Artifact #6: Literacy Lesson Plan: Compare & Contrast

The artifact that I have chosen next is a lesson plan in literacy on compare and contrast.

In this lesson, the focus is on developing the strategy of compare and contrast by utilizing the

book Sarah by Jean Edwards Stacey to make connections with the students and find the

similarities and differences between the cultures of the class’s students and that of the titular

character. This literacy lesson plan showcases my ability to plan, instruct, differentiate, make

accommodations, maintain curricular standards, and teach from a cultural/diverse lesson in

utilizing our class’s cultures. This lesson in particular highlights my ability to create an engaging

lesson during the anticipatory set, where I use music from my own cultural background, and the

inspiration for the book, with the song “Sarah” by Buddy Wasisname and the Other Fellers.

In making connections, students create a deeper meaning of a text; that is, students create

text-to-self and text-to-world connections and utilize that to construct meaning and understand

compare and contrast, to “personalize their reading” by relating it “to their background

knowledge” (Tompkins, 2017, p. 260) These comprehension strategies are essential to students’

ability to create understanding as they read (Tompkins, 2017, p. 259).

Connections to Standards

InTASC Standards

Standard #4: Content Knowledge

The teacher understands the central concepts, tools of inquiry, and structures of the

discipline(s) he or she teaches and creates learning experiences that make these aspects of the

discipline accessible and meaningful for learners to assure mastery of the content.
 4(b) The teacher engages students in learning experiences in the discipline(s) that

encourage learners to understand, question, and analyze ideas from diverse perspectives so that

they master the content.

4(m) The teacher knows how to integrate culturally relevant content to build on learners’

background knowledge.

Standard #5: Application of Content

The teacher understands how to connect concepts and use differing perspectives to

engage learners in critical thinking, creativity, and collaborative problem solving related to

authentic local and global issues.

Standard #6: Assessment

The teacher understands and uses multiple methods of assessment to engage learners in

their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision

making.

Standard #7: Planning for Instruction

The teacher plans instruction that supports every student in meeting rigorous learning

goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and

pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies

The teacher understands and uses a variety of instructional strategies to encourage

learners to develop deep understanding of content areas and their connections, and to build skills

to apply knowledge in meaningful ways.

 CAEP

Claim 1: Medaille College graduates know the subject matter in their certification

area(s)

Claim 2: Medaille College graduates meet the needs of diverse learners through

effective pedagogy and best teaching practices.

NYS Code of Ethics for Educators

Principle 1: Educators nurture the intellectual, physical, emotional, social, and civic

potential of each student.

Educators promote growth in all students through the integration of intellectual, physical,

emotional, social and civic learning. They respect the inherent dignity and worth of each

individual. Educators help students to value their own identity, learn more about their cultural

heritage, and practice social and civic responsibilities. They help students to reflect on their own

learning and connect it to their life experience. They engage students in activities that encourage

diverse approaches and solutions to issues, while providing a range of ways for students to

demonstrate their abilities and learning. They foster the development of students who can

analyze, synthesize, evaluate and communicate information effectively.

Ontario Teacher Ethical Standards

Care

The ethical standard of Care includes compassion, acceptance, interest and insight for

developing students' potential. Members express their commitment to students' well-being and

learning through positive influence, professional judgment and empathy in practice.

 NYS P-12 Common Core Learning Standards

CCSS.ELA-LITERACY.RL.3.1

Ask and answer questions to demonstrate understanding of a text, referring

explicitly to the text as the basis for the answers.

CCSS.ELA-LITERACY.RL.3.4

Determine the meaning of words and phrases as they are used in a text,

distinguishing literal from non-literal language.

CCSS.ELA-LITERACY.RL.3.7

Explain how specific aspects of a text’s illustrations contribute to what is

conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

CCSS.ELA-LITERACY.RL.3.9

Compare and contrast the themes, settings, and plots of stories written by the same

author about the same or similar characters (e.g., in books from a series).

