EDR 317/318 LESSON PLAN (40 points)

Lesson Plan Template

LESSON PLAN TEMPLATE

*If used independent of a Unit Plan or SLO*
Name: Taylor Hoesly
Lesson Day
Date: February 21, 2018
Grade: 2nd
Topic: Compare and Contrast
Grouping: Small Group (4 students)
Length of Lesson: 20 minutes

 What is the difference between comparing and contrasting?

Goal Statement
A description of the enduring understanding or big ideas that  How does identifying alike and different key ideas support better comprehension of
students will possess at the end of the Learning plan based on a text?
grade level content standards and curriculum.

This lesson explicitly discusses the differences between compare and contrast and how to
How will this lesson support the learning goal?
utilize the strategy using appropriately leveled expository text. Students will use a compare
(1c: Setting Instructional Outcomes)
and contrast chart to assist students in answering higher level thinking questions. Students
will use this reading strategy in continuing lessons.

PA Standards
CC.1.1.2.E - Read with accuracy and fluency to support comprehension.
List the Pennsylvania Standard(s) relevant for this lesson.
-Students will read the text In a Redwood Forest while the teacher listens for
student’s fluency and accuracy of the text.
CC.1.2.2.I - Compare and contrast the most important points presented by two texts on the
same topic.
-Students will compare and contrast important key facts in the text In a Redwood
Forest using a compare and contrast graph.

 Compare
Academic Language
What language will students be expected to utilize by the end of the  Contrast
lesson? Consider Language function and language demands (see
Lesson Plan User Guide). Throughout the lesson, these key terms will be utilized in the modeling and detailed
EDR 317/318 LESSON PLAN (40 points)
What key terms are essential?
What key terms are essential to develop and extend students’
academic language?
What opportunities will you provide for students to practice the
new language and develop fluency, both written and oral?
Objective(s)
(1c: Setting Instructional Outcomes)
Taking into consideration the learning goal what is the objective(s)
of this lesson that will support the progress toward the learning
goal?
The statement should be directly observable (use verbs that can be
measured).
Technology Materials/ Resources
(1d: Demonstrating Knowledge of Resources)
What texts, digital resources, & materials will be used in this
lesson? How do the materials align with the learning
objective/outcomes? If appropriate, what educational technology
will be used to support the learning outcomes of this lesson? How
do the resources support the learning objectives?
Cite publications and any web resources.
Anticipatory Set
(1a: Demonstrating Knowledge of Content and Pedagogy)
__2_ minutes
How will you set the purpose and help students learn why today’s
lesson is important to them as learners?
How will you pique the interest or curiosity regarding the lesson
topic?
How will you build on students’ prior knowledge?
explanation of the reading strategy. Students will also hear these words in the closure of the
lesson where they need to search for a “comparing” key idea in the graph as well as a
“comparing” key idea.
1. Students will be able to identify comparing key facts in an expository text.
2. Students will be able to identify contrasting key facts in an expository text.
3. Students will be able to graph important key facts using a compare and
contrast chart.
 Reading Wonders text book pages 263-264
The teacher will use these textbook pages to model how to fill in the compare and
contrast graph.
 Reading Wonders work book pages 153-156
Students will use these work book pages during the guided practice of the lesson.
Students will read the text In a Redwood Forest and answer the questions as well as fill in
the compare and contrast graph.
 Highlighter
Students will use highlighters to highlight key facts presented in the expository
text In a Redwood Forest.
1. Last week, we talked about the different types of environments we might see when
traveling the Earth. Are all our environments the same? Show me your answer using
a thumbs up if you think yes or a thumbs down if you think no. Wait for a few
seconds for students to either show a thumbs up or down. What were the different
kinds of environments we might see? Have students list off different environments.
2. Today we are going to read an expository text about the Redwood Forest. Can
someone remind me what an expository text is? Wait for students to answer with
“nonfiction story”. Exactly, so that means we are going to come across lots and lots
EDR 317/318 LESSON PLAN (40 points)

How will you introduce and explain the strategy/concept or skill? of facts about the Redwood Forest.
3. We are going to learn how to use a compare and contrast graph to organize this
Provide detailed steps. information. We will be using this graph throughout the year while reading both
expository and fiction texts.
4. When we want to compare information we find in a text, that means we want to think
of ways they are alike. The author may use words such as like, alike, or just as.
Keep an eye out for these words, because they will signify information that are the
same.
5. When we come across information that is different, we called that a “contrast”. The
information is different, or not the same. The author may use words such as on the
other hand, different, but, or also.
6. The author will not separate this information for us, so we as readers need to go
back and look for this information ourselves and think about what makes them the
same or different.

