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(Updated 4/17/15)
(edTPA Aligned)
Overview
The information included in this document is to support faculty in teaching about and supporting
students with the T&L (and edTPA) Instructional Plan. While there are many variations of lesson
plans, this format meets departmental requirements and is aligned with the 2014 edTPA as well.
Background Information (When doing the actual edTPA, leave out identifiers)
Instructional Plan Purpose: Teacher candidates explain how this instructional plan
develops students conceptual understanding of overall content goals. This is sometimes
also called a rationale and includes a what, why, how general statement (see also
Central Focus in edTPA)
The purpose for this lesson is for students to understand and be able to use the
strategy of comparing and contrasting text while reading. They will be able to
better comprehend texts by using this tool to compare what theyve read in other
texts or previously in the text, and then contrast it to the material. This lesson will
be taught in the beginning of the year, so students can learn how to use this
strategy before they learn any more reading comprehension strategies. It will be
taught through explicit instruction through practice books, discussion and
additional worksheets.
.
Additionally, explain where in a unit this lesson would be taught. What lesson topic
came prior to this one (yesterday) and what related lesson will come after this one
(tomorrow)?
This lesson will be taught before any other reading strategy in the unit, because it
is one of the simpler strategies to help children comprehend the texts they are
reading. At the beginning of a reading comprehension unit we will go over what
exactly reading strategies are and what they are used for usually while reading a
book in and outside of the classroom. Then we will focus on the comparing and
contrasting strategy. After learning and practicing this strategy for an entire day
we will then proceed to learn about the inferencing strategy the following day. We
will continue with this strategy because it can work with contrasting and
comparing material you have read to be able to inference what may happen later
while you read. Students will be able to make that connection easily while they
are learning the new strategy which will make the process easier.
c. Content Objectives (to be copied in Assessment Chart below) and alignment to State
Learning Standards:
d. Previous Learning Experiences: Teacher candidates should explain what students know
and have learned that is relevant to the current lesson topic and process.
Students will have an idea and basic understanding of what comprehension
reading strategies are, and how they help them when theyre reading.
2. SWBAT. Compare and contrast Summative: After finishing one class reading
different and similar ideas and and one independent reading, students will write
events in any two given texts to three paragraphs on the similarities and
help comprehend the reading. differences of the two books.
(CCSS.ELA-LITERACY.RI.5.5)
3. SWBAT identify and find Formative: In the middle of the unit, students
similarities and differences in the will be given a worksheet on the similarities and
different attributes in any given differences they are noticing about the characters,
text. (CCSS.ELA- events, and settings in the reading. We will
LITERACY.RL.5.3) discuss as a class and feed off of each others
ideas.
1. SWBAT define and understand Summative: After having a class reading
what comparing and contrasting students will be asked to list and write about the
is in any giving reading and be main similarities and differences they identified
able to identify each. in the book.
(CCSS.ELA-
LITERACY.RI.5.10)
g. Student Voice: Student voice is a term used to describe students expressing their
understanding of their own learning process. For your lesson, respond to the three
required components of student voice and identify how students will reflect and/or
communicate on their learning or progress toward meeting the goals. (Use the
following table.)
h. Grouping of Students for Instruction: Describe why, how, and where in the lesson
students will be divided into groups, if applicable (e.g., "why" could be to support
language learners, for reciprocal teaching, and/or to use jigsaw, and "how" might include
random, ability-based, interest, social purposes, etc.). Recognize that some lessons or parts
of a lesson may call for grouped work or individualized work or both.
Before starting the unit we will have a class discussion on what reading
comprehension strategies are, and how they can possibly help us in our reading.
Students will be able to speak aloud and give their opinion of how they think
reading strategies can help them, and if theyve used strategies before without
noticing. Then we will go to the front of the class in front of the board with the
lesson on it. We will introduce the lesson of Comparing and Contrasting and
have students discuss to themselves what they think this tool may be. We will
have them discuss with neighbors in hushed tones (or a level 1 voice) for about 2-
5 minutes. Then we will have students raise their hands and share what they have
discussed with their neighbors and write some ideas on the board. Then we will
introduce the idea of what comparing and contrasting actually is, using the
examples on the board from previous readings that we have covered. Then we
will have students get in pairs and they will have to find a difference and
similarity between two characters in the last novel we have read. They will
discuss this for 2-5 minutes again and then we will bring everyone back together
and have pairs raise their hand and explain what they came up with. As we pass
out the new text that we will read throughout the week they will also be
introduced to the checklist on the board and explained what is expected out of
them as they learn how to compare and contrast. Every other chapter students will
read with a partner and both will be expected to apply their knowledge on how to
compare and contrast. Students will be able to help one another when they are
trying to find these in group reading. At the end of reading the book students will
then have to work individually and come up with all the different similarities and
differences of the book and construct their own compare and contrast essay. They
will be given the rubric for this assignment before they start, and they will be able
to refer to the rubric while they are creating their essay.