CCSS.ELA-LITERACY.RL.3.11

Recognize and make connections in narratives, poetry, and drama to other texts,

ideas, cultural perspectives, personal events, and situations.

Ontario Curriculum Expectations

Grade 3 Reading

Comprehension Strategies 1.3 - identify a variety of reading comprehension

strategies and use them appropriately before, during, and after reading to understand texts (e.g.,

activate prior knowledge through brainstorming and/or developing mind maps; ask questions to

focus reading and clarify understanding; use visualization to clarify details about such things as

homes and clothing of early settlers; use pictures to confirm understanding of printed text)
 Extending Understanding 1.6 - extend understanding of texts by connecting the

ideas in them to their own knowledge and experience, to other familiar texts, and to the world

around them

Text Features 2.3 - identify a variety of text features and explain how they help

readers understand texts (e.g., table of contents, charts and chart titles, headings, an index, a

glossary, graphs, illustrations, pictures, diagrams, hyperlinks, a menu)

Reading Unfamiliar Words 3.2 - predict the meaning of and rapidly solve

unfamiliar words using different types of cues, including:

 semantic (meaning) cues (e.g., prefixes, suffixes, base words, phrases, sentences, and
visuals that activate existing knowledge of oral and written language)

 syntactic (language structure) cues (e.g., word order, language patterns, punctuation)

• graphophonic (phonological and graphic) cues (e.g., onset and rime; syllables; similarities
between words with common spelling patterns and unknown words; words within words)

International Literacy Association Professional Standards

Standard #2: Candidates use instructional approaches, materials, and an

integrated, comprehensive, balanced curriculum to support student learning in reading and

writing.

Element 2.1

Candidates use foundational knowledge to design or implement an integrated,

comprehensive, and balanced curriculum.

Council for Exceptional Children

Standard #3: Promoting meaningful and inclusive participation of individuals

with exceptionalities in their schools and communities.

Literacy Lesson Plan: Compare and Contrast

Meghan Alicia O’Driscoll

Medaille College

EDL 550: Developmental Literacy

Michele Amoia

March 11th, 2018

 Medaille College Department of Education

Lesson Plan

Teacher Candidate’s Name: Meghan Alicia O’Driscoll Date: March 11, 2018

Context for Learning (edTPA)

Where is the school where you are teaching located? City: ___X___ Suburb: _______ Town:_______ Rural: ______

Grade level: 3 Number of students in the class: 24

Students with IEPs/504 Plans

Complete the charts below to summarize required or needed supports, accommodations, or modifications for your students that will affect your instruction in
this learning segment.
IEPs/504 Plans: Number of Supports, Accommodations, Modifications, Pertinent IEP Goals
Classifications/Needs Students
Provide a daily schedule to ease with transitions; preferential seating; a
Autism Spectrum Disorder 1 quiet corner; extra time in class to complete tasks; an outline of this lesson
and tasks; divide tasks and assignments into smaller bits; frequently check
for understanding; provide small breaks periodically; use of a fidget
spinner or stress ball; student works with an EA.
Allow student a few moments at the beginning of the day to calm
Generalized Anxiety Disorder (GAD) 1 themselves and prepare for the school day; provide a daily schedule; prior
notification to student of any changes to schedule or routine; preferential
seating; a quiet/yoga corner; extra time in class to complete tasks; divide
tasks and assignments into smaller bits; allow student time to calm down,
take deep breaths, and/or practice predetermined yoga poses, as necessary;
provide student with a Hoberman’s Sphere to focus on while breathing
deeply.
Students with Specific Language Needs
Language Needs Number of Supports, Accommodations, Modifications
Students
Pre-teach important vocabulary using visuals; strategic seating pairs to
English Language Learner (ELL) 2 work and write together; use concrete examples; ensure clear, concise
 anchor charts are displayed within classroom; frequently check for
understanding; allow non-verbal responses, such as thumbs-up or thumbs-
down; provide extra class time to complete tasks; re-read with student as
needed..
Students with Other Learning Needs
Other Learning Needs Numbers of Supports, Accommodations, Modifications
Students
Pre-teach important vocabulary using visuals; paired seating with a strong
Struggling Readers 1 reader; provide extra time to review materials and anchor charts; ensure
student is on-task; re-read with student as needed.

