UWP Lesson Plan Template

Teacher Name: Zoe Koop Grade Level: 6th Grade

Target Content/Lesson Topic: Speaking and Listening K-12 (comprehension and collaboration) Date: November 30th, 2023

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

Planning
Essential Question How are animals allies?
- 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 Students have been working on their unit about animals as allies. As a class, they have read a variety of short
- How does this lesson fit into the stories within their textbook about animals (all with the theme of animals as allies), and these stories will help
larger unit of study? support them in the discussion of this lesson. The students are also currently doing a book club, where each of
- Focus on a logical/hierarchical them got to pick from a choice of novels, all of which have animals within them as well.
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with
List the complete, relevant grade- diverse partners on topics, texts, and issues, building on others' ideas and expressing one’s thinking clearly.
level standard(s). a. Come to discussions prepared and explicitly draw on that preparation by referring to evidence on the topic,
text, or issue. Support analysis by making connections, paraphrasing, clarifying, or explaining the evidence.
b. With guidance and support, set specific norms and goals for collegial discussions (e.g., gaining attention in
respectful ways, actively listening, speaking one at a time about the topics and texts under discussion).
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to
the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate an understanding of multiple perspectives through
reflection and paraphrasing.

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 Learning Target(s) and Learning LT: I can participate in a collaborative discussion, using textual evidence to support and express my thinking
Objective(s) clearly.
- Choose your learning target(s) and
objective(s) based on the relevant LO: Students will be able to collaborate in a class discussion where they will be building off of one another’s
state learning standard(s). ideas, and using textual evidence to support their thinking in a clear manner.
- 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  We will be in a whole group for the beginning of the lesson in order to set the purpose for the lesson
Describe how and why students are and go over instructions. We will also be in a whole group as I model the strategy for the students and
grouped based on do some practice together.
- homogeneous, heterogeneous,  Students will then have some independent time working with the strategy and will discuss what they did
randomized with an elbow partner. This allows students to practice on their own, while also having some support
- ability, interest, IEP goals, social or from a friend to discuss any difficulties that they might be having.
social-emotional, behavioral,  Finally, students work independently to practice the strategy completely on their own.
language acquisition
 The discission will take place as a whole class so that students can build off of one another’s responses
to the discussion prompt. And students will also remain in whole group to finish the lesson as we
summarize and share how the strategy helped them with the discussion.
Co-Teaching Strategy Mentor teacher will be present in the classroom and will help guide the discussion if necessary.
Does this lesson involve co-
teaching? If not, state N/A. If yes, A special Education teacher will be present to help assist students with IEPs who need additional support and
identify the co-teaching model and modifications.
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  The graphic organizer and the text-to-text connection strategy serve as differentiation with the content
individual students’ needs by because students can use their connections to support their thinking about animals as allies.
adjusting the content, process,  We will also be reading most of Hachiko out loud as a whole class, which will help with
product, and environment based on comprehension.
their readiness, interests, and learning  Students will be given sentence stems to support them within the discussion.
preferences.
Process:
 Students will have time to discuss their connections with a partner.
Product:
 Students can either share their thinking about animals as allies with the entire class, or they can share
their thinking with me independently.

Environment:
 Students will be allowed to work in flexible seating around the room during individual work time when
they are making their text-to-text connections.

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

Student IEP Goal

M -Specialized instruction in reading; individualized instruction to increase ability to read fluently
T -Specialized instruction in reading; individualized instruction to increase ability to read fluently
-specialized instruction in readiness; self-help, and social skills-focuses on organization
B -Specialized instruction in reading; individualized instruction to increase ability to read fluently
-Specialized instruction in written language; Spelling, punctuation, capitalization, grammar/usage, and
paragraphing.
D -Specialized instruction in reading; individualized instruction to increase ability to increase fluency and
comprehension in instructional level text.
-Specialized instruction in written language; Spelling, punctuation, capitalization, grammar/usage, and
paragraphing.

Accommodations and/or Modifications Required for Students in Special Education (Add rows as necessary.)
Student(s) Required Accommodation/Modification
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 M -Specialized instruction in reading; will have extra support when rereading the text(reading the text with guidance)
T -Specialized instruction in reading; Will have extra support when rereading the text(reading the text with guidance)
B -Specialized instruction in reading; Will have extra support when rereading the text(reading the text with guidance)
--Specialized instruction in written language; will receive help structuring sentences within the graphic organizer.
D -Specialized instruction in reading; Will have extra support when rereading the text(reading the text with guidance)
--Specialized instruction in written language; will receive help structuring sentences within the graphic organizer.

