UWP Lesson Plan Template

Teacher Name: Allison Smith Grade Level:

Target Content/Lesson Topic: Comprehension Date: November 29, 2023

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

Planning
Essential Question Which side of the argument/debate is each student on?
- What is the essential question that
this lesson addresses?
- What is the core purpose of the The core purpose of this lesson is for students to read an article, know which side you’re on, then have a
lesson that includes the strategies debate going back and forth with the facts that were gathered from the article pertaining to the pros and cons
and skills necessary to accomplish of the specific subject.
the deeper learning in the standard?
Sequencing This lesson fits into a larger unit of study because once the students can read an article pertaining to a debated
- How does this lesson fit into the subject in history then they can apply that knowledge to another debate or be on the opposite side that they
larger unit of study? were previously on and see if anything changes.
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards SL.11-12.1 Initiate and participate effectively in a range of collaborative discussions (oneon- one, in groups, and
List the complete, relevant grade- teacher-led) with diverse partners on topics, texts, and issues, listening actively, and building on others' ideas
level standard(s). and expressing their own clearly. a. Come to discussions prepared, explicitly draw on that preparation by
referring to evidence from texts and other research on the topic, text or issue. Support analysis by making
connections, paraphrasing, clarifying, or explaining the evidence. b. Work with peers to promote civil,
democratic discussions and decision-making and set clear goals. Reflect on progress as an individual and as a
group. c. Propel conversations by posing and engaging with questions that probe reasoning and evidence;
ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and
conclusions. Promote and seek to understand multiple, divergent, and creative perspectives. d. Engage
thoughtfully with diverse perspectives; synthesize comments, claims, and evidence made on all sides of an

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 issue; resolve contradictions when possible; and determine what additional information or research is required
to deepen the investigation or complete the task.
Learning Target(s) and Learning LT: I can effectively take part in a debate pertaining to a specific topic.
Objective(s)
- Choose your learning target(s) and LO: Students can present facts during a debate topic to win over the other side.
objective(s) based on the relevant
state learning standard(s).
- 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 split in half based on the room size, half will be for the pros and half for the cons. This is so
Describe how and why students are we don’t have a wide range in either side.
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
Describe how you will meet The content is being shown up on the board and they will also have the article in front of them.
individual students’ needs by
adjusting the content, process, Process
product, and environment based on The process can be extended for students who need more time to come up with debate ideas.
their readiness, interests, and learning
preferences. Product
The debate will allow for a select student to proceed and give their argument while going back and forth and
allowing for both sides to speak.

Environment
Students are allowed to move wherever to be comfortable within their group.

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.)

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 Assessment
Formative Assessment Students will be monitored throughout the lesson by me walking around and making sure they’re able to find
- How will you monitor student pros/cons depending on which side they were assigned. If they aren’t able to find ones that can be used during
learning throughout the lesson? the debate, then I can help find extra stats for them.
- Be specific about how your practice
assessments connect directly with the
lesson objective.
Formative Evaluation Criteria Just would be a checklist making sure they were able to find their selected pros or cons and prepare for the
- What material(s) will you use to small debate in class that day.
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.
Summative Assessment Students will demonstrate the mastery of the standard by performing the debate.
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 The summative evaluation criteria would be observing how they’re doing during the debate and if their mind
- What material(s) will you use to changed by the end if they were on the other side.
evaluate learning?
- Attach a copy of your checklist,
rubric, observation criteria, or other
measure.

