Name

Jimmy Tinoco

Lesson Plan Title Compare and Contrast f

Target Learner Abilities

Fourth Grade f

- Students should be able to read a variety of grade-level passages independently - Students should be able to understand the concept of two things having similarities and differences Stage 3 Learning Plan [DRAFT] W = Whereto; Where from - Share objective: I will compare and contrast information on the same topic after reading several passages or articles. - Share that it is an important reading comprehension skill that will make them better readers and thinkers. - Give clarity on what compare and contrast mean along with their signal words and have them know that they will apply those words to grade-level passages. - Skills will be taught in a sequence that will build up to the main objective. H = Hook and Hold -Will you be able to compare and contrast two things that have similarities and differences from a passage or passages? - Start with vocabulary and terms that will be needed and used - using PowerPoint - Start by comparing and contrasting two different things that have similarities using engaging visuals (two types of bears grizzly and panda). - Have active discussions and quick writing activities that go with visuals. - Students will come up with their own subjects to compare and contrast illustrate them and write sentences E = Equip for Expected Performance 1st - go over meaning of compare and contrast and signal words 2nd - students are shown sentences on PowerPoint and students have to choose the signal word on a paper that matches the slide in front of them 3rd - students will be chosen to come up to the board where sentences are written, circle the signal word, and explain why they chose it (are they comparing/contrasting?) 4th - students will then be shown two visuals (diff. bears) and are asked to compare them 5th 1st verbally then they will write a complete sentence, making sure they use a signal word they will then share their sentences 6th students will come up with their own subjects to compare and contrast then write a complete sentence using their signal words to compare and contrast then illustrate their sentences and discuss 7th - next, students will be given a short passage that includes two compare and contrast questions they will read and compete we will discuss in detail the prompt and the questions along with their answers we will analyze thoroughly 8th students will be given two longer passages on bears (one about grizzlies and the other about pandas) students will read both passage and answer compare and contrast questions

R = Rethink, Revise/Refine, Reflect - when individual students come up to the board, they will explain their answers peers will then agree or disagree by volunteering, or teacher calling random students - students will share answers from their questions for peer review - make sure they are using the signal words used when comparing and contrasting - students will continue to read a variety of passages comparing and contrasting two things - these skills will be integrated into their writing - have students realize the real world applications for comparing and contrasting E = Encourage Self-Evaluation - asking students if they have clarity on what compare and contrast mean - What part was difficult for them? - students will continue to have the opportunity to read passages where they can compare and contrast across the curriculum T = Tailor for Diverse Learners - engaging visuals will be used for students with ADD along with structured interaction - lower level students can be paired with higher level students - RSP students will have the passages read to them, or they will read them aloud to the teacher, depending on their IEP - a lot of modeling, engaging visuals, and rich text for our English Learners O = Organize The Learning In this lesson the sequence of skills will build upon each other so that the students will receive the desired result and it will help reach all learners. Students will start verbal discussion, move to writing one sentence, then move to reading a small passage, then going to reading two lengthier passages where they will have to answer questions with complete sentences (making sure they are using signal words). 1. Introduce standard/objective 2. Go over needed terms 3. Teach pre-skills 4. Guide and practice 5. Independent practice 6. Informal assessment throughout 7. Students apply across the curriculum