Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Casey Woodard Subject/Grade: English Language Arts Grade 5 Learning Objective: Date and Time of Lesson:

Lesson # 2

Students should be able to compare and contrast the overall structure of events, ideas, and concepts, or information in two or more texts.

Alignment with Standards: CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology,
comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Developmental Appropriateness or Cross-curricular connections: The students in this class are currently in preparation for the HSAP exam. All of the students in the class still need to pass at least one portion of the exam in order to graduate. The purpose of this lesson is to remind students of comparing and contrasting informational texts so that they can do well on this portion of the HSAP exam. Assessment(s) of the Objectives:
Lesson Objective(s) Assessment(s) of the Objective(s) Participation in class discussion on comparing and contrasting the two books Participation in class discussion and dissection of the two articles from the hsap book Note card compare and contrast activity Exit slip Final class discussion Use of Formative Assessment

The note card activity will be an indicator as to whether the students understand the topic or if I should revisit it again. If the students are able to list at least four similarities and four differences between the texts then the objective has been met. The exit slip will determine if the students can use the strategies that they have learned in order to problem solve on these type questions during the HSAP exam. Accommodations: Early finishers will revisit the texts at hand to dig deeper into what is alike and different about the two texts. Students who are slower to read will be given extra time to read and make observations about the text. The students are on similar levels in each group so finishing times should be somewhat close together. For ESOL students I will make sure that they understand what is being asked of them. I may need to explain directions more than once as well as explain the meaning to words that may be more obvious to other students.

When given two grade level texts, students should be able to identify similarities and differences in overall structure of events, ideas, concepts, or information by being able to list at least four similarities and four differences.

Materials: Chart paper, markers, printed sentences, note cards, hsap books, notebook paper, pencils Procedures:

Lander University Teacher Education Lesson Plan Template

Rev. 2013

1. Who has ever been asked to compare or contrast something? 2. How did you do this? 3. We compare and contrast every single day, we just may not realize it. (Buying a car, where we will eat, other peoples ideas) 4. Today we will examine compare and contrast in depth. We will discuss how to compare and contrast informational texts. 5. Who could tell me what compare means? o Compare- To examine two or more ideas, objects, or people to show how they are ALIKE. 6. I have two books with me. Lets compare these books. Can anyone tell me how t hese books compare from just looking at them? (Show the books and pass them around if needed) - Both have a front and back cover, both have a spine, both have words, both have pictures 7. Now lets talk about contrast. Who knows what contrast means? o Contrast- To examine how two or more ideas, objects, or people are different. 8. We can contrast these books that we compared. How do these books contrast? o One color/One b&w, different sizes, one paperback one hard cover. 9. Comparing and contrasting texts works the same way as comparing and contrasting these books. We just have to know what to look for. 10. Texts can be compared in a few different ways: (Show list already made on chart paper. Use this for discussion) o Analyzing their subject matter (what are each of the articles talking about?) o Analyzing their purpose (Why is the author writing this article? Why is the author writing that article?) o Analyzing writing styles (Which writing style did the author of each of the articles use?) o Analyzing ideas (What ideas did each of the authors present in the article to support their purpose for writing the text?) o Analyzing organization (How did the author of the text organize his or her ideas in each of the articles?) 11. Read aloud selection 1 and 2 on page 81 in HSAP book. After reading section 1 stop and discuss what the selection is talking about. What is this selection talking about? (Beaufort, SC) What does this tell us about Beaufort? (the things you can do there) Who do you think this selection is written for? (People who will visit Beaufort) After reading selection 2 stop and discuss what the selection is talking about. What is this selection talking about? (Landrum) What does this selection tell us about Landrum? (How Landrum has changed over the years) Who do you think this selection is written for? (People who want to know about Landrum) 12. Compare and contrast the articles on chart paper- Find one likeness and one difference with the students and write them on the paper. When more ideas are shared ask students to write on the chart paper. 13. Read each of the questions together as a class from the HSAP book. Have the students choose which answer they believe is appropriate and discuss why that answer is or is not appropriate. 14. Give out note card pre printed with two columns (compare and contrast). Give out slips of paper with the two very short paragraphs printed on them. 15. Read the two sentences on your paper. Compare and contrast these two sentences using the note card that I gave you. Write things that are alike about the two sentences under the word compare and things that are different about the two sentences under the word contrast. 16. Ask the students to share what they found was alike and different about their two sentences. 17. Take up compare and contrast note cards as well as sentence strips. 18. Have students read the selection on page 82 and complete an exit slip with the answers to the

Lander University Teacher Education Lesson Plan Template

Rev. 2013

selection. 19. turn into me 20. After the students have completed the exit slip we will review what we have learned in to days lesson. 21. What is compare and contrast? (Looking at likeness and differences of two things) 22. What are some differences that we look for when comparing and contrasting? (subject, purpose, style, idea, organization)

Activity Analysis:
The note card activity will be more engaging to students because they will see that they do not have extensive paragraphs to read in order to complete the task. They will also have to own this activity because they will be responsible for sharing their findings with their classmates. No technology is used in this activity because everyone needs to be able to see their own paragraphs and have their own note card with their own chart in order to complete the activity. Reading the two articles and comparing and contrasting them as a class on chart paper will be engaging to the students because they will be able to come up and write on the chart if they wish. This will get them out of their seat and moving around. This will also provide a visual for the students and will help them to understand exactly what I am talking about when I say organizing ideas in a chart.

References: (2011). South carolina hsap coach english language arts. New York, NY: Triumph Learning.