a. Introduction: Teacher candidates identify how they are going to introduce the concept,
skill or task in a way that gains students attention and gets them involved (the lesson
hook).
Good morning, 4th graders! Today we are going to work on understanding what
we read by using some reading strategies! We had a brief discussion about what
reading strategies are, and how we think they can help us as we read. Can anyone
help remind us what they are and how they benefit us as readers? (Leave time for
a few answers) Very good! Thats exactly right, but today we are going to go
deeper into our understanding of reading strategies, and look at our very first one,
which is comparing and contrasting! Discuss with your neighbor what you think
that kind of strategy may look like in your reading. If you dont have any idea,
thats okay, just make an educated guess!
b. Questions: Questions teacher candidate will ask during the lesson that drive thinking
and learning and engagement (5 or more questions) and in parentheses, indicate Bloom
level and/or question type to ensure that you are posing questions that push critical
thinking and engagement (e.g. Analysis/Divergent)
1. When a worksheet or myself ask you to make some contrasting points in the novel,
what exactly is that asking you to do? (Divergent)
2. When you are asked to compare something in a text, what exactly is that asking you
to do? (Analysis)
3. How can you compare and contrast things when you are reading? (Divergent)
4. How could comparing and contrasting characters, settings, or events help you
understand what you are reading? (Analysis)
5. Do you think reviewing others comparisons and contrasts will help strengthen your
own understanding and work of the text? (Analysis)
c. Learning Activities: Describe what the teacher will do and say and students will do
during the lesson. Write it as a procedural set of steps in the left column of table below.
On the right, refer to a supporting learning theory or principle driving that activity and/or
your rationale for doing what you are doing.
Prompts for right hand columnsupporting theories/principles. In the right column, use
references from texts, research/peer reviewed journals, or other learning theories to
support your choice of activities. You might draw from your 301 and/or your methods
courses here.
o Connections between students own lives, experiences, cultures, interests and the
content.
o Active learning over passive learning (e.g. SCI Learning Experiences ladder
simulation over verbal)
o Theoretical support for learning activities (e.g. Culturally responsive strategy, or
processing)
o Multiple means of representation for the K-12 students (UDL principle)
o Multiple means of engagement for the K-12 students (UDL principle)
o Multiple means of expression of learning by the K-12 students (UDL principle)
o Accommodations and modifications for students with diverse needs, including those
with disabilities (as stated in their IEPs)
o How the teacher candidate will assess the learning of the students (from table above)
b. Closure: Closure is the signal to students that the lesson is now coming to an end. In
closure, teachers review the learning targets (what was taught) for the day and refocus on
what is important.
Were so happy that all of you were able to tackle this first reading strategy head
on, and understand how it and other strategies benefit our reading comprehension.
As we journey through this unit we are going to continue to learn how to find
these similarities and differences that soon will soon help us to craft a beautifully
written piece of paper for you to turn in. The paper will be on comparing and
contrasting How to Steal a Dog using your own ideas and opinions.
c. Independent Practice: Describe how students will extend their experiences with the
content and demonstrate understanding in a new and different context (perhaps even
outside of the classroom). Include possible family interaction (identify at least one way in
which you might involve students families in this instructional plan.)
Students will be able to take what they learned from comparing and contrasting to
use in their future comprehension in reading. They will have the ability to use this
strategy to better understand characters or events within a book by comparing
them to other books or other moments within the book to better comprehend the
text. Students may use this not only in their schoolwork but also in their own
independent reading. This knowledge of comparing/contrasting will also help
them as they continue to learn other reading comprehension strategies.
Directions: You will compare and contrast two main events, characters, or settings
from the book, How to Steal A Dog. Use supporting details from the book.
Directions: Write three paragraphs noting the similarities and differences between
one of our community books, and a book you have read on your own. Use
supporting details from both books.
Name:___________________________
Book(s):_____________________________________________
1. What are some of the characters that share similarities in this book?