Teacher: Mr.

Coia

Lesson Plan (Direct Instruction)

Subject/Grade: 7th grade language
arts (S.T.E.M.)

Date: 9/14/15
Week: 5

Standard:
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the
same period as a means of understanding how authors of fiction use or alter history. (7.RL.9)
Objective (Explicit):
Students will be able to analyze multiple time periods by comparing and contrasting elements from the
1930s and today.
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT list words and definitions in Cornell notes
SWBAT identify and use signal words for compare and contrast
SWBAT link previously learned knowledge of the 1930s to identify areas to compare to today
Evidence of Mastery (Measurable, include variety of methods of checking for understanding):
80% of students will have correctly identified 90% of areas of difference between 1930 and today
Exit ticket: students will be able to correctly identify two signal words for similarities and two signal
words for differences.
Key vocabulary: Compare, contrast, privilege, considerate,
retrieve, stricken, gait & stricken,

Materials: Prezi, Cornell Notes, pen/pencil,

compare/contrast worksheet.

Opening/Anticipatory Set: (state objectives, connect to previous learning, and make relevant to real life):
*Before the lesson begins, I will be going over vocabulary words with the students (10 minutes max.). I will then
remind the students that they will needs these words for the rest of the week.

Instructional Input

For the past week, weve been reading Bud, not Buddy. What do you see as the biggest similarity between
yourself and Bud? What do you see as the biggest similarity between yourself and Bud? (Students will respond to
these questions). Similarities and differences are all around us, and today well be learning how to compare and
contrast so that we can see the differences between two periods of time in American history. (5 minutes
approximately)
Teacher Will: Pass out Cornell notes to all students.
Student Will: Take notes, listen attentively,
The teacher will begin the Prezi, ask students to
participate when necessary, and ask questions,
participate, answer student questions, state objective should they arise.
multiple times during the Prezi, and, also, check for
understanding. (20 minutes approximately)
Differentiation: Teacher will past out guided notes to help the students who have been struggling (Jesus
and Jose).

Guided Practice

Teacher Will: Pass out the compare and contrast

sheet centered on 1930s and today. The teacher will
then model two of the sections on the sheet
(education and transportation). The first section
entirely, and then the second one with student
participation. Also, check for understanding to make
sure students know what they are doing. (5 minutes
approximately)

Student Will: Listen attentively, participate when

asked, and fill out the two events we complete
together and ask questions, should they arise.

Independent Practice

Differentiation: Verbally model for students, chorally read directions, place the document under the
camera to model instructions.

Teacher Will: Monitor the students work and

answer any student questions and pass out sticky
notes for the exit ticket. (10-15 minutes
approximately)

Student Will: Work with a partner to complete the

compare and contrast sheet of the 1930s and today.

Differentiation:
A: Modify the length of the assignment (if necessary)
Closure/Lesson Summary: Now that weve compared and contrasted the 1930s and today, what are some of the
biggest comparisons and contrasts that you noticed? Do you think that we can now better understand the time
period that Bud lived in and the decisions that he makes? Why? (Guided practice)
On the sticky notes that I have passed out, I want you to write two signal words for compare and two signal words
for contrast. (4 minutes approximately)

Lesson Plan Part B

T.C. Vincent Coia PA #1

2 Days before the PA: Students will be reading chapter 3 of Bud, not Buddy with their literature
circles and filling out a literary sheet, where they have to summarize the chapter, identify two
words they dont know, come up with a question of their own and answer a teacher question.
Students, in their group, are assigned a specific task (i.e. one person comes up the question and
responds to the teacher question) and then proceed to share with their literature circle. Also,
toward the end of class, students will begin preparing for a poster project for Bud, not Buddy by
writing down 4 characteristic traits of Bud and 3 reasons why he would be good to adopt.
Students will show teacher their sheet before they are allowed a poster.
1 Day before the PA: Students will be reading chapter 4 of Bud, not Buddy with their literature
circles and filling out a literary sheet, where they have to summarize the chapter, identify two
words they dont know, come up with a question of their own and answer a teacher question.
Students, in their group, are assigned a specific task (i.e. one person comes up the question and
responds to the teacher question) and then proceed to share with their literature circle. Also,
toward the end of class, students will be getting read for their poster project or already working
on it for Bud, not Buddy by writing down 4 characteristic traits of Bud and 3 reasons why he
would be good to adopt. Students will show teacher their sheet before they are allowed a poster.
Day of the PA: Students will be comparing and contrasting the 1930s and today, after a Prezi
presentation provided by the T.C.
1 Day after the PA: Students will be reading chapters 5-6 of Bud, not Buddy in their literature
circles and then charting the differences between orphanage and foster home.
2 Days after the PA: Students will be reading chapter 7 of Bud, not Buddy in their literature
circles and then answering discussion questions on the chapter.