Procedures
Opening: Introduction and Hook: Asking how interesting a debate is and what kind of topics are out there.
Connection to Previous Learning Activate prior knowledge: Ask if anyone has ever participated in a debate and then ask what they know or may
● Anticipatory Activity (Hook) know about them.
● Activate prior knowledge.
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 ● Be sure students understand The students will be reading the article by themselves or with a partner first and finding all the statistics they
procedures and instructions for can and writing them down. Then once they have read, they can either be on the pro side or con side. Or I will
the lesson. just split the room in half depending on how many people vote to be on which side. Then once they come
● Establish clear expectations. together with their groups, they will debate using facts/statistics that are most important to show their case.
● Model concept.
The groupings/instruction/lesson
progression may look different in different
parts of the lesson!
During: Lesson Progression During the lesson I will walk around to make sure the most important facts/statistics are being found as well as
In this portion of the lesson, you will asking what they’re thinking about before going into the debate. Though it is a small type of debate they may
be letting go and letting students become very engaged. If they need modeling for how to start the debate, I will ask well who would like to start
engage in productive struggle; and give an example of a pro and then an example of a con that they could use against the other side. Like a
engaging in gradual release (“I do, we come back to override the other side.
do, you do”), inquiry, guided or
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.

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 Closing: Wrap-Up and Extension To close, they have the choice to share an interesting fact or some information they may have learned but to
End the lesson with a final review of save the pros and cons lists for the debate which is the post reading activity. They can share ideas that could be
key ideas and knowledge. This is used within the debate but not share what they are planning on saying.
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 Pencil/Pen
Resources or Materials Notebook
- List and provide a brief rationale Sheet labeled with pros/cons.
for all necessary lesson resources and Highlighter
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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 Supplies, Equipment and
Technology
- List all other supplies that need to
be available.

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 Reflection

For me, I picked this strategy after looking through the whole book because it seemed

like one of the easier ones. I had other ideas in mind, but they didn’t fit within comprehension or

were too easy for the class to do. I feel that with this strategy, being a reading of an article or text

then having a small debate, it’s something that the class could easily get into. Comprehension as

a purpose deals with the students or class reading the article and then being able to state facts on

both sides and then form teams to debate. That debate should be easy since they have read the

article and been able to pick out facts that made the most sense to rebuttal with. Also, I thought

that I had a lot of inspiration from last semester so why not bring that into this semester to see if I

could be successful with the strategy. I also picked this strategy because last semester being in a

middle school classroom, I feel like this would have been a fun topic and especially for ELL’s

they may have had a new experience with debating.

For the implementation of the lesson, I feel that the class wasn’t engaged at first but then

once it came down to the debate then they got into it. The strategy itself is not fun unless the

article or text is relatable, but I feel that I picked an article that could be debated and heavily

talked about. It’s something that has been happening for a while and many people have different

thoughts on it. I feel that maybe the class would have been better engaged if the topic was of

something more interesting and they had more time to debate. If they had more time and an

interesting topic, I feel that it could have lasted longer along with more people staying on task. I

feel that another change I would make other than the change of article/topic would be being more

engaged myself and less nervous about presenting. Making the whole presentation appealing

could have also changed the outcome.

didn’t have one. This I feel was easier to present to my classmates at a college level rather than

for students in an elementary or middle school just because of the specific chosen topic of

debate. It wouldn’t make sense if I was having a debate for a younger group of students in a

placement school. Though my surveys asked about growing up and ideas, I feel that relating the

discussion/debate idea related to this group because they’re very engaged and loving hearing

new ideas/doing new activities. I feel that this group also seems enthused about teaching and

exploring new subjects. I also noticed that my classmates are a few years younger than me and

may not have known much of the subject I picked so I thought it would work well. For college

students though a debate is perfect just in case they have never done one before and plan to use it

in their future classroom for their students.

To improve the lesson would involve more depth and detail or even a better article for the

class to read. If I were in a classroom setting with younger students, I would make it so that the

article/debate would be relatable to their subject of choice or what they were currently learning

in their class at that moment. Doing this would both be appealing for them as well as

academically relatable along with using good language skills. Also, a way to improve the lesson

would be to try a different post reading activity related to the topic. Specifically, I do remember

my mentor teacher from last semester and her feedback would be to make the post reading

activity along with the strategy relatable to English Language Learners and having it adapted in

Spanish and English for those who need it. For my classmates it may have been easier for them

to relate the surveys easier to this assignment but for me it was a bit more difficult and took more

thinking. It took a bit more thinking just because I had to relate this to college students and what

they may like but it may have worked out anyways.