McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.

Revised August 2015

Teacher: Allie Yowell Date: 3/30/2017

Title of Lesson: Mini Lesson Compare and Cooperating Teacher: Emily Townsend
Contrast

Core Components
Subject, Content Area, or Topic
Language arts: Comparing and Contrasting
Student Population
55% male
45% Female
7 IEP
Learning Objectives
The students will create graphs and charts that are appropriately labeled and organized. The students
will demonstrate knowledge of graphs through data analysis.
Virginia Essential Knowledge and Skills (SOL)
1.9 The student will read and demonstrate comprehension of a variety of fictional texts.
1.7 The student will investigate and understand the relationship of seasonal change and weather to
the activities and life processes of plants and animals. Key concepts include how temperature, light,
and precipitation bring about changes in a) plants (growth, budding, falling leaves, and wilting); b)
animals (behaviors, hibernation, migration, body covering, and habitat); and c) people (dress,
recreation, and work).
Materials/Resources
Hula Hoops
Sentence strips for titles
Sticky Notes
Pencil

Time
(min.) Process Components
1 *Anticipatory Set
Place hula hoops on the carpet in overlapping circles. Have students recall what the
diagram is called that they make (Venn Diagram). Tell students that they will compare and
contrast spring and summer using what they have learned in science.
*State the Objectives (grade-level terms)
The students will use developing skills to compare and contrast spring and summer. They
will use knowledge from what they have learned in science on seasons.

1 *Instructional Input or Procedure

TTW explain that Venn Diagrams are a tool that writers use to compare two things. It
helps writers think about everything they have in common and everything that is different.

5-8 *Modeling, Check for Understanding and GP

TTW model how to use the Venn Diagram by writing one fact on a sticky note. Ex: It is
the hottest season. TTW ask the students which side the teacher should place the sticky
note. TSW say it should go under summer. Have students raise hands and offer more
facts about summer or spring, write them on sticky notes, and let them place it in the hula
hoop Venn diagram. Ask the students to think about what spring and summer have in
McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 common and do the same. Once the Venn diagram is full, explain that if a writer wanted to
use this diagram to compare summer and spring, they would make statements about how
the seasons are the same and about how they are different.

8-10 *Independent Practice

TSW complete a journal entry with the prompt I can compare and contrast spring and
summer. TSW use the completed Venn Diagram and other information they know about
the two seasons to write a short paragraph comparing the two. They will need to add at
least one sentence about how they are the same and two for their differences. Encourage
students to pay attention to capitalizing first words of sentences, using punctuation, and
having longer sentences (6-8 words).
Assessment
TTW check journals for content and understanding of the differences between summer
and spring.
3 *Closure
Say the following statements to which the students will respond summer, spring or both to
say which it belongs to:
The season when animals have babies.
The temperature ranges from 80-95 degrees Fahrenheit.
Flowers grow.
The precipitation is rain.
Remind students that they will continue to work on comparing and contrasting using Venn
Diagrams and in writing.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).

To challenge students that are above level, allow them to pick a topic of their own to compare and
contrast for their journals. Give them the same expectations but let them use their own topic. This
will challenge them to write about similarities and differences without the classs hula hoop Venn
Diagram. For students who have a harder time coming up with ideas, allow them to sit at the carpet
and use the Venn Diagram to form their paragraph. This gives them the comparisons and helps
with spelling.
Classroom Management Issues (optional)
Have materials ready. Ensure that students go quietly to carpet and sit around the edge.
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 Signature Date

McDonalds Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015