Valkyrie Progar

4th Grade
Lesson Plan 2
9 February, 2017
Session 8: Comparison Nonfiction Text
Background Information
Subject: Reading
Grade: 4th
Number of Students: 28
Allocated Time: 9:40am-11:00am
Grouping: Whole-class; Partner Pairs; Independent
Goals and Rationale
Goals: Students will recognize and organize comparison nonfiction text using a double-
bubble chart and additional graphic organizers.
Rationale: Through the education, practice, and development of nonfiction-text reading
skills, students will become stronger and more analytical readers. Students will enhance
their ability to compare nonfiction texts, and will be able to translate their new/newly
developed skills to other disciplines (such as mathematics or science) and real-world
applications (requiring comparison).
Learning Objectives and Standards
Learning Objectives:
Throughout the mini-lesson and assessments, students will learn
the skills and essential strategies to help them become strong nonfiction readers
who read with power.
After the mini-lesson and guided practice, readers will recognize
and organize comparison nonfiction text once with a partner and once on their
own.
I Can Statement:
I can recognize and organize comparison nonfiction text.
Standard: Craft and Structure
CCSS.ELA-LITERACY.RI.4.5: Describe the overall structure (e.g.,
chronology, comparison, cause/effect, problem/solution) of events, ideas,
concepts, or information in a text or part of a text.
Teacher Preparation
Materials:
1. Nonfiction Reading Notebook
2. Oceans by Peter Benoit
3. Who Would Win? book collection (or other comparison nonfiction
text)
4. Ways Nonfiction Readers Read with Power chart
5. Comparison Nonfiction Text chart
6. DOC Cam/Projector
Knowledge: As a teacher, I must be familiar with double-bubble graphic organizers and
comparing elements of nonfiction texts. Each day, my students learn how to read
nonfiction texts with power and work to recognize and organize specific nonfiction text
structures. I must be able to recognize and organize comparison nonfiction text prior to
this lesson, and be able to include other strategies for comparison when teaching. I will
need to relate this lesson back to what has already been covered in our reading
notebooks as well as to the work we are about to complete in Writing. I will prepare my
knowledge on comparing nonfiction texts by completing my own Venn Diagram and
double-bubble chart before working on them with the class.
 Preparation: In order to prepare to teach this lesson, I must have all the supplies
(nonfiction texts) ready and make sure there are enough for each student. Before the
lesson, I will need to make sure the books are set out, so that no instructional time is
wasted during the school day. Students will already have the rest of the necessary
materials in their Reading notebooks.
Assessment Plans
Assessment of prior knowledge: I always start my lessons by spiraling to previous
lessons and reiterating important information/skills that should be remembered
throughout a unit and/or will help in the forthcoming lesson. I will ask students about
some strategies they have used to compare two (or more) things and when they have
been asked to use graphic organizers in the past. I will use the Cold Call method (to call
on students) as to broaden my range of students I receive answers from (rather than
only calling on people who raise their hands).
Assessment of objectives on content knowledge: Students will complete a double-bubble
chart independently (after a mini-lesson, guided practice, and practice with a partner),
that will be reviewed and graded by me or Mrs. Kolb. I will assist students who struggle
to complete the assessment, as an accommodation.
Instructional Procedures
1. Introduction
a. Project the Ways Nonfiction Readers Read with Power chart on
the board
b. Spiral to previous lessons
c. Explain that recognizing and organizing comparison nonfiction
texts will be similar to what we have done with descriptive and chronological
nonfiction texts.
d. What types of graphic organizers have we seen and/or used in
the past?
e. Project the Comparison Nonfiction Text chart on the board
2. Modeled Lesson/Instruction
a. Read page 10 from Oceans and demonstrate how to determine
two things that are being compared (by locating key words, reading bold
print/captions, or looking at pictures).
b. On page 38 of the Reading notebook, demonstrate how to
organize the information in a graphic organizer (it suggests using a Venn
Diagram or a 3-column chart).
c. Review the importance of recognizing and organizing comparison
nonfiction text.
3. Guided Practice
a. Read page 20 from Oceans aloud to the class, then instruct them
to work with the person sitting next to them (5 minutes) to complete their own
organizer.
b. Instruct students to identify two things being compared and locate
key words that indicate a comparison is present or can be continued.
c. Direct students to create a graphic organizer for the information
they have gathered.
d. Allow a few pairs to share the work they did with the class (this
might help struggling students get ideas and help them better understand the
content.
4. Independent Practice
a. Release groups of students to choose Who Would Win? books
that they will be using to create their own comparison graphic organizer.
 b. Allow students as much time as needed to complete one double-
bubble chart.
c. Mrs. Kolb and I will be walking around to monitor students work,
help struggling students, and grade the assignment as students finish.
d. Students will receive 15 points if the double-bubble chart is
completely filled out and has no errors -- students may earn extra credit for
completing a second chart.
5. Closure
a. After all students have finished, the majority of the class is done,
or is time remains, have a few students share their work.
b. Preface tomorrows lesson and remind students to log points in
the front of their binders.
c. Students who are finished can:
i. Extra credit double-bubble map
ii. Good-fit book and/or AR tests
Differentiation and Accommodations
General Differentiation Plan: I will be conducting a lesson that combines a variety of
learning opportunities and strategies. I will be introducing the content and goals for the
lesson, modeling a guided-practice comparison graphic organizer, instructing students to
work in pairs to complete a comparison graphic organizer, and finally will be assigning a
double-bubble chart corresponding with a Who Would Win? nonfiction text. Students
may create a Venn Diagram or 3-column chart if they are more confident in using one of
those graphic organizers rather than a double-bubble chart. Students will be given a
choice of text within the Who Would Win? collection, which will allow them to choose a
book that appeals to them and/or seems manageable to read. Rather than having
students read the whole book, it is only required that they use at least one page (and
can use more if they would like).
Plans to Reteach: Students who struggle to complete their double-bubble chart will
receive assistance and content will be reiterated by either Mrs. Kolb or myself. For
students who might be absent during this lesson, I will work one-on-one and guide them
through the whole lesson. I will assess whether the student knows which form of
organization would be best to compare nonfiction texts and work to develop an organizer
based on similarities and differences the student has identified between texts or
elements within the text.
Plans to Extend: Students may complete an additional double-bubble chart for a different
Who Would Win? book and will receive extra credit. Students who are finished with the
required assignment and/or the extra credit will be instructed to take an AR test for the
book they read for our lesson or read a good-fit book and log their pages when the
session concludes.
Accommodations: As a whole-class accommodation, I will only require students to
complete one double-bubble chart on their own. Mrs. Kolb and I will also be assisting
students who struggle to complete the assignment. For students who need pages read
to them, we will read the text and prompt them with questions that they can use the
answers to complete the chart.