ComparingandContrastingFrogsandToads

Author:LaurenStercay
Datecreated:09/23/20156:23PMCDTDatemodified:09/26/201511:15AMCDT

Demographic/ContextualInformation
Grade/Level

Grade2

NumberofStudents

25Students

DateofLesson

9/29/2015

LessonStartTime

10:50AM

Howmanyminutesisthe
lesson

35minutes

Course/Subject

Elementary,InformationLiteracy,LanguageArts(English)

Unit/Theme

Comparingandcontrastingnonfictiontext

TitleofLesson

ComparingandContrastingFrogsandToads

WhereintheUnitdoesthis
Lessonoccur?

Middle

Structure(s)/Groupingforthe
Lesson

WholeClass,SmallGroup,OnetoOne

StudentCharacteristicsthat
NeedtobeConsidered

NeedsofEnglishLanguageLearners:
Useofvisualsontheboardthroughoutthelesson
Providedifferentexamplesandwaystoexplaininstruction
Checkinwithstudentsforunderstanding
Scaffoldingforvocabularybyprovidingmultipleexamplesandtheuseofvisualsandsentencesframesforvocabularywords

ListtheNeedsofStudents
withIEPs

NeedsofStudentswithIEPs:
Closeproximitytotheteacher
Auditoryandvisualclueswhendeliveringinstruction
Sentenceframesandgraphicorganizers
Consistencywithexpectations
Praiseandencouragementthroughoutthelesson

ListtheNeedsofStudents
with504Plans

N/A

I.WhatIsTheCentralFocusOfYourLesson?WhatAreYourObjectivesForStudentLearning?WhyAreThey
AppropriateForTheseStudentsAtThisTime?
CentralFocus/BigIdea

Thecentralfocusofthislessonisforstudentstoidentifycomparisonsandcontrastingideasbasedonphysicalappearancewithinanonfictiontextoffrogs
andtoads.

Rationale/Context

ThislessonisthesecondlessonoftheunitofComparingandContrastingFrogsandToadsusingaNonfictionTextbecausestudentsaretakingthe
knowledgetheygainedfromlessononeoncomparingandcontrastingtoapplytheknowledgetofindingcomparisonsandcontrastingideasinthenonfiction
text.Thislessonwilllinktosucceedinglessonsbecausethestudentswillthenbeabletocompareandcontrastimportantdetailsoffrogsandtoadswithin
anothernonfictiontext.

PriorKnowledgeand
Conceptions

PriorVocabulary:Appearance,similarities,differences
PriorKnowledge:Knowledgeofnonfictiontext,knowledgeofnonfictiontextfeatures
PriorSkills:Skillsinlistening,skillsinreading,skillsinwriting

Standards

USACommonCoreStateStandards(June2010)
Subject:EnglishLanguageArts&LiteracyinHistory/SocialStudies,Science,andTechnicalSubjects
Grade:Grade2students:
ContentArea:InformationalTextK5
Strand:Reading
Domain:IntegrationofKnowledgeandIdeas
Standard:

Page 1 of 4

9.Compareandcontrastthemostimportantpointspresentedbytwotextsonthesametopic.

AcademicLanguageDemands

Vocabulary:Compare,Contrast,Breathe,Moist,Mucus
LanguageFunctions:Comparingandcontrastingfrogsandtoadsusinganonfictiontext
Syntaxand/orDiscourse(1required):Sentenceframes

Vocabulary

Compare
Contrast
Breathe
Mucus
Moist

Functions

Comparingandcontrastingfrogsandtoadsusinganonfictiontext

SyntaxandDiscourse(1
Required)

Sentenceframes

OBJECTIVE1

Whileworkingwithapartner,SWBATidentifyonecomparisonbetweenafrogandatoad.

Tool(s)UsedforAssessment

IwillknowifstudentshavemetObjective1whenIevaluatetheirresponsestomyquestioningthroughoutthelessonrequiringthemtoidentifycomparisons
betweenfrogsandtoads.Iwillthenevaluatewhetherornotstudentsareabletoaccuratelyidentifyacomparisonbyevaluatingtheirhighlightedtext.Iwill
alsolistentostudentsresponseduringpeerworkandwholeclassdiscussion.
Formative:Verbalquestioning,wholeclassdiscussion,peerdiscussion,texthighlighting

EvidenceandAssessmentof
StudentLearning

Objective1isassessedwiththetextgiventothestudentsandthehighlightersusedinordertohighlightcomparisonsinonecolor.Also,whenthestudents
discusstotheclassasawholethecomparisonsthattheyfoundinthetext.IwillknowifstudentshavemetObjective2whenIevaluatetheirhighlightedtext
andwhenIlistentothemdiscusswiththeirpeers.