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

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

N/A
N/A
N/A

Assessment
Formative Assessment The students’ class discussion about how animals are allies will be their formative assessment. While the
- How will you monitor student students are discussing, I will be taking notes on their level of participation, as well as the ideas that they are
learning throughout the lesson? sharing with the class. I will be looking for them to use the text to support their ideas, as for them to be able to
- Be specific about how your practice share their ideas in a clear and respectful way. I will have a rubric in which I am grading the students as this is
assessments connect directly with the occurring. The discussion will be out of 12 points total, and they can earn up to three points within the four
lesson objective. categories: participation, clarity, use of the text, and listening.
Formative Evaluation Criteria Not yet approaching 1 Approaching 2 Mastering 3
- What material(s) will you use to Participation Student shared one Student shared two Student shared 3 or more
evaluate learning? thoughtful response thoughtful responses thoughtful responses
- Attach a copy of your checklist, within the discussion. within the discussion. within the discussion.
rubric, observation criteria, or other clarity Student shared a thought When sharing a response Student presented their
measure. within the discussion, in the discussion, the response to the
but it was not clear/on thoughts presented discussion in a clear and
topic of the discussion. lacked some clarity organized manor.
Uses the text Student uses personal Student references the Student used specific
experience but does not text while sharing their examples from the text
reference any of the texts thinking but does not use to support their thinking
to support their thinking. specific examples. during the discussion.

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 Listening Student showed Student was respectful Student was kind and
difficulty listening and and listening to their respectful, making sure
being respectful while classmates a majority of to be listening when their
their peers were talking. the time while they were classmate was speaking.
speaking.
Summative Assessment For the summative assessment of this standard, students could have a formal fishbowl discussion within their
How will students demonstrate book club groups, and within that discussion, they will be talking about certain key events within their books
mastery of the standard? involving the animal allies. Students will be graded on their participation in the discussion, the clarity of the
Note: This assessment does not have points they are making, their use of textual evidence to support their reasoning, and their respect while listening
to occur during/after this lesson but to their peers.
in upcoming lessons.

Summative Evaluation Criteria Students would be graded on a rubric similar to the one used for the formative assessment, however it will be
- What material(s) will you use to worth a total of 24 points.
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.

Procedures
Opening: Introduction and  In order to introduce this lesson and activate their prior knowledge, I will ask them to remind me what
Connection to Previous Learning the theme of their unit is, and what stories we have read that relate to it.
● Anticipatory Activity (Hook) o I will be looking for students to tell me that their unit is about animal allies, and list some of the
● Activate prior knowledge. story stories within the textbook that we have read about animals, as well as their book club
● Be sure students understand books that are about animals.
procedures and instructions for  I will then tell them that today, we are going to be reading a new story that relates to the theme of the
the lesson. unit, and that story is called “Hachiko: The True Story of a Loyal Dog”.
● Establish clear expectations.  Students can make predictions about what the book might be about, and also how it might relate to the
● Model concept. theme of animals as allies based on the title.
The groupings/instruction/lesson  Next I will describe the strategy we will be using while we read Hachiko.
progression may look different in different o Good readers use strategies before, during, and after reading that allow them to have a better
parts of the lesson! understanding of what they are reading. These strategies help with comprehension and allow us