Modeling
Instructional Activities
1. Let’s look back in our textbook and turn to page 263 of the text “Alaska: A Special
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e:
Place”. I am going to show you how we will fill in a compare and contrast graph.
Designing Coherent Instruction)
2. The teacher will read the passage about Alaska’s two land features that were
Exploration (Model): How will students explore the new concepts? previously read in class: Mt. McKinley and a glacier. I want to focus my attention on
How will you model or provide explicit instruction? the middle section. When I look back and reread, it says that Mt. McKinley is a
mountain that people climb and a glacier is just a mountain of ice. These two points
Guided Practice: How will you provide support to students as they
are not same, so they are my “contrast” ideas.
apply the new concept? How will you allow them to practice (with
3. I want to add these ideas into my graph. When we use a compare and contrast
teacher support)?
graph, we want to label these two circles on the sides. For the left side, I’m going to
Independent practice: How will students review and solidify these label it as “Mt. McKinley.” The right circle I am going to label as “Glacier”
concepts to be able to use this new knowledge? How will you because these are the two different land features the text talks about. Where it says
monitor and provide feedback? Mt. McKinley I would write that it is a mountain to climb. In the Glacier circle, I
would write that it is a mountain of ice.
Provide detailed steps.
4. In the middle where the circles overlap is where I as a writer would write ideas that
are the same, or where they compare. I remember when reading the text that both
Mt. McKinley and the Glacier are land features, so I will put “land features” in the
middle.
Guided Practice
5. We are going to work together to complete a compare and contrast graph. Let’s
close our textbooks and open our work books to page 153. We are going to read the
text “In the Redwood Forest”. Who would like to be my first reader? Can you
please read our first paragraph? Have students read the expository text out loud as
teachers monitor their fluency and accuracy, assisting in sounding out words when
EDR 317/318 LESSON PLAN (40 points)

needed. As students read through the text, the group will work together to label key
facts that were presented.
6. Great, now that we have read our text we can go ahead and fill in our graph. Turn
to page 156 please. What was our text comparing? Students should answer with
forests and the Redwood Forest.
7. Okay so on the left circle let’s label it as the “Redwood Forest” and our right circle
will be the “Forest” circle.
8. Okay now that we have labeled our graph, let’s all look back at the facts we
highlighted and name a key fact that explained how the Redwood Forest and a
Forest are different? The teacher will call on one student to share a fact. The teacher
will have students write down the fact. What should we write in the Forest circle?
What should we write in the Redwood Forest circle?
9. Great. We have already found one fact that was a “contrast”, or different, about a
Forest and the Redwood Forest. Were there any key facts in the story that may have
shown how these places may be the same? The teacher will call on one student to
share a fact. These students will use this fact to write down in the center, where
comparative facts are written.
10. The teacher will work together with the small group until they have completed the
compare and contrast graph together. If students can identify key ideas without
much assistance, allow students to finish the graph independently.
Independent Practice
11. Now that we have worked together to fill in our graph, please answer the questions
in part A on the previous page. If you need my help, give me a thumbs up and I will
help you as best I can. Students will answer questions on page 155 in the Reading
Wonders work book.
12. The questions students answer on page 155 have students look back on In the
Redwood Forest and search for the key ideas. If students are having a difficult time
answering the questions, come back together as a group to answer questions and
model how to write the answers.

Closure 1. Can someone please tell me a fact where it “compared” the Redwood Forest and
(1e: Designing Coherent Instruction) regular forests in our graph?
2. Can someone please tell me a “contrast” fact, or a fact that was different, from the
_1__ minutes
graph?
How will students share or show what they have learned in this
3. We read a lot of key facts in an expository text, this graph helps us to see how these
lesson?
facts are alike or different. We will be using this graph more as we continue to read
EDR 317/318 LESSON PLAN (40 points)

How will you restate the teaching point and clarify key concepts? more texts in the future.
How will you provide opportunities to extend ideas and check for
understanding?
How will this lesson lead to the next lesson?
1. Gradual Release was used while completing the graph, allowing for all the students
Differentiation
needs to be met.
(1e: Designing Coherent Instruction)
2. Students used highlighters to highlight key facts in the expository texts. This
What differentiated support will you provide for students whose supports the needs of students who have a more difficult time rereading the text in
academic development is below or above the current grade level? its entirety to identify key facts.
What specific differentiation of content, process, products, and/or 3. Each student in the small group will get a chance to read the text aloud. This allows
learning environment do you plan to employ to meet the needs for students who have a harder time identifying words within the text to hear how it
of all of your students? is read.
How does your lesson support student differences with regard to
linguistic, academic, and cultural diversity?
How will your lesson actively build upon the resources that
linguistically and culturally diverse students bring to the
experience?
How will your lesson will be supportive for all students, including
English Language Learners, and build upon the linguistic, cultural,
and experiential resources that they bring to their learning?
How will your lesson is designed to promote creative and critical
thinking and inventiveness?
1. One student who has ADHD can sit closer to the teacher during small group
Accommodations
instruction so the teacher is easily able to redirect their attention back to the text and
(1e: Designing Coherent Instruction)
help them when needed.
What classroom accommodations do you plan to employ to
increase curriculum access for students identified with special
education needs or 504?
Describe how these accommodations align with the current
Individualized Education Plan (IEP) for each student as applicable
(avoid using actual names of students).