ExpectationsforStudent
Learning

ExceedsExpectations:StudentswillhaveexceededinmeetingtheexpectationsinObjective1,iftheyareabletoaccuratelyidentifymorethanone
comparisonbetweenFrogsandToadsusingthenonfictiontext

MeetsExpectations:StudentswillhavemettheexpectationsofObjective1,iftheyareabletoaccuratelyidentifyatleastonecomparisonbetweenFrogsand
Toadswithsupportfrompeers.

BelowExpectations:StudentswillhavebeenbelowexpectationsofObjective1,iftheyinaccuratelyidentifyacomparisonbetweenFrogsandToads,butare
capableofperformingat100%accuracyonthisactivitywithdirectoneononesupportfromtheteacher.

OBJECTIVE2

WhilereadingthetextCanYouTellaFrogFromaToad?SWBATidentifyonecontrastingideabetweenafrogandatoad

Tool(s)UsedforAssessment

Iwillknowifstudentshavemetobjective2whenIevaluatetheirresponsestomyquestioningthroughoutthelessonrequiringthemtoidentifyonecontrasting
ideabetweenafrogandtoad.Iwillthenevaluatewhetherornotstudentsareabletoaccuratelyidentifyonecontrastingideabyevaluatingtheirhighlighted
text.Iwillalsolistentostudentsresponseduringpeerworkandwholeclassdiscussion.
Formative:Verbalquestioning,wholeclassdiscussion,peerdiscussion,texthighlighting

EvidenceofStudentLearning

Objective2isassessedwiththetextgiventothestudentsandthehighlightersusedinordertohighlightcontrastingideasinonecolor.Also,whenthe
studentsdiscusstotheclassasawholethecontrastingideasthattheyfoundinthetext.

ExpectationsforStudent
Learning

ExceedsExpectations:StudentswillhaveexceededinmeetingtheexpectationsofObjective2,iftheyareabletoaccuratelyidentifyatleastonecontrasting
ideabetweenFrogsandToadsusingthenonfictiontextattheindependentlevelandprovideevidencefromthetexttoshowwheretheygottheinformation
from.
MeetsExpectations:StudentswillhavemettheexpectationsofObjective2,iftheyareabletoaccuratelyidentifyatleastonecontrastingideabetweenFrogs
andToadswithsupportfrompeers.
BelowExpectations:StudentswillhavebeenbelowexpectationsofObjective2,iftheyinaccuratelyidentifyacomparisonbetweenFrogsandToads,butare
capableofperformingat100%accuracyonthisactivitywithdirectoneononesupportfromtheteacher.

II.HowWillYouSupportStudentsToMeetYourObjectives?ForEachSectionOfTheLessonSequence,Provide
ADetailed,StepByStepListingOfHowYouWillImplementTheInstructionalPlan.DescribeWhatYouWillDoIn
EachSegmentOfTheLesson,Including:InstructionalMethodsYouWillUse,TransitionStatementsYouWillMake
ThroughoutTheLesson,AndQuestionsYouWillAsk.
Introduction

Introduction:
Yesterdaywetalkedabouttwokeyvocabularywordsthatwewillbefocusingonwithinthisunit,cansomeonehelpremindmeofwhatthose
vocabularywordswere?(Expectedresponse:Compareandcontrast)
Turnandtalk:Sharewithyourelbowpartnerwhatitmeanstocompare?callonstudentstosharealoud
Turnandtalk:Sharewithyourelbowpartnerwhatitmeanstocontrast?callonstudentstosharealoud
Todaywearegoingtocontinuetoworkonthecomprehensionstrategyofcomparingandcontrasting.Wewillbereadinganonfictiontextentitled
HowCanYouTellaFrogfromaToad?

Page 2 of 4

Question:Whatisanonfictiontext?(Expectedresponse:atextthathastrueinformation)

