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__x__ Whole Group __x___ Small Group _____ One-on-One _x____ Students with IEPs/504s __x___ ELL Students
Central Focus/Lesson Students will be able to compare and contrast the adventures and experiences of
Objective(s) characters in familiar stories.
Objectives are
measurable and
aligned with the
standard.
Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand? Compare/Contrast
What academic Language Vocabulary (Identify key, content specific words for this lesson: examples of
language will you vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
teach or develop? descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
What are the key students’ comprehension.)
vocabulary words Compare
and/or symbols? Contrast
Adventures
Experiences
Venn Diagram
Characters
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students throughout the lesson.)
Drawing/Writing
Speaking
Materials Smartboard/Computer to display examples of Venn diagrams
What resources can be Copy paper or Venn diagram handouts
used to engage Writing Utensils
students? Coloring Utensils
Venn Diagram Anchor Chart
Introduction to Have a picture of ice cream for students displayed on the smart board as well as
Lesson/ picture of cookies displayed on the smartboard as well.
Activating Thinking Say to students, “I want you to discuss with an elbow partner how ice cream and
What is the ‘hook’ for cookies are the same.” (Allow think time for students).
the lesson to tap into As they think, ask them to think about texture, physical attributes, taste, color, etc.
prior knowledge and (drawing on what was learned about texture and physical attributes in science during
develop students’ the previous weeks lesson about rocks and earth materials) etc.
interests? This should Next have them discuss how the two are different.
tie directly into the Walk around during their comparing and contrasting activator activity. (Listen to
lesson’s objective and responses). Once the timer goes off (one minute per discussion) discuss some
standard and should responses and record those responses on the smartboard.
promote higher level Explain to students they have just compared by talking about how things were alike
thinking. How will (show hand motion for compared) and contrasted by talking about how things were
you introduce the different (show hand motion for contrasted).
content specific
Have students echo by saying “compare” and “contrast” and mirror the hand
vocabulary words?
motions. (Have the words compare and contrast written on the board).
***Use knowledge of
Explain that compare means to talk about ways in which two or more things are alike
students’ academic,
or similar and contrast means to discuss or look at ways in which they are different
social, and cultural
(reference some responses in the activator activity).
characteristics.
Explain to students that they will be working on comparing and contrasting two
seasons (fall, winter, summer, spring). Students will be looking at how the two
seasons are the same by comparing and looking at how they are different by
contrasting. Students will be using a Venn diagram as their graphic organizer.
Break students up by interest inventory responses to the questions “What is your
favorite season”. (Model how one might compare or contrast two seasons).
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Oral: Discussing with a partner the differences and similarities of cookies and ice cream.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Student 1: Repeated Instruction and direct modeling
Student 2: One on one instructions and direct modeling
Management Plan:
“Materials Managers”, per group, are chosen at the beginning of the day based on
student’s leadership qualities these students throughout all lessons will pass out and
pick up materials and worksheets to their groups as required/needed.
Call students to the carpet singing the “Come to the Carpet” song.
Have students go back to their seats, quietly “tip toe go slow”, by color of their table
(ex, green, blue, orange etc.). or by color shirt they are wearing.
Use enforceable statement, “I only call on students who raise their hand.” When it is
time for students to give responses.
Body of Lesson/ Model for students how group work is to be conducted.
Teaching Strategies Show students the Venn diagram anchor chart and share with them that information
What will you have the in the middle shows that both items share these characteristics. Use the example of
students do after you the cookies and ice cream. Ask “Where would information go if we were discussing
introduce the lesson to how they were similar?”
learn the standards? Explain to them that the middle is comparing the two because this is showing how
What questions will they overlap or show similarities and the outside area circles show how only that item
you ask to promote has that characteristic (shows how it is different from the other).
higher level thinking? Prompt students with questions about the cookies and ice cream in order for them to
compare and contrast.