Modifications
1. Two students require more one-on-one instruction with the teacher to complete
(1e: Designing Coherent Instruction)
work. The teacher will work more closely with them during guided instruction to
What curricular modifications and/or changes in performance help them identify key ideas to complete the graph. The teacher will also help them
EDR 317/318 LESSON PLAN (40 points)
standards, if any, do you plan to employ to facilitate the
participation of students identified with special education needs?
Assessment (Formal or Informal).
(1f: Assessing Student Learning)
How will you and the students assess where the learning objectives,
listed above, were met?
Each formal or informal assessment should describe how it is
aligned to the above objective(s).
to answer the questions in the independent practice.
1. Students will go back into the text and identify comparing key facts in the
expository text. The teacher will use informal assessment by asking prompting
questions after reading the text to fill in the center bubbles of the graph on page 156.
2. Students will go back into the text and identify contrasting key ideas in the
expository text. The teacher will use informal assessment by asking students
questions during the closing of the lesson to name a “contrast” key fact.
3. Students will correctly fill in the graph with important key facts. The teacher will
use formative assessment by looking at the completed graph to see how students
accurately charted the information.
EDR 317/318 LESSON PLAN (40 points)
Reflection on Instruction
What evidence did you collect to demonstrate that your
students have met or are progressing towards the learning
outcome?
What changes or adjustments had to be made during the
lesson (justify those changes) to ensure students make
adequate progress in meeting the learning objective?
What changes will have to be made to the next lesson in order
for students to be on pace in meeting the overall goal of the
Lesson or Unit?
Taking good notes about each lesson will help as you develop
a formal reflective narrative at the end of the SLO.
Overall, I would say that students did well during this lesson. This was the first day
that students were being introduced to this topic, and I expected that it would take
some time for students to firmly grasp how to use this strategy. I used informal
assessment all throughout the lesson to determine how students were comprehending
the text. I often asked them to use the rereading strategy they had previously learned
to look back in the text to identify comparing and contrasting ideas. These students
will need more time, and two students will need more one-on-one instruction in
order to meet all their needs.
Throughout the lesson, I had to make several decisions on how to word my
sentences. I often referred back to a previous lesson where students learned that
environments on Earth are all different. The students struggled in a variety of ways.
Three of the students I work with are Title 1 students and have already previously
read the text that we were working with to use the compare and contrast graph. Even
after I had assured them we would be using the text to fill in the graph rather than
answer the understanding questions, one student was still disengaged unless I asked
her questions throughout the lesson. One of my students was disengaged, even when
I was working with her one-on-one to help her fill in the graph. After talking with
my mentor teacher, she also noticed the lack of engagement with the student and
reassured me that I did the right thing by working with her one-on-one in the end.
The third student was disengaged in that she always found a new distraction. She
filled in the graph for the most part independently, but when I went to work with her
one-on-one to help her redirect her attention to focus on a specific fact, she went to
play with her highlighter or ran around.
For the most part, I stuck to the lesson. I cut our guided practice short and only had
them identify one fact for both the compare and contrast fact. I had worked with
them to identify one previously before having them search for a fact. I also made
sure to fill in a compare and contrast graph with them so that they could see where to
place their work. However, it was hard to see as I was not using the ELMO, which
led to my students leaning over the table to have to see where I had written the
information. We went straight into working on the independent understanding
questions in part A of their workbooks. Students had begun getting antsy as they saw
their classmates getting up and wanted to join. I worked with them quickly, as they
also did not want to reread the highlighted facts to answer their questions, to finish
their work before sending them back for the large group class time. My lesson was a
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little over 20 minutes, but I know that I needed those extra five minutes to help
clarify to the students how to differentiate where to place key facts in their graphs. I
was unable to do the closure of my lesson as the students were getting very antsy,
but I did let them know that we would be working on the strategy again.
If I were to redo the lesson, I would use my modeling after we had read the
Redwood Forest text. I think the transition from the different texts was too much for
the students to comprehend. If I were to use the text we used for the guided and
independent practice, I would have had more success in showing them how to graph
correctly. I also would have highlighted the graph to show which bubbles were for
alike facts and which bubbles were for different facts. This would have helped my
struggling readers who had a harder time identifying where to place facts in the
graph.