InstructionalSequence

DirectTeaching
Question:Before,readingthenonfictiontext,whatdoyouknowaboutnonfictiontext?(Expectedresponse:Nonfictiontextshavetextfeatures)
TodaywearegoingtoreadanonfictiontextonFrogsandToadsandhowtheysimilaranddifferent.
Beforewestartreading,wearegoingtoreviewafewkeyvocabularywordsthatwearegoingtocomeacrosswhenreading.
IntroducevocabularywordsonSMARTboardslide(mucus,moist,andbreathe)havestudentsmakepredictionsonwhatthevocabularywordsmean
Modeling
Passouttext
Showpage45(readaloud)
NowIamgoingtogobackinthetexttolookforcomparisonsandcontrastingideas.whatkeywordscouldwelookforwhenwearetryingtofind
comparisonsandcontrastingideas?(expectedresponse:both,same,Frogs,Toads)
Modelhowtofindacomparisonusingthehighlighters(showhighlightingkeyontheSMARTboard)
Ijustfoundoutthatonecomparisonbetweenfrogsandtoadsisthattheybothhavenotailsasadults.(Circlebecausethisisacomparison)
Nowhavestudentsfindonecomparisonintheirtextwiththeirelbowpartner
Havestudentsharethecomparisontheyfound
Showpage6(havestudentreadaloud)
Modelhowtofindacontrastingidea
Ijustfoundonecontrastingideabetweenfrogsandtoads,whichisthatfrogshavesmoothskin.(highlightforfrogsinyellow)
Collaborative/CooperativeLearning
**Setvoicelevelexpectations**
BeforeIpairyouupwithyourpartner,Iwantyoutotakeoutapencil,PINKhighlighterandYELLOWhighlighter.Whenyouhaveallthosematerialsputyour
handsonyourheadsoIknowthatyouarereadytobepairedup.
Pairstudentsupwithlearningpartners
Studentsreadtextwithpartnerandidentifycomparisonandcontrastingideas(pages79)
Setexpectationsofvoicelevels
Projecthighlightingkeyontheboard
Ifstudentsfinishearlyinstructthemtogobacktotheirseatandbegintofilloutthetchartindependently
WholeClassInstruction
Gatherstudentsbacktotheirseats
Takeouttchart(onesidelabeledfrogs,theothersidelabeledtoads)
Passouttchartsforstudentstofilloutaswego
Callonstudentstosharecomparisonandcontrastingideasthattheyfoundinthetext

Closure

Closure:
Todaywewereabletouseanonfictiontexttocompareandcontrastthephysicalappearancesoffrogsandtoads.
Turnandtalk:Sharewithyourelbowpartnerwhatyoulearnedtodayaboutcomparingandcontrasting
Explainexitslip
Passoutsentenceframeexitslips
Instructstudentsthattheywillbeworkingonthisindependentlyandtoturnitintothefilewhentheyarefinishedthensitwiththeirheaddownat
theirdeskquietly

Differentiation/Extension

Differentiation/Extension:
StudentswithIEPs:
WhendeliveringinstructionIwillmakesurethatIamincloseproximitytothestudentandthatthestudentissittinginthefrontoftheclassroom.Iwillprovide
multipleandvariousformsofdirectionsforthestudent.Iwillconstantlycheckinwiththestudenttomakesurethattheyunderstandthecontentofthelesson.
Iwillpairthestudentupinasmallgroupforpeerwork.Iwillgivethesestudentsahighlighterkeybookmarktohelpthemrememberwhichcolortheyare
highlightingforacomparisonandforcontrastingideas.
Studentswith504Plans:N/A
AllOtherStudentswithSpecificLearningNeeds:Iwillusebodylanguagetoreinforcefocusonthelessonactivities(simpleheadnodstoacknowledgethe
studentsappropriateorinappropriateontaskbehavior).Iwillprovidestrugglingstudentswithoneononesupport.Iwillusethelearningpartnerstopair
studentsup.
Statedirectionsaloudtostudents

WhatIfs

WhatIfs:
Ifthelessongoestooshort,Iwillextendthelessonbyhavingthestudentswriteasentencesusingthesentenceframesprovidedtocompareandcontrast
theFrogsandToadsindependently.

Page 3 of 4

Ifthelessongoestoolong,Iwillsetatimerforstudentsduringpeerworkandhavethestudentscomebackasawholeandonlytakeafewvolunteerstohare
whattheyfoundandputonchartpaper.

ResourcesandMaterials

Attachments:
1. Day2exitslip.docx
2. edTPAlessonday2.notebook
3. Tchart.docx

III.AnticipatedFeedbackOnStudentLearning
StudentFeedback

Iwillprovidestudentswithverbalfeedbackandquestioningwhiletheyareworkingwithpartnersandindependently.Iwillaskthestudentswhatevidencefrom
thetextsupportshowtheycanknowthattheyhavefoundacomparisonorcontrastingidea.Iwillaskstudentstoexplainhowthetextfeatureshelpthemto
identifythecomparisonsandcontrastingideas.Iwillaffirmstudentsresponsesthatarecorrectandaskquestionsthatguidethemintodevelopinginother
areas.
Myfeedbackwillguidestudentsfuturelearningbyencouragingthemtothinkaboutwhattheydidcorrectlyinfindingananswerandwhattheyneedto
continuetodevelop.Myfeedbackwillallowstudentstounderstandwheretheyareinmeetingthelearningobjectivesandwheretheyneedtocontinuetogo.

Assessment/Rubrics

Page 4 of 4