What opportunities Have students engage in their own activity of comparing and contrasting two seasons
will you provide for based on interest inventory given have them practice placing items within a Venn
students to practice diagram.
content language/ Walk around and take anecdotal notes on where students are on understanding
vocabulary? What comparing and contrasting and their understanding of how to use a Venn diagram in
language supports order to modify later lesson(s).
will you offer?
As it is day one, prompt and use high scaffolding to move along students
understanding and focus on listening to understand what they already know and
assist them in going beyond this point.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Written Using Venn diagrams to show comparing and contrasting.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Oral: Working in groups to discuss ways in which the seasons are different and ways in
which the seasons are the same.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Student 1: Repeated Instruction
Student 2: One on one instructions
Management Plan:
Go over rules and procedures for productive group work.
Have materials managers pick up work material for their groups as well as pass out
materials for their groups.
Use clap and response to get students attention when needed.
Use a timer so students know the exact time they have for discussion and to work on
the assignment.
Closure/ Come back together and share learning. Have one student from each group to discuss
Summarizing what was learned in their group.
Strategies: Ask them to hold up their Venn diagrams/ read or share the drawings to the class and
How will the students compare the two, discus how the seasons are the same (by comparing) and how they
summarize and/or are different (by contrasting) encourage them to do hand motions.
share what they have Ask class Where did the things that were the same go in the Venn diagram? What
learned to prove they about when they were different?
know and understand Ask the class if they can think of ways that they can compare these objects in other
the standard(s) and its ways or discuss how they are similar or discuss how these are different by
vocabulary? Will you contrasting.
provide opportunities Preview tomorrows thinking, and learning ask students how a Venn diagram can
for students to apply (have students echo you) help them sort their ideas when comparing and contrasting
new knowledge while and how can we compare and contrast the adventures and experiences of characters
making connections to in a story or stories? (echo question)
prior learning? Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Management Plan:
Have materials mangers collect items and place them on one table to eliminate all 18
students getting up at once.
Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).
Evaluation Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
Every standard listed such; remember to identify both formative & summative assessments throughout the lesson):
above must be
assessed and included. Formative assessment: Through verbal explanations (with prompting and high or low
Questions to consider scaffolding as needed as well as repeated instruction).
while planning: Formative assessment through written, drawn and or verbal explanations.
How will students Assessment Plan for Learning Objectives (This is a plan and should be written as such;
exhibit an remember to identify both formative & summative assessments throughout the lesson):
understanding of the Formative Assessment: Answers to questions given during all parts of the lesson
lesson’s objectives? Summative Assessment: Anecdotal notes taken during group work
How will you provide Use of separation of items using the Venn diagrams created.
feedback? What
evidence will you
collect to demonstrate
students’
understanding/mastery
of the lesson’s
objective(s) including
their usage of
vocabulary?
Reflection/Analyzing This lesson could be improved by providing individual students with pictures of things/
Teaching objects to compare and contrast such as showing them pictures of the seasons or activities /
Effectiveness how trees look/wildlife associated with that season to improve student’s schema or
background knowledge of the seasons.
Reflection includes As I monitored students working on their comparing and contrasting of the seasons some
characteristics of the struggled to think of activities and experiences they could have in those seasons. Most were
lesson and specific only thinking about the current season that we are in. I believe spending more time on
examples on how it showing students pictures of the seasons or discussing more in depth how each season is
can be improved. different would have proven beneficial to the students. I also would have added the real world
Improvements are connection and created a chart of activities students participate in during each season.
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.
__x__ Whole Group __x___ Small Group _____ One-on-One _x____ Students with IEPs/504s __x___ ELL Students
Central Focus/Lesson Students will be able to compare and contrast the adventures and experiences of characters in
Objective(s) familiar stories.
Objectives are
measurable and
aligned with the
standard.
Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand?
What academic Compare/Contrast
language will you
teach or develop? Language Vocabulary (Identify key, content specific words for this lesson: examples of
What are the key vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
vocabulary words descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
and/or symbols? students’ comprehension.)
Compare
Contrast
Adventures
Experiences
Venn Diagram
Characters
Student 1 &2: Ask question in different way as well as say question multiple times allowing
for think time.
Management Plan:
Materials managers are chosen at the beginning of the day based on student’s
leadership qualities.
Call students to the carpet singing the come to the carpet song or preferred
management strategy.
Have students go back to their seats, quietly or tip toeing, by color of their table (ex,
green, blue, orange etc.). or by color shirt they are wearing.
On this day student’s groups will be by reading level.
Use enforceable statement “I only call on students who raise their hand.” When it is
time for students to give responses.
As needed, encourage students to come up to the front of the classroom to give their
response.
Body of Lesson/ All students will be given a Venn diagram. One will have lines for students to write
Teaching Strategies sentences and the other will be blank on the insides to show illustrations for some
What will you have the students who are still working on developing their recognition of the alphabet and
students do after you their writing skills will be asked to depict the differences though illustrations.
introduce the lesson to Students will read books in groups on level. They can do a read along with the
learn the standards? teacher level 1, and listen to a read aloud in their group, (with the use of a timer).
What questions will Level 1: “Grasshopper and Ant”- Alex Haber
you ask to promote Level 2: “Goldilocks and the three Bears”- Bill Shockey
higher level thinking? Level 3: “Simon and Molly Plus Hester”-Lisa Jahn-Clough
They will choose two characters in the story to compare and contrast the adventures
What opportunities of.
will you provide for With their designated small group the teacher, will and should prompt the students by
students to practice
asking students who are the characters in the story (main people or animals in the
content language/
story). What are event or adventures (things that happen in the story) Students should
vocabulary? What understand this before reading takes place, during the reading and after the reading.
language supports
Teachers in group will continuously use the vocabulary words comparing for
will you offer?
similarities and contrasting for differences.
I will rotate through groups for understanding as students are working on
illustrations.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Management Plan:
Management Plan:
Use enforceable statement: I only call in students who are sitting “criss cross apple sauce”
and who have a quiet hand raised.
Reflection/Analyzing To improve future lessons, I could have asked students ways in which they believe they could
Teaching compare and contrast characters in the familiar text the Cat in the Hat rather than only
Effectiveness asking them to compare and contrast two things. By doing this I could gauge and see where
students were in their understanding of comparing and contrasting two characters adventures
Reflection includes ad experiences within familiar text. If I would have done this and recorded responses, we
characteristics of the could have looked at improvement on their understanding as the week progressed.
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.
__x__ Whole Group __x___ Small Group _____ One-on-One _x____ Students with IEPs/504s __x___ ELL Students
Central Focus/Lesson Students will be able to compare and contrast the adventures and experiences of characters in
Objective(s) familiar stories.
Objectives are
measurable and
aligned with the
standard.
Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand?
What academic Compare/Contrast
language will you
teach or develop? Language Vocabulary (Identify key, content specific words for this lesson: examples of
What are the key vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
vocabulary words descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
and/or symbols? students’ comprehension.)
Compare
Contrast
Adventures
Experiences
Venn Diagram
Characters
Drawing/Writing
Speaking
Introduction to
Lesson/ Go over/Review lessons 1 and 2.
Activating Thinking Ask students to give an example of two characters they compared and contrasted in
What is the ‘hook’ for the previous lesson.
the lesson to tap into What does comparing and contrasting mean?
prior knowledge and Why do we compare and contrast?
develop students’ Go over where these items would go in the Venn diagram.
interests? This should Have a student to explain the parts of the Venn diagram.
tie directly into the
How does comparing and contrasting help us understand a text?
lesson’s objective and
standard and should
Language Discourse (structures of written or oral language; how participants of the content
promote higher level
area speak, write, and participate):
thinking. How will
you introduce the
Oral: Answering questions in activator/introduction.
content specific
vocabulary words? Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
***Use knowledge of and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
students’ academic, Repeated Instruction
social, and cultural
characteristics. Management Plan:
Materials managers are chosen at the beginning of the day based on student’s
leadership qualities these students throughout all lessons will pass out and pick up
materials and worksheets to their groups.