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 to create deeper meaning within the reading. We have used many different strategies so far, and
some of those strategies are making predictions, asking questions, annotating, summarizing, etc.
o Today, we are going to be reading Hachiko and using a strategy of making connections. While
we are reading, and after we read, we are going to think about other stories and books that we
have read that remind us of Hachiko. This is called a book-to-book connection. We will be
looking for common themes, ideas, or events that happen, and in doing so, we will have a better
understanding of the text. We will use a graphic organizer in order to help us keep our thoughts
nice and organized today.
 I will then set the purpose for comprehension, and how the book-book connections strategy will help
support them in the post reading activity.
o We are going to be making connections between different books and stories during and after
reading Hachiko, and making these connections will help support us in the discussion that we
will be having afterwards. It will help us find things that each of these animal stories has in
common. In doing so, we will have more knowledge to answer the discussion prompt: Animals
and people can form unique relationships. How can these relationships affect both the
animal and the person? How are animals allies? We will be keeping this in mind when we
are making our connections.
During: Lesson Progression  After explaining the strategy and setting purpose for comprehension, we will then begin reading and
In this portion of the lesson, you will practicing the strategy.
be letting go and letting students I Do:
engage in productive struggle;  I will start to read Hachiko, and then when I come across something that I can make a connection to, I
engaging in gradual release (“I do, we will stop and do a think aloud about how that connection came about.
do, you do”), inquiry, guided or o “When Hachiko does___ it reminds me of when____ happened in the Jane Goodall story.”
independent practice, or other o “This made me think of the book___ because____”
learning methods. Please write what o “I also noticed_____ when I was reading the story____”
you are looking for in terms of: o “This also happens in____”
● Students’ thinking and how o “I can connect this to_____ because____”
they will start the lesson.  I will also model how I would put this information into the graphic organizer for the students ( making
● Provide appropriate support note to say that graphic organizers are a great way to help us organizer our thoughts).
(not explaining how to do it).
● 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.

We Do:
 I will ask for a student volunteer to then read some more of the Hachiko reading.
 After we have read a few more paragraphs, I will stop the student and ask for volunteers to share any
connections that they may have made within those few paragraphs.
 We will add any connections that the students made within the graphic organizer as well.

You do with Guidance:

 Students will independently read the next section of the reading.
 This time, I will ask students to independently think about a connection that they can make and write
them within the graphic organizer.
 I will encourage students to find a connection between Hachiko and their book club books that they
are currently reading.
 While students are working independently with the strategy, I will be walking around to support
students and answer any questions.
 After a few minutes, I will have students turn and talk to an elbow partner about the connection that
they made between Hachiko and another book.

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  Next we will come back together, and they can share their connections with the whole class of they
wish.

You do independently:
 Lastly, students will finish reading Hachiko and independently make one more connection to their
book club books during and after they finish reading.
 I will continue to walk around and monitor students during this time.

Post reading activity:

 Once students have finished reading and had time to make connections, they will then use those
connections in order to support them within the post reading activity.
 As I mentioned to students in the beginning of the lesson, I reiterate that we will be having a whole
class discussion answering the prompt: : Animals and people can form unique relationships. How
can these relationships affect both the animal and the person? How are animals allies?
 This prompt can be written on the board or put under the document camera for students to see in
addition to sentence stems that students can use to help them with the discussion.
o “Animals are allies because___”
o Animals can help humans by____”
o The relationship between animals and humans___”
o When animals do____ it helps humans____”
 I will remind students that they can use their connections to help them in this discussion by talking
about common themes between texts about animals, but they should just be reading from their graphic
organizer.
 Before starting, I will also set expectations for how the students will respect one another during the
discussion.
o Students should be actively listening to their peers when they are speaking.
o Students should not be talking while someone else is talking.
o Students can agree and build off one another’s responses and must use kind language.
o Students will raise their hands and wait to be called on before they share their thoughts.
 I will provide some more sentence stems to help students use respectful phrasing.
o “building off of what____ said, I think that____”
o “I agree with___ because___”
o “I thought about what____ said from a different perspective because____”
 The conversation will then begin, and students will volunteer to share their thinking.
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 Closing: Wrap-Up and Extension  After the conversation has concluded, we will talk about how students were able to use the strategy to
End the lesson with a final review of support them within the post reading discussion.
key ideas and knowledge. This is  Student can share what they liked or disliked about the strategy, and summarize what we did in the
where you have students talk about lesson.
their thinking and share strategies  Next I will talk about how they can use a strategy like this with other books and readings, and how
with the whole class. It’s important strategies are useful in helping us have a deeper understanding of what we are reading.
to name strategies and use academic
 To conclude the lesson, I will tell students where we are going next within our unit of animals as allies,
vocabulary here, extending the lesson
and how they will continue to read their book club books.
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  Student textbooks (short stories)
Resources or Materials o Text for modeling: “Hachiko: The True Story of a Loyal Dog” on page 119.
- List and provide a brief rationale o Texts students can refer to: “My Life With the Chimpanzees” Jane Goodall on page 101 and
for all necessary lesson resources and “Reading Buddies” on page 94.
materials. If not original, cite the  Students book club books
source. o Black Beauty
- Attach/link a copy of all materials o The Jungle Book
the teacher and students will use o Where The Red Fern Grows
during the lesson; e.g., handouts, o
questions to answer, slides,  Students Connection graphic organizer
worksheets, and so on. o Link to graphic organizer:
https://docs.google.com/document/d/18B5y1RNzB9HZCCoP5B1jDdJO0QmYDdY7LGNis
r1Vqqs/edit?usp=sharing

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  The Reading Strategies Book (Strategy 7.11 Book-Book Connections on page 204)

Supplies, Equipment and  Computer/document camera for modeling

Technology  Pencil/writing tool
- List all other supplies that need to
be available.

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 ‭Book-Book Connections‬
‭What happened in Hachiko?‬ ‭Connection to what book/Story?‬ ‭How do they Connect?‬
 Designing Strategy-Based Comprehension Instruction Reflection

When choosing a strategy and setting a purpose for comprehension within my lesson, I

was strategic in picking one that could be tied to the student’s unit and essential question.

Recently they have read some short stories within their text about animals, and they are doing

book clubs with books involving animals, all to lead back to the essential question, “How are

animals allies?”. This is why I chose the strategies based on connections. I wanted the students to

have the opportunity to find connections between the different texts that we have been working

with, and in doing so, it supported them in the class discussion about how animals are allies. I

made sure to introduce the lesson by describing to students why we use strategies while we read,

and then I made sure to describe how we would be using the strategy to support the post reading

discussion activity.

I think that the implementation of this lesson went very well. Students showed they were

engaged by being very active within the discussion, and they were able to make text-to-text

connections as well as going beyond the strategy and thinking of connections to movies and their

own personal lives. The students all diligently filled out their graphic organizer, which allowed

them to draw some conclusions about how animals are allies. I think that my graphic organizer

was simple and a helpful way for students to organize their thoughts. They were able to use it to

help give them ideas, but they did not read straight from their graphic organizer during our

discussion which I was pleased with. It was an indicator to me that by making connections, they

were able to better comprehend the theme of our unit. Each of the students participated in the

discussion when they talked to their elbow partners about the connections they made, and a good

majority of the class participated when we talked as a whole group. Based on feedback received

from my advisor, I will be more mindful to make sure that different students are sharing each
time. That being said, I was able to hear from each student as circulated around the room

listening to their discussions in partners, and they were all demonstrating the purpose for

comprehension that I set for the lesson.

When it came to incorporating my student’s literacy lives and interests, I noticed based

on my student interest survey that many of them have pets at home that are very important. One

student said that they treat their dog as a sibling, one student has three dogs, and another has a

dog and three cats. Many students also have shared that they like to read graphic novels from the

Calvin and Hobbes series where the character Hobbes is an animal. For those reasons, it was

very easy for me to fit these interests in the unit that we are currently working on with animals as

allies. They themselves have animals that they have bonds with, and they are interested in

reading about the alliance between Calvin and his animal best friend Hobbes. I think that

students were slightly more engaged as a result of this. I have a few students volunteer to share

out in the whole group discussion that tend to be hesitant to share, but because they were

interested in the topic and it is something that they have a lot of knowledge about, they were

more inclined to share. It is difficult to incorporate the discourses of every single student, but

next time I would try to incorporate something about sports because that was also something that

my students have a lot of knowledge and interest in.

My mentor teacher and my advisor both gave me very positive feedback after teaching

the lesson. I think that for the most part, it went smoothly, and my expectations were clear for the

students. As I stated previously, my advisor noted that there were a few students that did not

chose to share out in whole group, so I would continue to work on different strategies to get them

involved in whole group conversations in addition to the partner discussions that we had within

the lesson. My mentor teacher noted that she liked how I concluded the lesson by asking students
if they liked using the strategy and how they felt it helped them, and she suggested that also

while concluding the lesson that I made it clear to students what they are doing with their graphic

organizers after the lesson is over. We has some questions from the students about weather or not

the activity was for a grade, or if it was for practice, so that is something that I will be more

mindful of. I was lucky enough to be able to teach this lesson in the second 6th grade class as

well, so I was able to immediately practice and apply the suggestions that I received after

teaching the lesson the first time. When doing so, the extra clarifications were helpful for

students, and I was also more mindful to ask for new student volunteers to share within our

classroom discussion.