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PART I: PLANNING
Comparing and Contrasting Lesson
Title of Lesson
Is this lesson original idea? If not, from what source did you borrow this lesson?
Original
Source
Language Arts
Subject Area (s)
3rd grade
Grade Level
Curriculum Standards 7.1 Compare and contrast diverse texts on the same topic, idea,
or concept.
Describe the lessons activities and content to provide a clear overview of the lesson.
Description and To begin the lesson, I will review comparing and contrasting by asking the students what
Background Information they know. I will ask the students what does it mean to compare, what does it mean to
contrast and what tool do we use to compare and contrast stories. Then I will ask the
students to compare a cherry and strawberry as my anticipatory set. After that I will show
the students a video on comparing and contrasting. Then, we will read two similar stories
as a class. The students will have these stories air dropped to their iPads so they can
follow along. After we have finished reading the stories we will move to the back of the
room and compare and contrast the two stories into our class Venn diagram. The students
will come up to the Venn diagram and pull information from the stories to put into our
Venn diagram. The students will read two similar texts, then have to compare and contrast
them using a Venn diagram.
What will students be able to do at the conclusion of this lesson? Make sure that your
Lesson Objectives objective(s) are measurable.
The students will be able to compare and contrast the two similar stories with 90%
accuracy.
How will you vary these objectives for students who do not understand the material?
I will have the student to orally explain the similarities and differences before moving them
Varying Objectives for to creating Venn diagrams.
Individuals Needs How will you vary these objectives for students who have already mastered the concept?
I will give the student a more complex text to compare.
(Differentiated Instruction-content;
How will you vary these objectives for students who are presently learning English?
Process; Product; or Environment)
I will give the student a simpler text to create a Venn diagram on.
What materials and supplies are needed to help your students achieve the stated
objectives?
Materials and Resources What will the teacher need? Smartboard, flipchart paper, markers,
What will the students need? ipads, markers
What other resources are needed? None
Will you use resource speakers? No
How will you find out what students already know about this topic?
I will ask the students what does it mean to compare, what does it mean to contrast
Pre-assessment and what tool do we use to compare and contrast stories.
The students will come up to the Venn diagram and pull information from the stories to
Independent Practice put into our Venn diagram.
How will you conclude the lesson and relate it to future experiences? How will you wrap
up the lesson to reinforce concepts taught during the lesson?
Closure
I will wrap up the lesson by orally reviewing what it means to compare and contrast, and
why it is important.
What will students do to demonstrate what they have learned?
The students will read two similar texts, then have to compare and contrast them using a
Assessment Venn diagram.
(Give a description and attach to
lesson plan)
What can students do at home or in the classroom to apply the knowledge or skills? How
could you use your colleagues or community agencies to improve student performance?
Extension Activities
The students could research and find two similar stories, then create their own Venn
diagram to compare and contrast the two stories.
How will you use technology to assist students with learning the concepts? What technology will you
use to enhance the delivery and comprehension of your content?
Technology The students will use their iPads to follow along with the stories as they are being read. The students
will also use their iPads to pull information from to complete the Venn diagram.
How will you connect this lesson with other content areas across the curriculum? Include the other
content areas as well as the Arts, PE and Health.
Connection Across the
Curriculum Health: We will compare fruits.
PE: The students will move around while we are creating our big class Venn diagram.
Arts: The students will create their own Venn diagram.
Math: We could talk about circle and how to create circle.
Social Studies: We can compare and contrast the Native American tribes as a review.
Science: We will compare fruits and talk about how they grow.
Describe the strengths of your instructional techniques, strategies and classroom management.
Describe the strengths of student engagement.
I feel that one strength was student engagement, each student was given the chance to write a
Strengths comparison on the Venn diagram. Also, while a student was writing on the Venn diagram the other
students were looking at the text, so I feel that this was a strength for strategies and classroom
management.