Lesson __1____ of a __3____ Day Learning Segment

Subject and Lesson Topic: ELA- Compare and Contrast

Grade Level: 3 Lesson Duration: 45-60 minutes

Central Focus of the Learning Segment

The central focus is an understanding that you want your students to develop. It is a description of the important identifiable theme, essential question, or topic within the
curriculum that is the purpose of the instruction of the learning segment (Making Good Choices, 2016).
The Central Focus of this lesson plan is to use comparing and contrasting as a strategy to construct meaning of a given text or texts.

Knowing Your Learners

What do you know about your students’ prior academic learning as it relates to the central focus? (edTPA Handbook, Task 1, Prompt 2a)

Students are already familiar with the couplet format and have completed this reading level. In previous years, students have already been introduced to making connections
to themselves, their own knowledge, and experience. I will use their previous knowledge to utilize compare and contrast to make connections to their lives by facilitating
group discussion about their lives as compared to the life of the titular character in Sarah, by Jean Edwards Stacey.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

I will utilize the differences and similarities between our classroom culture and that of Sarah to build the concept of compare and contrast. Based on what they have already
learned, students will apply their understanding of making connections to draw upon comparisons between this book’s character and themselves, building a knowledge and
understanding of comparing and contrasting.
What do you know about your students’ personal, cultural, and/or community assets as they relate to the central focus? (edTPA Handbook, Task 1, Prompt 2b)

Students enjoy learning about different cultures and how they are similar or different from their own. Students take interest in making connections to their own lives and
drawing upon similar experiences. Our school is in a city and in our classroom we have diverse cultures such as Italian, Indian, Canadian, and American. We are located in a
different province than where Sarah takes place.

How will you use this knowledge to inform your instruction? (edTPA Handbook, Task 1, Prompt 3a)

As the teacher, I will foster students’ affinity for music by engaging them in the lesson with music from Newfoundland, specifically a song called “Sarah” and a book based
on the song I will play. I will engage students in drawing comparisons between the title character and their own lives/experiences as a basis for understanding the concept of
compare and contrast.
Curriculum Standards
 Key Ideas and Details- NYS RL.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
 Craft and Structure- NYS RL.3.4: Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.
 Integration of Knowledge and Ideas-
o NYS RL.3.7: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize
aspects of a character or setting).
o NYS RL.3.9: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books
from a series).
 Responding to Literature- NYS RL.3.11: Recognize and make connections in narratives, poetry, and drama to other texts, ideas, cultural perspectives, personal
events, and situations

Ontario Curriculum Expectations: Grade 3:

 Reading for Meaning-
o 1.3 Comprehension Strategies: Identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to
understand texts (e.g., activate prior knowledge through brainstorming and/or developing mind maps; ask questions to focus reading and clarify
understanding; use visualization to clarify details about such things as homes and clothing of early settlers; use pictures to confirm understanding of
printed text).
o 1.6 Extending Understanding: Extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to other familiar
texts, and to the world around them.
 Understanding Form and Style-
o 2.3 Text Features: Identify a variety of text features and explain how they help readers understand texts (e.g., table of contents, charts and chart titles,
headings, an index, a glossary, graphs, illustrations, pictures, diagrams, hyperlinks, a menu).
 Reading With Fluency-
o 3.2 Reading Unfamiliar Words: Predict the meaning of and rapidly solve unfamiliar words using different types of cues, including:
 Semantic (meaning) cues (e.g., prefixes, suffixes, base words, phrases, sentences, and visuals that activate existing knowledge of oral and written
language);
 Syntactic (language structure) cues (e.g., word order, language patterns, punctuation);
 Graphophonic (phonological and graphic cues (e.g., onset and rime; syllables; similarities between words with ommon spelling patterns and
unknown words; words within words)
Objectives Assessment Modifications to Assessments
Using Bloom’s Taxonomy, include statements that identify Using formal and/or informal assessment tools, how will If applicable, explain how you will adapt assessments
what students will be able to do by the end of the lesson you evaluate and document your students’ progress on to allow students with specific needs to demonstrate
and are aligned to the standards identified above. each of the objectives? their learning.
(edTPA Task 1, Prompt 5b)
Using the book Sarah, the students will be able to make The teacher will formatively assess by asking questions  The teacher will frequently review concepts
connections between the text and themselves, allowing before, during, and after the read aloud; teacher will also and verify student understanding
them to construct meaning of a text through the use of formatively assess through class discussion during the  The teacher will provide students with a
compare and contrast. Venn Diagram activity where students find differences sufficient amount of visuals
 Cooperative grouping
and similarities, as well as by having students complete  Break tasks up into smaller chunks and
a compare and contrast worksheets provided. allow sufficient time to complete each
chunk
 Allow extra class time to complete assigned
tasks
 Provide sufficient model and examples
 Supply vocabulary and review compare and
contrast concepts in advance
 Students may respond to worksheets
verbally or written while working in pairs
 Provide a differentiated worksheet as
needed (Appendix F.2)
 Academic Language Demands
(edTPA Task 1, Prompt 4c)
Function
Looking at your standards and objectives,
choose the one Bloom’s word that best
describes the active learning essential for
students to develop understanding of
concepts within your lesson.
Vocabulary
Key words and phrases students need to be
able to understand and use
Syntax
Describe ways in which students will organize
language (symbols, words, phrases) to
convey meaning.
Discourse
How members of a discipline talk, write, and
participate in knowledge construction and
communicate their understanding of the
concepts
Instructional Process
Instructional Supports
Strategies teachers provide to help learners understand, use, and practice the
concepts (edTPA Task 1, Prompt 4d)
Construct  Teacher will model how to construct an understanding of the concept of
compare and contrast by drawing upon the similarities and differences
between Sarah and the students
 Teacher will model how to visually construct an understanding of
compare and contrast using a Venn Diagram
 Teacher will use the illustrations from Sarah to prompt students to
compare and contrast their lives with that of Sarah
 Compare  Vocabulary will be supplied in advance
 Contrast  Vocabulary will be modelled throughout the lesson using anchor charts
 Venn Diagram with pictures and clear visuals representing compare and contrast
 Similarities
 Differences
 Culture
 Newfoundland
 Nan
Students will first engage in question &  Teacher will use the anchor charts to model and review how to compare
answer during read aloud, then in class and contrast using visuals such as Venn Diagrams
discussion about compare and contrast
using Sarah and themselves while
collectively completing a Venn
Diagram; then they will complete a
Venn Diagram, writing in pairs while
comparing and contrasting two U.S.
presidents.
Students will discuss with the teacher  Students will be strategically paired with peer tutors to facilitate a
how Sarah and her home/culture are discussion about comparing and contrasting
similar and different from themselves  Students will be paired with strong readers to complete the assigned
and their home/culture; then, students worksheets
will have the opportunity to discuss with
each other a passage worksheet and
perform written tasks in pairs using the
worksheet.
Accommodations and/or
Modifications and/or Supports
Anticipatory Set/Motivator

 The teacher will have “Mussels in the Corner” by Harry Hibbs playing on the SMARTBoard while students are entering the
classroom to get them curious and excited about a different culture.
 The teacher will then have students sit in their desks and tell them that today we will be learning a little bit about
Newfoundland culture.
 The teacher will turn off the lights, have students close their eyes, and listen to the song “Sarah” by Buddy Wasisname and
the Other Fellers, asking them to listen carefully to see if they can understand the story.

