UWP Lesson Plan Template

Teacher Name: Samantha Hoff Grade Level: 5th

Target Content/Lesson Topic: ELA- Reading Date: 5/1/2024

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

Planning
Essential Question What is the difference between fact and opinion?
- What is the essential question that
this lesson addresses? How does identifying facts in a nonfiction text help us with 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 Prior to this lesson students learned about opinions in a text. Students will now learn about factual statements
- How does this lesson fit into the to prepare them for a lesson in distinguishing between facts and opinions in a text and why they are important
larger unit of study? to our comprehension of a nonfiction reading.
- Focus on a logical/hierarchical
sequencing of skills (e.g., main ideas
before details, similarities before
differences).
State Learning Standards R.5.1 Locate and refer to relevant details and evidence when explaining what a text says explicitly or implicitly
List the complete, relevant and make logical inferences.
grade-level standard(s). R.5.2 Summarize texts, from a variety of genres, to determine a theme or central idea and explain how it is
supported by key details.
Learning Target(s) and Learning
Objective(s) LT: I can find facts in the story that I am reading.
- Choose your learning target(s) and
objective(s) based on the relevant LO: Students will use the reading strategy “gather up facts” to identify and locate facts in a nonfiction text to
state learning standard(s). help with their reading comprehension.

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 - 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 Grouping was based on ability levels and interests. This group of 3 students are all fifth graders with a similar
Describe how and why students are reading level (2nd-3rd grade level) as stated in their IEPs, and similar reading interests, such as reading about
grouped based on animals. Grouping students this way allowed me to target a group of students that had similar learning needs,
- homogeneous, heterogeneous, making it simpler to plan for instruction.
randomized
- ability, interest, IEP goals, social or
social-emotional, behavioral,
language acquisition
Co-Teaching Strategy This lesson is set up for a group of students with academic and behavioral needs, so a One teach and one assist
Does this lesson involve is appropriate for the success of the lesson goals.
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 Since students are grouped based on their ability levels and interests, all students will receive the same
individual students’ needs by appropriate nonfiction text to read for this activity.
adjusting the content, process,
product, and environment based on Process
their readiness, interests, and learning Students will have the opportunity to ask questions and receive extra support when reading and identifying
preferences. facts. Students will also be given extra time if needed to complete their post reading activity. Students will either
work individually if they wish, with a partner, or the teacher for extra support during the post reading activity.

Product
Students will choose how they would like to demonstrate their comprehension of factual statements during the
post reading activity, either written work or verbal demonstration to the teacher (depending on students writing
abilities)

Environment
Students are placed at a small table in a quiet space to allow for maximum focus and motivation. Flexible
seating options are available for students to take advantage of, such as swivel chairs, if this helps them remain
on task.

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

Student IEP Goal

L.J Students will improve their decoding of a text using highlighters, sticky notes, and other tools.
L.W Students will improve their decoding of a text using highlighters, sticky notes, and other tools.
D.M Students will read a text orally with accuracy.

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

Student(s) Required Accommodation/Modification

L.J 3rd grade level text to meet ability level
L.W 3rd grade level text to meet ability level
D.M 3rd grade level text to meet ability level

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

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

Assessment
Formative Assessment Students will complete a post reading comprehension activity that invites them to write 2-3 facts about
- How will you monitor student themselves, a family member, another animal, or anything else that they wish to write about. They should
learning throughout the lesson? choose something that they know a lot about since they will have to write facts about their choice. This activity
- Be specific about how your practice will show where students are at in terms of meeting the lesson objective. (LO: Students will use the reading
assessments connect directly with strategy “gather up facts” to identify and locate facts in a nonfiction text to help with their reading
the lesson objective. comprehension.) Students will be graded using the rubric below.
Formative Evaluation Criteria
- What material(s) will you use to
Mastered (3 pts) Approaching Mastery (2 pts) Not Yet Mastered (1 pt)
evaluate learning?
- Attach a copy of your checklist, Students are able to identify the Students are able to identify the Students are able to identify the
rubric, observation criteria, or other facts given in the text. Students facts given in the text. Students facts given in the text. Students
measure. showed no errors in their post showed no errors in their post showed no errors in their post
reading activity. reading activity. reading activity.

Summative Assessment After this short unit, students will be asked to write a short story using both facts and opinions. Students will
How will students demonstrate have freedom to choose whichever topic that they would like to write about for their short stories. They will
mastery of the standard? graded on their ability to distinguish between facts and opinions. Students will have the opportunity to share
​Note: This assessment does not have their short stories with the class if they wish. Students will be graded using the rubric below.
to occur during/after this lesson but
in upcoming lessons.

