UWP Lesson Plan Template

Teacher Name: Maddie Laszewski Grade Level: 6th grade

Target Content/Lesson Topic: Literacy Date: 12/8/23

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

Planning
Essential Question How do characters think and develop based on the events that happen throughout a story?
- 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 are currently learning about character and plot development in short stories. By doing this activity,
- How does this lesson fit into the students will get further instruction and practice on characters and their development throughout a story.
larger unit of study? Students are also currently working on their writing skills by answering given prompts and seem to really enjoy
- Focus on a logical/hierarchical this activity.
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards R.6.3 In literary texts, describe how events unfold, as well as how characters respond or change as the plot
List the complete, relevant grade- moves toward a resolution. (RL)
level standard(s).
Learning Target(s) and Learning Learning Target: I can identify and explain how characters think and feel throughout a story.
Objective(s) Learning Objective: Students will be able to display their understanding of how characters think and develop
- Choose your learning target(s) and throughout a story.
objective(s) based on the relevant
state learning standard(s).
- Write focused targets and
objectives that describe the specific
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 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 The two students that I am working with receive specialized reading instruction every day for 25 minutes. They
Describe how and why students are are currently reading at a second-grade level and are receiving instruction and practice to meet their overall
grouped based on reading and IEP goals.
- 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
Describe how you will meet -Students will have the choice of reading the story on paper or listening to a read aloud of the story.
individual students’ needs by -More challenging: if students are looking for more of a challenge during the post-reading activity, they can
adjusting the content, process, make up their character situation and write about their thoughts during that situation.
product, and environment based on -More support: if students need more support, we will all work together in completing the activity.
their readiness, interests, and learning
preferences. Process
-Students are given the option to read the story or listen to the story.
-Students are encouraged to collaborate with one another during this lesson.
-I will gauge the speed that we complete the activity based off of the students and how they are doing.

Product
-Students will have the option of writing in pencil or pen while they are completing their graphic organizers and
post-reading activity.

Environment
-Students are working in a quiet and calm special education classroom that has fewer distractions.

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

Student IEP Goal

Student 2 Behavior- Student 2 will demonstrate that they are able to stay on task and focus on the activity for 90% of the
time.
Student 2 Reading- Student 2 will be able to accurately decode words in the book 80% of the time.

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

Student(s) Required Accommodation/Modification

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Supports for English Language Learners (Add rows as necessary.)
Student Necessary Supports (e.g., Sheltered English strategies, grouping strategies)

Assessment
Formative Assessment I will monitor students learning throughout this activity by observing and filling out an observation checklist.
- How will you monitor student Students will be observed if they can think like the character, put themselves in the character’s shoes, and see
learning throughout the lesson? how they develop throughout the story.
- Be specific about how your practice
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria Observation checklist for student 1:
- What material(s) will you use to
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.

Observation checklist for student 2:

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 Summative Assessment Students will be able to display their mastery of this standard by independently identifying and explaining what
How will students demonstrate characters think and how they develop throughout the story. Students will be monitored for progress in this
mastery of the standard? area and will be given the chance to display mastery when it is appropriate.
Note: This assessment does not have
to occur during/after this lesson but
in upcoming lessons.

Summative Evaluation Criteria Students will be evaluated based on a rubric:

Procedures
Opening: Introduction and To begin the lesson, I am going to ask the students this question: Do you ever wish that you could read minds
Connection to Previous Learning and find out what other people are thinking? I will then transition our discussion to reading the minds of
characters in stories. I will ask students why it can be a helpful reading strategy to think “What is the character
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 ● Anticipatory Activity (Hook) thinking”. I will encourage students to share their thoughts about why we should consider character thoughts.
● Activate prior knowledge. The purpose it to understand why character’s make the decisions that they do and why they act certain ways.
● Be sure students understand By putting yourself in the characters shoes, you can see what they are going through from a first hand
procedures and instructions for perspective.
the lesson.
● Establish clear expectations. I will then start to explain our activity to the students. We are going to read the story, The Bad Seed, and fill out
● Model concept. an organizer that has us stop to think about the characters thoughts. I will show students how to do this the
The groupings/instruction/lesson first time, we will then do it together, and then the students will try to think about the characters thoughts on
progression may look different in different their own.
parts of the lesson!
During: Lesson Progression I will give students the options of reading the story or listening to a read aloud of the story. Each student will
In this portion of the lesson, you will have a graphic organizer in front of them. We will go over expectations before we begin the lesson- students
be letting go and letting students should remain in their assigned spot of the classroom, use indoor voices, and stay on task during the activity.
engage in productive struggle; The reading strategy that students are going to do today is 6.2, What’s in the Bubble? on page 167. We will
engaging in gradual release (“I do, we begin reading the story and we will stop on page 12 to do our first thinking bubble. I will model to students
do, you do”), inquiry, guided or about what I think the characters thoughts are during this part of the story. I will have the prompt on the white
independent practice, or other board “What is the character thinking here?” so they are reminded of what we are looking for while we are
learning methods. Please write what reading. After I complete and share the first bubble, we will begin reading. On page 20, the students and I will
you are looking for in terms of: work together to write the characters’ thoughts in this part of the story. On the last page of the story, students
● Students’ thinking and how will independently write down the character’s thoughts. I will ask students if they want to volunteer to share
they will start the lesson. what they wrote down for what the character was thinking. We will then move onto the post-reading activity,
● Provide appropriate support which is Put Yourself in the Characters Shoes. There are two prompts that I will work through with students. I
(not explaining how to do it). will explain the activity that students are now the characters and I want them to write down how they would
● Provide worthwhile feel if this happened to them, or they were in this situation. We can share ideas about the prompts and then I
extensions. will give students a few minutes to write down their ideas and then to create another scenario if they have extra
● Provide opportunities for time. Students will be encouraged to share what they wrote down.
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.

