UWP Lesson Plan Template

Teacher Name: Emma Olson Grade Level: 7th Grade

Target Content/Lesson Topic: Explicit Vocabulary Instruction/Holocaust Reading Date: 3/20/22

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

Planning
Essential Question How can references be used to find the meaning of words?
- What is the essential question that
this lesson addresses? How can context be used to fin the meaning of words?
- What is the core purpose of the
lesson that includes the strategies What are a couple of methods to find the meaning of a word before using references?
and skills necessary to accomplish
the deeper learning in the standard?
Sequencing Students are starting a unit on the holocaust in social studies as well as reading a book about it in English. They
- How does this lesson fit into the need to acquire prior knowledge before these begin. An article in Britannica for students will be used to do this.
larger unit of study? An article with challenging vocabulary terms is chosen for this purpose to widen their vocabulary knowledge
- Focus on a logical/hierarchical and prepare them for future readings.
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards L.7.2 Determine or clarify the meaning of unknown and multiple-meaning words and phrases in
List the complete, relevant grade- grade-level reading and content; use context clues, analyze meaningful word parts, consult general
level standard(s). and specialized reference materials, and apply word solving strategies (for meaning) as appropriate
a. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary).

Learning Target(s) and Learning Learning Objective

Objective(s) Students will read a digital text and fill out organizers of vocabulary words found in the text using context clues
before using resources to determine their meaning.
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 - Choose your learning target(s) and Learning Target
objective(s) based on the relevant I can read a digital text and fill out an organizer for vocabulary words using context clues and resources to
state learning standard(s). determine their meaning.
- 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 Students will be in whole group to receive instructions and in pairs to fill out their vocabulary organizers before
Describe how and why students are moving back to whole group to double check definitions.
grouped based on
- homogeneous, heterogeneous,
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: n/a
Describe how you will meet
individual students’ needs by
adjusting the content, process, Process: There is a translate and listening feature for the digital text that English language learners can use.
product, and environment based on
their readiness, interests, and learning
preferences. Product: Students who need it can access the graphic organizers online and fill it out there with the assistance
of translation tools.

Environment: Students may be moved to another part of the room if they need more time and/or need to
listen in a quiet place.

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)

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 Assessment
Formative Assessment Vocabulary Graphic Organizers -
- How will you monitor student https://docs.google.com/document/d/1IZdDfNdhbxxFLSUgyrrgWZkZUh1bSN9aNxK11mkYGTg/edit?us
learning throughout the lesson? p=sharing
- Be specific about how your practice
assessments connect directly with the This graphic organizer will require that students use references to find the definitions of items before
lesson objective. determining if the context of the word is figurative or literal before writing the definition in their own words.

Formative Evaluation Criteria Rubric for Vocabulary Graphic Organizers -

- What material(s) will you use to https://docs.google.com/document/d/1uHeuGwxPSO51R20wZz7HxeSbgcMcZi4lMqD2U8RZE1E/edit?us
evaluate learning? p=sharing
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Summative Assessment Students will later be expected to define the words or used them in sentences on a quiz.
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 n/a

- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.

Procedures
Opening: Introduction and The teacher will begin by asking the students if they know what figurative and literal mean. Either way, the
Connection to Previous Learning teacher will go on to give the definitions for figurative and literal. Then, to solidify this understanding, the class
● Anticipatory Activity (Hook) will go on to play a game called literally. In this game, the teacher will make a series of statements – each

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 ● Activate prior knowledge. containing the word “literally”. The students will stand if the sentence is literal, and they will sit if it is
● Be sure students understand figurative. This application will help them begin to identify how things are contextualized as figurative and
procedures and instructions for literal.
the lesson.
● Establish clear expectations. Next, I will pull up a graphic organizer on the smartboard as well as the Holocaust digital text that the students
● Model concept. will be using. While students access the link to the digital text through their Google classroom, I will hand out
The groupings/instruction/lesson their graphic organizers. Once they all have it pulled up, I will show them the features that will help them,
progression may look different in different specifically if they need differentiation such as the listening to the text feature and the translate feature. I will
parts of the lesson! explain to them that they will be working with a partner to read a digital text and fill out graphic organizers with
using the vocabulary words in the text. I will provide them with a list of vocabulary words that will be posted
on the smartboard while they work at that time. Then, we will fill out the first graphic organizer together using
the strategy “use a reference and explain it” with the first vocabulary word found in the text.

Then, I will let them choose their partners, letting them know that they will be working together to check each
others answers – not to give each other the answers. This is only to fix possible errors, not inhibit their original
work when filling out their graphic organizers.
During: Lesson Progression Students should be collaborating and using the same strategies that were modeled as a class to fill out their
In this portion of the lesson, you will graphic organizers. They will begin by filling in the vocabulary term and guessing its meaning based on the
be letting go and letting students context of the reading and their prior knowledge. Then, they will use a resource of their choosing (whether it
engage in productive struggle; be an online dictionary or a physical one) to find the exact definition of the term. Next, they will circle whether
engaging in gradual release (“I do, we the term is being used literally or figuratively in the text and explain how they know. Finally, they will use the
do, you do”), inquiry, guided or dictionary definition of the term and the literal or figurative context to write a definition of the term in their
independent practice, or other own words.
learning methods. Please write what
you are looking for in terms of: They may ask their partners about things that they may have forgotten in the directions and check answers with
● Students’ thinking and how their partners, but they should not have the same explanations or definitions that are meant to be in their own
they will start the lesson. words.
● Provide appropriate support
(not explaining how to do it). During this time, the teacher will be walking around to assure that the students are not copying each other’s
● Provide worthwhile work and that they are using references appropriately and checking their answers with their partners.
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 Once all students have completed their work, the teacher will call them all back together and fill out a class-
End the lesson with a final review of wide organizer with the answers that the students will contribute in their final discussion. Students will also
key ideas and knowledge. This is discuss any controversy that they ran into, difficulties that they had, and their overall thoughts of the reading
where you have students talk about (including what they may have learned and already knew). The teacher will go on to explain that they will be
their thinking and share strategies learning more about the Holocaust in the coming weeks as well as using the terms from the article. They will
with the whole class. It’s important encourage the students to use at least one of the words in conversation before next class and encourage them
to name strategies and use academic to document their use for them to tell in the introduction to the next lesson.
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 Holocaust Digital Text - https://kids.britannica.com/students/article/Holocaust/274919
Resources or Materials
- List and provide a brief rationale Vocabulary Graphic Organizers -
for all necessary lesson resources and https://docs.google.com/document/d/1IZdDfNdhbxxFLSUgyrrgWZkZUh1bSN9aNxK11mkYGTg/edit?us
materials. If not original, cite the p=sharing
source.
- Attach/link a copy of all materials Vocabulary Terms List –
the teacher and students will use https://docs.google.com/document/d/19pxFVC79N8zyXv5LGxbdK7qpnFSDOAVsrzax7INtcS0/edit?usp=
during the lesson; e.g., handouts, sharing
questions to answer, slides,
worksheets, and so on.
Supplies, Equipment and Smartboard
Technology Laptops
- List all other supplies that need to Headphones
be available. Pencils

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