Our Spots are Different

Kelly OConnor
2nd grade
READINESS
I.

Goals/Objectives/Standard(s)

A. Goal(s)- Students will learn to use Venn Diagrams to enhance

their writing.
B. Objective(s)- Using student gathered information, students will
create Venn Diagrams to demonstrate the Unit Theme.
Given a writing prompt, students will use their Venn Diagrams to write two-three
sentences.
C. Standard(s):
2.W.1 Write routinely over brief time frames and for a variety of tasks, purposes,
and audiences; apply reading standards to write in response to literature and
nonfiction texts.
2.W.4 Apply the writing process to Generate a draft by developing, selecting
and organizing ideas relevant to topic, purpose, and genre; revise writing, using
appropriate reference materials, by adding details (e.g., organization, sentence
structure, word choice); edit writing for format and conventions (e.g., spelling,
capitalization, usage, punctuation); and provide feedback to other writers.

II.

Materials

III.

Two Good Friends by Judy Delton

Writing utensils
Paper

Management
A. Time: 30 minutes
B. Materials: Writing utensils, Two Good Friends by Judy Delton
C. Space: Reading Rug, desks
D. Behavior: I will use Mrs. Arnold's class money as a behavior
management tool. I will reward students will class money to the group that
behaves the best. I will also take away money from any student who is disrupting
the class or is not paying attention. I will set clear expectations at the beginning
of the lesson so that students know what to expect.

PLAN FOR INSTRUCTION

IV.
Adaptation to Diverse Students- The students that struggle with writing will be
assisted in spelling and reading throughout the lesson. Directions and questions will be
read aloud. Jesse who has a learning disability will be paired up with Alex who has
demonstrated a great interest and effort to help out Jesse throughout each day. Other
than those students the pairing will be randomized. Lucy will sit closest to the teacher
during the read aloud and Venn Diagram example. She has poor eyesight and needs to
be closer to the teacher.

V.

Lesson Presentation (Input/Output)

A. Anticipatory Set

Good morning class! Yesterday we learned how to use Venn Diagrams in order to
organize information during math. Can anyone remind the rest of the class what Venn
Diagrams are?
-Allow student response
-Thats right! Venn Diagrams are used to show the similarities and differences
between two things.
-Show example of apples and bananas Venn Diagram from the previous lesson.
B. Purpose statement
Today we are going to learn how to use Venn Diagrams to enhance our writing!
C. Guided Practice
Before we jump into writing I have a story to read to you! I will call on the
quietest row to the back of the room for a read aloud.
*Transition to the family rug*
This book is called Two Good Friends by Judy Delton. While I am reading I
want you to pay close attention to the two characters in this book. How are they
similar and how are they different?
-During read aloud, ask questions along the way that get students to think about
differences and similarities between the two characters.
So what happened during this story? What did you think of it? Do you have a
friendship that is similar to the two characters in this book? Why do you think you
can be friends with someone even though they are different than you?
-Allow time for students to have an open ended discussion on the book.
How do you think we can create a Venn Diagram off of the information from this
book? Great idea! We can compare Bear and Ducks characteristics using a
graph. Lets try this together.
-On a large sticky note, create a Venn Diagram. Together as a class fill in
information from the book about Bear and Ducks differences and similarities and
discuss.
D. Lesson Presentation
For today's writing lesson you are going to create a Venn Diagram very similar
to the one we just created. But instead of using a book, you are going to use
each other to gather data. I am going to first hand out a sheet of paper with a list
of interview questions. When I call you back to your seats you are going to
answer the questions about yourself.
*Transition back to desks, pass out papers*
You have 5 minutes to thoroughly answer each question. You may use bullet
points to jot down your answers.
-Walk around classroom during 5 minutes, help assist students who have
difficulty spelling and reading the questions.

Your 5 minutes are up. Now for the fun part! You are going to interview a friend
using these same questions. When I tell you to go pair up with your partner of
the week. You will have the freedom to go anywhere around the room to meet
with your partner, but if I will send everyone back to their desks if I see anyone
that is not staying on task.
-Monitor student behavior by walking around the room, listening in on partner
discussions. Assist students who are struggling writers. Send students back to
their desks when they are finished.
*Transition back to desks*
On the bottom the the page there is a blank Venn Diagram. On the left hand
circle write your name at the top, and the right circle label it with your partners
name. Using the information that you have just gathered fill in the graph with
similarities and differences between your partner and yourself just like we did
together with Bear and Duck. When you are finished completing your Venn
Diagram raise your hand and I will check your work before you may move on.

|May use a second day for this portion of the lesson if needed.|
E. Writing
In your writing notebook write three similarities and and three differences
between you and your partner using complete sentences. Be prepared to share
with the class.

F. Share/Closure
-Call on volunteers to share their paragraphs.
What did you guys learn about through this activity other than how to use Venn
Diagrams in writing? Maybe think about our unit theme?
-Discuss how we are all have similarities but also differences that set us apart.
Just like the Bear and the Duck, we may all have different strengths and have
different interests but that doesnt mean we do not like each other. In fact that is
what makes great friends, using each other's strengths to help one another out.
-Now discuss how Venn Diagrams helped us answer the writing prompt. How we
were able to organize the information clearly to determine our differences and
similarities. We can look at our diagrams to answer the question. Easier source
than our notes from the interview.

VI.

Check for understanding.

I will check for student understanding throughout the entire lesson. By walking around
the room and monitoring discussions and observing their work. I will ask questions that facilitate
a deeper level of thinking. Before moving on to the writing I will first make sure each students
Venn Diagrams are filled out correctly. Through sharing and the grading of written work I will
asses students understanding of the objective.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not,
why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Blooms Taxonomy
b. Gardners Multiple Intelligence
7. Were students confident enough to share their sentences?
8. How did students behave in pairs? Did I chose students who work well together?
9. Did students have enough time to develop their paragraph?
10. Were students able to understand how the Unit theme connected with the writing
lesson?