson, you will be
• At this time, I will be walking around the room observing students as they fill out their organizers and
letting go and letting students engage in
answering any questions they may have.
productive struggle; engaging in gradual
• Once students have had some time practicing the strategy and filled out their organizers, I will ask them
release (“I do, we do, you do”), inquiry,
to get with their book club members to discuss what they have learned and share their ideas with each
guided or independent practice, or other
other. (You do)
learning methods. Please write what you
• During this time, I will be walking around to the groups listening and observing students’ discussions
are looking for in terms of:
while seeing how they use their organizers in their discussions.
● Students’ thinking and how they • Once students have discussed their books with their groups, we will do a post activity.
will start the lesson. • Students will read the tortoise and the hare passage as a whole class and use their new strategy to come
● Provide appropriate support up with the plot and theme of the passage. This will allow me to see if this new strategy has helped
(not explaining how to do it). improve students’ comprehension.
● 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 • After students have had some time sharing and discussing what they put on their organizers and have
done the post activity we will come back together.
End the lesson with a final review of key
• I will ask students to give me a thumbs up or down if they liked the comprehension strategy.
ideas and knowledge. This is where you
• Next, I will ask what they liked and didn’t like about the strategy.
have students talk about their thinking
and share strategies with the whole class. • Then, I will ask if they thought using the strategy helped them with their comprehension of their book.
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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 Curricular and Instructional https://read.gov/aesop/025.html
Resources or Materials
The tortoise and the hare passage
- List and provide a brief rationale for all
necessary lesson resources and materials.
If not original, cite the source.
Book club books: Charlie and the Chocolate Factory, The Sword, and the Circle, Watership Down
- Attach/link a copy of all materials the
teacher and students will use during the
lesson; e.g., handouts, questions to T-chart graphic organizer
answer, slides, worksheets, and so on.
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.twinkl.com.au%2Fresource%2Fgraphic-organiser-t-
chart-au-l-
526376&psig=AOvVaw2mmQX8QN3ZUYOM0zxWKtY0&ust=1714498020911000&source=images&cd=vfe&opi=8
9978449&ved=0CBQQjhxqFwoTCKjzsZP554UDFQAAAAAdAAAAABAE

Supplies, Equipment and Whiteboard

Technology

- List all other supplies that need to be

available. Chromebooks if students want to use a google doc instead of the organizer

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 Strategy-Based Comprehension Reflection

The students in my placement do book club readings throughout the school year and meet in small groups to discuss and analyze the text for better
comprehension. As students were working in their small groups, I had noticed that many of them were having a difficult time figuring out what was happening in
the book. Upon noticing this, I felt that it would be beneficial if I used a comprehension strategy that talked about the plot of a story. From the strategies book I
came across a strategy called The Difference Between Plot and Theme and thought this would be an appropriate strategy to do a mini lesson on. I didn’t want to
choose one of the books the students were reading for their book club as my example for the text, so I decided to choose a text that I thought most students
would be familiar with, so I ended up choosing The Tortoise and the Hare for my text. Additionally, this strategy would help support the student’s purpose for
comprehension as they are reading and discussing their book club books with their small groups.

As I introduced the lesson and lesson objective to the students, they seemed to agree that learning this strategy would be beneficial to their
comprehension of their book club books. I could tell students were engaged by the text that I chose because when I asked students if they had read or heard of
The Tortoise and the Hare, most students raised their hands and were eager to share a summary of the story to the students who were not familiar with the
text. I used a T-chart graphic organizer as my visual aid since we were describing the difference between two things in the lesson. The organizer did seem to help
students as they organized their thoughts on the plot versus the theme of the text. I also knew students were engaged in the lesson by the amount of
participation I received from students during my teaching of the comprehension strategy. At the end of the lesson, I asked students to give me a thumbs up or
down if they liked the graphic organizer and strategy that I taught for the lesson and if they would use the strategy/organizer in the future. Most students liked
the strategy and the visual tool and said they would use both in the future, but some said they didn’t know if they would use this in the future. After getting their
feedback I might change either the strategy I use or the visual tool or both to see if that would be more effective to student’s purpose for comprehension.

I did not incorporate the student lives survey into my lesson because I wanted to choose a text that I thought would activate prior knowledge to support
understanding of the comprehension strategy. Students were still very engaged throughout the lesson because they were familiar with the text and could
connect their prior knowledge to the strategy. In future lessons I would improve student discourses by either incorporating something from the student lives
survey for students to discuss something they are interested in. I would also use the think-pair-share strategy, so all students have an opportunity to participate
in the discussion.

After reviewing the feedback from my mentor to reflect on my lesson I noticed some changes and improvements that I would make in future lessons. For
example, the post activity was the next day when students met with their book club groups to discuss the book and use the strategy that I taught if they wanted
to. I would have liked to use a different post activity rather than having students just discuss their books with their groups or since this was the post activity, I
would sit down with a group and observe their discussion to assess the student’s comprehension of the text and see if they chose to use the comprehension
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strategy to help guide their understanding and discussion. Another change that I could make in a future lesson is asking students to give me an example of one
of their favorite books to use as my text when teaching the comprehension strategy. To improve the lesson, I would probably use a 3-2-1 or self-evaluation as
my formative assessment rather than observing the visual tool and effective of the tool as my assessment. The last change I would make to my lesson would be
to find other comprehension strategies that would be appropriate for what the students are currently learning about.

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