Instructional Procedures  For the student with autism:

Prior to beginning the
 The teacher will ask the students if anyone can locate the province of Newfoundland & Labrador on the unlabeled map of lesson, go over the daily
Canada (Appendix A). schedule and outline for this
 The teacher will then ask the students if anyone has ever been to Newfoundland. lesson plan and student
 The teacher will prompt a quick discussion about noticing the differences and similarities in cultural music by referencing tasks, highlighting/color
the jig “Mussels in the Corner.” coding important
 The teacher will show the students the book Sarah by Jean Edwards Stacey and ask the students to think of the song information
“Sarah” that they just listened to, then ask the students what they think this book might be about.  Provide a fidget spinner or
 The teacher will have the students sit at the carpeted area and read Sarah aloud. stress ball to student with
 Sarah loves to visit her Nan and Pop; the teacher will ask the students who they think Nan and Pop are. The teacher will autism to improve focus
then ask the students what they call their grandparents in their home/culture/language. during discussion and group
 Sarah was named after her Nan; the teacher will prompt the students, “Think back to our song “Sarah”…. Who do you work
think Sarah’s Nan is?”  Provide student with autism,
 The teacher will show the illustration of the family dinner and explain that they are eating mustard pickles and Jigg’s student with GAD,
Dinner and will ask the students what they have for family dinners in their culture. struggling reader, and ELL
students with copies of the
 While reading the pages containing the song’s verses, the teacher will encourage the students to sing the chorus together as
a class, maintaining interest and curiosity. anchor charts
 Offer student with autism
 The teacher will then ask the students, “How is the song ‘Sarah’ connected to the book’s Sarah?”
the option of either sitting on
 Once the read aloud has been completed, the teacher will use the compare and contrast anchor chart (Appendix B) to
the carpet with the class or
reference that comparing means finding things that are similar and contrasting means finding things that are different.
in their quiet corner with
 The teacher will display the compare & contrast Venn Diagram (Appendix C) on the SMARTBoard and explain that we
their EA or a peer tutor
use this Venn Diagram to visually see the differences (the left section), the similarities (center section), and the differences
 Teacher will circulate and
(right section) of two things that we are comparing and contrasting.
review frequently and check
 The teacher will model comparing and contrasting using a cars & bicycles Venn Diagram (Appendix D).
for student understanding
 Showing the book’s illustrations and using a lined Venn Diagram (Appendix E), the teacher will prompt, “I would like to  Use essential language and
know something that Sarah has, says, or does in her home/culture that is different from what you have say, or do in your be specific with student
home/culture;” the teacher will write student responses on the contrast sections of the Venn Diagram. activities and tasks
o The teacher will write things like where they live, what they eat, what they call their grandparents, etc. (Appendix  Ensure student
E – Completed) understanding of directions
 Using the book’s illustrations, the teacher will then prompt, “Now, I would like to know what Sarah has, says, or does in  Address student with autism
her home/culture that is similar or the same as what you have, say, or do in your home/culture;” write student responses on individually and be efficient:
the compare section of the Venn Diagram (Appendix E). “I need you to listen to this
 Using both compare and contrast anchor charts (Appendix B and Appendix C), the teacher will review with the students the as it’s something for you to
clue words to look for while comparing and contrasting texts. do”
 The teacher will display the Lincoln and Washington worksheet (Appendix F & Appendix F.2) on the SMARTBoard and  Provide a clear beginning
instruct the students, working in pairs, to read the passage and fill in the Venn Diagram using compare and contrast. and end to activities, tasks,
 The teacher will circulate, answer student questions, ask probing questions, and redirect students who are not on-task. and lesson