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 Closing: Wrap-Up and Extension After sharing the writing prompts, I will ask students again why do we want to know what characters are
End the lesson with a final review of feeling. We will have a quick discussion and then I will ask students if they have any questions or comments.
key ideas and knowledge. This is
where you have students talk about
their thinking and share strategies
with the whole class. 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.
Curricular and Instructional -The Bad Seed graphic organizer:
Resources or Materials
- List and provide a brief rationale
for all necessary lesson resources and
materials. If not original, cite the
source.
- Attach/link a copy of all materials
the teacher and students will use
during the lesson; e.g., handouts,
questions to answer, slides,
worksheets, and so on.

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 -Character Sheet (Post Activity)

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 -The Bad Seed
-The Bad Seed Read Aloud
Supplies, Equipment and -Pencils
Technology -Chromebook
- List all other supplies that need to
be available.

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Maddie Laszewski

EDU 443

Comprehension Reflection:

For this assignment, I decided that I wanted to create a lesson for two 6th grade students that I

work with at my placement. My placement is at a middle school in a special education

classroom. The two students that I work with receive specialized reading instruction every day

for 30 minutes. For the past few weeks, the students have been learning about plot and the

characteristics of plot. The two students have begun to show their understanding of plot and plot

development by being able to fill in a plot diagram while they are reading a story.

My mentor teacher is now going to move to characters and their development throughout

the story. This is why I decided to choose a reading strategy from goal 6 which is Supporting

Comprehension in Fiction: Thinking About Characters. The strategy that I chose for students was

6.2 What’s in the Bubble? This strategy has students pause and think throughout the story about

what the character is thinking here or what the character is saying by their actions. Some of the

prompts for this strategy are “What just happened? So, what might your character be thinking?

Before you turn the page, pause and think about what he or she would be thinking.” I thought

this could be a great introductory strategy to do with students that was helpful and not too

complicated. The graphic that I created was four thinking bubbles that students and I would fill

out throughout the story. I would model the strategy to the students while we were reading and

before they were gradually released to try to strategy on their own.

The post-reading activity that I created for students were two writing prompts and then

space for them to create their own writing prompt if time allotted. Last week, students were
practicing their writing and loved answering silly writing prompts. I thought I could integrate

writing prompts into the post-reading activity, so I created the sheet called, Put Yourself in the

Characters Shoes. Students read a scenario and had to think about if they were the character, how

and what would they think about the situation. Students were given the freedom to write

whatever they were thinking (of course school appropriate) and how they would react to the

situations; students were writing what they thought made sense in the situation. Both students

love cookies and baseball, so I included those topics in the post-reading scenario. The last part of

planning for this lesson was finding the perfect text.

I have used the students' interests from literacy survey answers a few times throughout

this semester while lesson planning. I remembered that both students enjoy picture and comic

books. It was also important to remember that both students that I work with read at a 2nd grade

reading level, so I had to make sure to find a level appropriate book for them both. While I was

looking for the right text, I came across the story The Bad Seed and remembered how goofy and

silly this book is while still having a positive overall message. There is a main character that had

a lot of thoughts throughout the story so I thought this story could be an excellent option. I read

the story over again and found spots where I could stop to think about the characters' thoughts

and places that I could encourage the students to stop while reading.

I taught this lesson to two students, and they were very engaged throughout and loved the

story. The graphic organizer was useful for students to jot down what the character was thinking

while they were reading. It also was used to encourage the students to be organized while they

were reading. While we were reading the story, the students were very interested in what was

going to happen to the bad seed. They both really do enjoy picture books, which confirms what

they told me on the student's literacy survey. The only change that I would make from this lesson
would be having actual copies of The Bad Seed. I found a free pdf version of the story online and

printed copies for the students and me. They did not make any comments that they had a book

that was just sheets of paper stapled together but I am going to invest in some copies of this book

for my future classroom. The printed version that I had for this lesson was still the original story.

Overall, I think this lesson went well and was a good introduction lesson to characters and their

development throughout the story for the students at my placement.

Page:

Page:

Page:

Page:
Name:

Put Yourself in the Character’s Shoes….

You were waiting all day and looking forward to eating the last cookie in the pantry.

When it is finally time to eat the cookie, you find out that your little sibling already ate it.

What are you thinking about this situation?

You are at a Brewers game and it is the last inning. The Brewers are trailing 5 to 6 with

two outs. There is one player on first base and the batter just scored an amazing homerun.

How do you feel about this win?

Own situation: