Teacher Education Lesson Plan Template

Teacher: Maggie Karlov Date: 4/4/19

Title of Lesson: Read Aloud/Compare Cooperating Teacher: Peake Mosier

and Contrast Mini Lesson

Core Components
Subject, Content Area, or Topic
Language Arts
Student Population
21 Students
Learning Objectives
- Students will demonstrate comprehension of read-aloud fictional text by using a
variety of strategies including predicting, summarizing, and identifying important
information.
- Students will build an understanding of comparing and contrasting to develop
better reading comprehension.
Virginia Essential Knowledge and Skills (SOL)
1.1 The student will continue to demonstrate growth in the use of oral language.
a) Listen and respond to a variety of electronic media and other age-appropriate
materials.
b) Tell and retell stories and events in logical order.
1.9 The student will read and demonstrate comprehension of a variety of fictional
texts.
a) Preview the selection.
b) Set a purpose for reading.
c) Relate previous experiences to what is read.
d) Make and confirm prediction.
e) Ask and answer who, what, when, where, why, and how questions about what is
read.
f) Identify characters, setting, and important events.
g) Retell stories and events, using beginning, middle, and end.

Materials/Resources
- Happy Easter Mouse
- Promethean Board
- Comparing and Contrasting Venn Diagram
- Comprehension questions for centers.
Safety
N/A
 Time
(min.) Process Components
3 min. *Anticipatory Set
- The teacher will ensure students have listening bodies.
- The teacher will introduce the book, “Happy Easter Mouse”. The students
will refer to the title and picture to predict and infer.
-The students will predict what, who, where, and when this book might take
place.
- The teacher will tell students to pay close attention to the important
details in the story because they will need to use them later on.

1 min. *State the Objectives (grade-level terms)

- I can use prediction, inferring, summarizing, and comparing and
contrasting strategies to comprehend fictional texts.
10 *Instructional Input or Procedure
min. - The teacher will read Happy Easter Mouse with students after making
initial prediction.
- The teacher will pause throughout read aloud to ask students to identify
important details.
- The teacher will pause throughout to make real-world connections with
the book.
- The teacher will ask students comprehension at the end of the book.
- The teacher will ask the students to summarize the story, identify
important characters, and share significant details.
- Finally, the students will ask students who the main characters were in the
story.
- The teacher will tell students they will be using these characters to learn
more about comparing and contrasting.
10 *Modeling
min. - The teacher will use a Smart Board Venn Diagram template to model
comparing and contrasting to the students.
- The teacher will use a mouse and a bunny to compare and contrast.
- The teacher will ask students questions such as, “How are the mouse and
bunny similar and why?” and “How is the mouse different from the bunny
and why?”.
- Similarities will include: Animals, fur, big ears, live outside, can both be
different colors. Differences will include: Mouse is brown, small, crawls.
Bunny is Orange, bigger, hops.
- The teacher will guide students through the Venn Diagram to practice
comparing and contrasting.
5 min. *Check for Understanding
- The teacher will as their students to think of one way they are similar or
different from a sibling or friend. The teacher will ask a few students to
share their responses.
3 min. *Guided Practice
- The teacher will give students thorough instructions for corresponding
comprehension worksheet.
- The teacher will model one of the questions.
10 *Independent Practice
min. - The students will complete comprehension questions independently
during centers.
Assessment
- The students will complete comprehension questions independently
during centers.
*Closure
- The teacher will ask students what it means to compare and contrast,
allowing two students to share.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
- Kylie and Marianna will receive modified comprehension questions.
- TTW give Kylie, Marianna, Connor, William, and Benjamin follow up questions
during discussion to assist their thinking and keep them engaged.
- Connor will receive modification through TA scribing his work for his
comprehension questions.
Classroom Management Issues (optional)
- The teacher will ensure students are using their listening bodies during read aloud
and mini lesson.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)?
What part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date

Signature