 After approximately 10 minutes, the teacher will ask the students if everyone has finished and if everyone understands.  Hand out individual copies
 The teacher will ask the pairs for their answers, writing student responses on the board, as the class corrects the worksheet of anchor charts to
all together. struggling reader and ELL
 The teacher will ask if there are any questions and ask students to hand in their worksheets with their pair’s names on them. students to have before hand
 Use peers to improve
instruction by using a buddy
system/peer tutoring
 Pair struggling reader with a
high-level reader for
worksheets
 Pair ELL students with a
peer tutor with whom they
communicate fairly well
 For student with autism,
periodically assess lighting,
temperature, and smells
within the classroom
 Have a quiet corner in a
low-traffic area of the
classroom for student with
autism to rest comfortably
and allow their sensory
system to calm down (they
may go there at any time)
 Student with GAD may also
go to the quiet corner with
 Hoberman’s Sphere for deep
breathing exercises or a
yoga mat to practice yoga
poses or meditation
 Build relationship with the
EA for the student with
autism and communicate
regarding student process
and progress
 Offer a break to students
with autism and GAD before
the worksheet task
 Provide differentiated
worksheet for struggling
reader and ELL students
(Appendix F.2)
 Scaffold and work with
students step by step
 Use ClassDojo timer on
SMARTboard for students
to see their timeline while
working on worksheets
 Provide students with autism
and GAD, ELL students,
and struggling reader with
extra time to complete
worksheets
 Provide student with autism
with a Finished Folder to
place completed worksheets
in
Closure  Ensure students with autism
and GAD, ELL students,
 The teacher will provide a summary of the lesson: “Boys and girls, today we learned about comparing and contrasting. We and struggling reader have
read Sarah and then we found the similarities and differences between Sarah’s culture and the different cultures of our all understood the lesson and
class.” have no further questions
 The teacher will use the Gradual Release Model to explain the tasks and activities of the lesson: “I completed a compare  Assign the extension activity
and contrast Venn Diagram about the differences and similarities of cars and bicycles, then together we completed a Venn in smaller tasks with
Diagram about Sarah’s culture and your cultures, and, finally, you completed a Venn Diagram comparing and contrasting separate due dates to
text about Abraham Lincoln and George Washington.” students with autism and
  The teacher will display the popcorn worksheet (Appendix G) on the SMARTBoard and explain that next class we will be GAD, ELL students, and
applying what we have learned today to comparing and contrasting two texts about the same topic or theme. struggling reader
 COMING! A culturally responsive extension activity. Students will be asked to create a multimodal project about the book  Give students with autism
using text, images, and sounds/music. They will be comparing and contrasting a family story/how their grandparents met and GAD, ELL students,
with Sarah’s story. Students will discuss their own food, home, music, families, and cultures. and struggling reader class
time to work on their
extension activity so they
may ask the teacher
questions as they arise
List all materials and/or technology tools required for the lesson.

Key instructional materials must be attached. These materials might include such items as class handouts, assignments, slides, and
interactive white-board images.

 “Mussels in the Corner” by Harry Hibbs: https://www.youtube.com/watch?v=aFfQcju8_WE

 “Sarah” by Buddy Wasisname and the Other Fellers: https://www.youtube.com/watch?v=CAecqqGVAgM
 Appendix A- unlabeled map of Canada
 Appendix B- compare and contrast anchor chart
 Appendix C- compare and contrast Venn Diagram anchor chart
 Appendix D- cars and bicycles Venn Diagram
 Appendix E- lined Venn Diagram
o E (Completed)- the completed Venn Diagram from Sarah discussion with examples of student responses
 Appendix F- Lincoln and Washington worksheet
 Appendix G- popcorn worksheet
 Stacey, J.E. (2016). Sarah. St. John’s, NL, Canada: DRC Publishing.
 SMARTBoard
 ClassDojo
 Hoberman’s Sphere
 Yoga mat
 Stress ball/fidget spinner
 Finished Folder
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Appendix E- Completed
Appendix F
Appendix F.2
Appendix G