Summative Evaluation Criteria

- What material(s) will you use to Mastered Approaching Mastery Not Yet Mastered
evaluate learning?
Student show complete Student shows some Student shows little understanding

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 - Attach a copy of your checklist, understanding of opinion vs. understanding of opinion vs. of opinion vs. factual statements.
rubric, observation criteria, or other factual statements. Students work factual statements. Students work Students work includes 0
measure. includes 2 examples of opinion includes 1 example of opinion examples of opinion statements,
statements, and 2 examples of statements, and 1 example of and 0 examples of factual
factual statements. No errors factual statements. 2-3 errors statements. More than 4 errors
shown in student work. shown in student work. shown in student work.

Procedures
Opening: Introduction and Introduction:
Connection to Previous Learning ● Inform students that today we are going to be continuing our learning of opinion vs. facts. They will be
● Anticipatory Activity (Hook) learning about a reading strategy called “gather up the facts”. This strategy is going to help us
● Activate prior knowledge. comprehend information that we are reading when we are reading nonfiction texts.
● Be sure students understand
procedures and instructions for Activate prior knowledge/Hook:
the lesson. ● Ask students what they remember about an opinion. Students should remember that opinions are
● Establish clear expectations. statements that express a writer's feelings, attitudes, or beliefs about someone or something.
● Model concept. ● Now ask students to define a fact. “What do we know about facts? “Can someone tell me what a fact is?”
The groupings/instruction/lesson (A fact is a piece of information that is true)
progression may look different in different
● Come up with some examples of factual statements to share with the students, then have students share
parts of the lesson!
some of their own facts. Write the following examples on the board, “I am a girl” “I live in Wisconsin”
“I am a teacher/student”. Explain to students that these are all true statements about myself. They are
not opinions because they are not statements about my attitude, feelings, or beliefs about myself.
● Now have students try to share some factual statements.

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 Instructions/Procedures:
● Now hand out a copy of the text “All About Horses”(or other text choice) to each student. Each
student also gets one highlighter.

●
● Remind students that today we are going to be practicing using a strategy called “Gathering Up Facts”
while reading our text.
● Explain to students that using this strategy will help us gather up facts while we read so that we can
remember the important information that we read. Explain to students that we are going to read the
passage and then stop after each section and underline or highlight facts and write down facts that we
learned on our fact sheets and then throw them in our fact bucket. Instruct students that it’s important
to stop often while reading and gather up facts so that we remember what we read.

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 ●
● Then inform students that after we are reading we will be left with a bucket full of facts about our story
that will help us revisit what we read and help us comprehend the information.
● Then inform students that at the end of the reading activity we are going to write a few facts about
ourselves, another animal that we know a lot about, a superhero, a family member or friend, or
whatever else you want.

Model Concept:
● Read the first two paragraphs of the story.
● Then go back into the reading and highlight the facts in that section so students know what to do.
● Write down the facts on the individual fact sheets and put them in the “fact jar”.
● Remind students that we are only focusing on facts, so true statements, for this activity, not opinions.
● Ask students if they have any questions or need clarification before moving on.

“Gather up facts” reading comprehension strategy (pg. 254)

During: Lesson Progression ● Now students will take turns reading the next few sections of the text.
In this portion of the lesson, you will ● Ask for a volunteer to begin reading.
be letting go and letting students ● Students should be underlining or highlighting the facts as their peers are reading to refer back to.
engage in productive struggle; ● Students should share the facts that they found in the section and write them down on their fact sheets
engaging in gradual release (“I do, and throw them in the “fact jar” before moving on.
we do, you do”), inquiry, guided or ● After each paragraph a different student volunteer should read until the story is completed.
independent practice, or other ● Make corrections if students are identifying opinions in the text instead of facts. Reteach the meanings
learning methods. Please write what of both if necessary.
you are looking for in terms of:

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 ● 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.
Closing: Wrap-Up and Extension ● Once students have completed reading the text and finding the facts, ask students to share one fact that
End the lesson with a final review of they remember putting in the fact jar.
key ideas and knowledge. This is ● After reading comprehension activity- Now hand out a piece of paper and a pencil to each student and
where you have students talk about have them write or verbally share 2-3 facts down about themselves, a friend or family member, another
their thinking and share strategies animal or anyone or anything that they know a lot about. Give them 5 minutes to do this.
with the whole class. It’s important ● Have students share what they wrote if they wish.
to name strategies and use academic ● Correct any errors (writing opinions instead of facts)
vocabulary here, extending the ● Wrap up by reminding students the difference between facts and opinions. Explain why facts are
lesson to broader ideas. important to identify in a nonfiction text (to help with reading comprehension)
● Promote a community of ● Explain to students that the following day they will be completing an activity where they will have to
learners. identify facts and opinions in a text and explain the difference between them.
● 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

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 preview of what the next lesson will
include.
Curricular and Instructional ● Individual mini fact sheets (5 per student)
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. ● A “fact jar” (cup, bowl, container, glass jar, etc) to put the fact slips into.
● One copy of “All About Horses” per student.

● One highlighter per student.

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 Supplies, Equipment and ● Scrap paper
Technology ● pencils
- List all other supplies that need to
be available.

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