Call students to the carpet singing the come to the carpet song or preferred
management strategy.
Have students go back to their seats, quietly or tip toeing, by color of their table (ex,
green, blue, orange etc.). or by color shirt they are wearing.
Have students go to their groups for this unit based on the season they chose as their
favorite.
Use enforceable statement “I only call on students who raise their hand.” When it is
time for students to give responses.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Oral: Answering/discussing questions
Reflection/Analyzing This lesson could have been improved by introducing the life-sized Venn diagram (use of
Teaching hula hoops) prior to the closing. I believe that students could have benefited from putting
Effectiveness ideas, drawings on sticky notes and or sentence strips on this day, to help them see a larger
visual of a Venn diagram. I believe that this could have especially benefited those students,
Reflection includes who based on anecdotal notes needed extra prompting and support when comparing and
characteristics of the contrasting.
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.
Lesson Lesson Plan 4: Comparing and Contrasting Extension/Review Day Date: March 8th 2018
Title: 4
CCGPS or GPS Standard(s):
ELAGSEKRL9 with prompting and support, compare and contrast the adventures and experiences of characters in
familiar stories.
Classroom/Lesson Context (please check the following that apply):
__x__ Whole Group ___x__ Small Group _____ One-on-One ___x__ Students with IEPs/504s ___x__ ELL Students
Central Focus/Lesson Students will be able to compare and contrast the adventures and experiences of
Objective(s) characters in familiar stories.
Objectives are
measurable and
aligned with the
standard.
Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand?
What academic Compare/Contrast
language will you
teach or develop? Language Vocabulary (Identify key, content specific words for this lesson: examples of
What are the key vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
vocabulary words descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
and/or symbols? students’ comprehension.)
Compare
Contrast
Adventures
Experiences
Venn Diagram
Characters
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students throughout the lesson.)
Listening/Speaking
Management Plan:
Materials managers are chosen at the beginning of the day based on student’s
leadership qualities these students throughout all lessons will pass out and pick up
materials and worksheets to their groups.
Call students to the carpet singing the come to the carpet song or preferred
management strategy.
Have students go back to their seats, quietly or tip toeing, by color of their table (ex,
green, blue, orange etc.). or by color shirt they are wearing.
Pair students up based on readiness level (high with low/middle with high).
Use enforceable statement “I only call on students who raise their hand.” When it is
time for students to give responses.
Management Plan:
Go over expectations for group discussions.
Closure/
Summarizing Have students share how they compared and contrasted characters within “The Cat in the
Strategies: Hat.”
How will the students Come back together and explain once more the benefits of learning to compare and contrast
summarize and/or characters within a text and how we compare and contrast things all the time.
share what they have Have students take a look the work they create with the “life sized” Venn diagrams.
learned to prove they
know and understand Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
the standard(s) and its sentences):
vocabulary? Will you
provide opportunities Language Discourse (structures of written or oral language; how participants of the content
for students to apply area speak, write, and participate):
new knowledge while
making connections to
prior learning? Oral: explaining reasoning
Management Plan:
Use enforceable statements: I only call on students who have their hands raised.
Reflection/Analyzing This lesson could be improved by providing some students with pictures of the characters to
Teaching place within the Venn diagram or with simple sentences to put in the appropriate places on
Effectiveness the Venn diagrams providing students with an enrichment opportunity or providing them
with pictures to help them understand what experiences and adventures look like within a
Reflection includes story.
characteristics of the After providing students with these, we could have then moved to working on writing and
lesson and specific drawing in the sentence strips.
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.