Revised 6-2013
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comprehensive lists of comprehensive lists of lists of some of the a list of lesson provide a list of
MATERIALS AND lesson materials and lesson materials and materials and resources materials and materials and resources
RESOURCES resources with resources to be used by the to be used by the resources to be used by for the lesson
ACEI 1.0 explanations of how they teacher and the students, teacher and the students the teacher or the
NAEYC 4b will be used by the teacher but no explanations for the lesson students, but not both
and students
The candidate clearly The candidate clearly The candidate clearly The candidate The candidate
describes a well-organized describes a student- describes a student- describes a lesson that describes an ill-
student centered lesson centered lesson that centered lesson that is somewhat student- planned lesson that is
that reflects all reflects most of the contains few of the centered with few of not student-centered or
organizational issues: pre- organizational issues: organizational issues, the organizational the candidate fails to
assessment, motivation pre-assessment, and addresses some issues, with no describe the lesson
LESSON DESIGN (anticipatory set), purpose, motivation, purpose, differentiated differentiated
ACEI 3.1-3.5 modeling/demonstration, modeling/demonstration, instruction. instruction
NAEYC 4b guided and independent guided and independent
practice, closure, extension practice, closure,
activities and other extension activities and
instructional strategies. other instructional
The lesson plan reflects strategies. The lesson plan
differentiated instruction reflects differentiated
instruction
The candidate describes The candidate describes The candidate includes The candidate includes The candidate fails to
specific assessments that assessments that correlate assessments within the assessments within the include and/or attach
KEY ASSESSMENTS correlate to all of the to some of the objectives plan which correlate to plan that do not the assessment(s).
ACEI 4.0 objectives and lesson or and the lesson and/ or the objectives and the correlate to the
NAEYC 3b-c attaches the assessment. attaches the assessment. lesson, but does not objectives and the
describe or attach the lesson.
assessment.
The candidate describes The candidate describes The candidate lists and The candidate lists The candidate does not
and lists specific strategies and lists several strategies/ describes strategies/ questions, but fails to list or describe any
CHECKING FOR and techniques and/or lists techniques and questions techniques, but does not describe or list strategies/techniques or
UNDERSTANDING questions to be asked to to be asked to check for list any questions strategies and asks questions to check
ACEI 3.1-3.5 check for understanding understanding techniques for understanding
NAEYC 5c
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demonstrates a high level demonstrates competence demonstrates sufficient demonstrates little demonstrates little
PRESENTATIONS & of competence in spelling, in spelling, grammar and competence in spelling, competence in competence in
CONVENTIONS grammar and typing typing, but exhibits few grammar and typing, spelling, grammar and spelling, grammar and
ACEI 5.1 errors but exhibits several typing, through many typing through a
NAEYC 6b errors errors significant number of
errors
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EXTENSION more than one extension least one extension activity extension activities that extension activities provide extension
ACTIVITIES activity to connect the to connect the lesson with connect the home, but that do not connect the activities
ACEI 5.3-5.4 lesson with the home, the home and community, not the community and home, community and
NAEYC 4c community and but not community community agencies community agencies
community agencies agencies
CONNECTION The candidate includes The candidate includes The candidate includes The candidate The candidate fails to
ACROSS THE connections to all of the connections to at least 5 of connections to the four connects the lesson to connect the lesson to
CURRICULUM curriculum content areas the 7 curriculum areas in core content areas in the at least two curriculum other curriculum
ACEI 2.8 during the lesson. the lesson lesson content areas content areas
NAEYC 5c
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thorough information that provides information that information regarding superficial information provide information
shows an understanding of shows an understanding of the effectiveness and regarding the regarding reflections
the effectiveness and the effectiveness of the ineffectiveness of the effectiveness and the from the
REFLECTIONS ineffectiveness of the lesson; gives information lesson, but gives no ineffectiveness of the implementation of the
ACEI 5.1 lesson; gives information regarding changes for information regarding lesson, and gives no lesson
NAEYC 4d regarding changes for future implementation of future implementation information regarding
future implementation of the lesson future implementation
the lesson of the lesson.
T OT A L
Revised 1-2