CEP Lesson Plan Form

Teacher: Lea Watson Date: March 26, 2018

School: Bauder Elementary Grade Level: 1 Content Area: Literacy

Title: Compare and Contrast two non-fiction Texts Lesson #:_3_ of _4_

Lesson Idea/Topic and Using non-fiction texts to introduce comparing and contrasting while
Rational/Relevance: practicing using a venn-diagram

Student Profile: 2 students who are above grade level

Many students at grade level

About 4 English language learners who need extra support when it comes to
vocabulary

About 7 students who are under grade level and need extra support

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

Standard 2.2: Comprehending and fluently reading a variety of informational texts are the beginning traits of readers

Understandings: (Big Ideas)

1. Reading fluently helps people comprehend what they have read

2. Readers can share facts after reading an informational text

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

1. What is the author saying with different punctuation marks?

2. How does a reader’s voice change when a sentence uses a specific punctuation mark?

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3. In informational text, why is the main idea important? How do the details support the main idea?

Evidence Outcomes: (Learning Targets)

Every student will be able to: Compare and contrast two non-fiction texts using a Venn diagram

I can: Compare and contrast the non-fiction weather book with my non-fiction book I read

This means: I will know what is the same about the books and what is different about the books I read

List of Assessments: (Write the number of the learning targets associated with each assessment)

Standard 2 c iii: Identify basic similarities in and differences between two texts on the same topic

Standard 2 e i: Read grade- level text with purpose and understanding

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Planned Lesson Activities

Name and Purpose of Lesson “What’s the Weather?” – Compare and contrast between two non-fiction texts

Co-Teaching Which model(s) will be used?

Will co-teaching models be utilized in this lesson?
Yes X___ No ___
One teach, one assist
Why did you choose this model(s) and what are the teachers’ roles?
I chose this model because students are successful when they are divided into small
group, then large group, then small group. During the small group time, one teacher
teaches a differentiated group and the other walks around and assists students for
individual support

Approx. Time and Materials Treasures book, Venn diagram anchor chart and smart board lesson, small group books,
Ipads for centers, and center folders

Anticipatory Set The strategy I intend to use is: Small group, then whole group, then small group teaching
I am using this strategy here because: Students are reading at different levels and receive
instruction that is specific to their reading level

Procedures The strategy I intend to use is: Visual and verbal instruction, gradual release
I am using this strategy here because: Students will be successful in creating their Venn-
diagram if the teacher does it first, then the whole group, then the individual student

Teacher Actions Student Actions Data Collected

Guided Instruction, Independent work, Completion of venn-
scaffolding, modeling completion of center work, diagram, completion of
and completion of center work, completion of
independent Venn-diagram bin work

Closure The strategy I intend to use is: Students will be able to tell me at least one reason the
non-fiction texts are the same and one reason on how they are different
I am using this strategy here because: It will give more detail in

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Differentiation Content Process Product Environment

Modifications: Individualized Teacher guided Completion of Small group at
reading groups instruction one reason for the back table
throughout each section of with students
small group venn-diagram at similar
lesson reading levels
Extensions: Individualized Less teacher Completion of Small group at
reading groups guidance three reasons the back table
throughout on why they with students
lesson, more are different at similar
peer guided and two reading levels
reasons on how
they are the
same
Assessment
- Completion of independent Venn-diagram

- Whole group assessment of understanding through questions and answers

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Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

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Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
 To focus student attention on the lesson.
 To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
 teacher input
 modeling
 questioning strategies
 guided/unguided:
o whole-class practice
o group practice
o individual practice
 check for understanding
 other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
 To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
 To help organize student learning
 To help form a coherent picture and to consolidate.

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Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop their
emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

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