Student Teaching edTPA Lesson Plan Template

Central Focus:
Subject: Comprehension: Students will apply their new knowledge
ELA of comparing and contrasting to analyze two texts on the
same topic.
Essential Standard/Common Core Objective:
RI.2.9: Compare and contrast the most
important points presented by two texts on the Date submitted: Date taught:
same topic

Daily Lesson Objective: Students will be able to work with a partner to compare and contrast different types of
animal life cycles with 80% accuracy.

21st Century Skills:

Communication: Students will communicate Academic Language Demand (Language Function and
with a partner when completing their venn Vocabulary):
diagram. Language Function: Compare and Contrast
Collaboration: Students will collaborate with
their partner on the articles to find the Vocabulary: Compare, contrast, venn diagram
similarities and the differences between life
cycles
Prior Knowledge: Students should be familiar with the life cycles of: chickens, frogs, and butterflies. Students
should also be able to identify the main idea of a text and find supporting details within the text.

Activity Description of Activities and Setting Time

We will begin by reviewing the different types of life cycles that the 1 minute
1. Focus and Review students have been going over in science. They have learned about the
life cycle of butterflies, frogs, and chickens.
Using the call and response method, I will have the students repeat the 1 minute
2. Statement of lesson objective written on the board.
Objective
for Student By the end of today, I will be able to compare and contrast the key
details of two texts about life cycles.
I will begin by telling the students that we’re going to dig a little deeper 3 minutes
into life cycles today. We are going to be comparing two different life
cycles to each other.
“When you compare two things, you find things that are similar or the
same about them.”
I will also tell them that we’re going to be contrasting them as well.
“Contrasting is when you identify things that are different between two
3. Teacher Input
or more things”
I will then introduce the graphic organizer, venn diagram. I will draw a
venn diagram on the board and show them that it’s used to compare two
different things. I will show them an example with an apple and an
orange. I will label the tops of both sides with the appropriate label and
show them how the parts that aren’t overlapped are where you write
things that are different. For instance, in our case of apples and oranges,
 I could write that an apple is red, and an orange is orange. I will then
show them the center, overlapping part of the venn diagram. I will
explain how in this part, you write all the things that are the same about
the two things that you’re comparing. In my example on the board, I
will write that they are both fruit. I will also explain that in a venn
diagram, you can use bullet points to jot your thoughts rather than
writing an entire sentence.

As a way for the class to practice together, we will compare humans 10

and animals as a class on the board. I will call on a student and they minutes
will tell me which category they want to put their idea into- humans,
animals, or both. I will ask the class if they agree or disagree and will
4. Guided Practice write it in the appropriate section on the venn diagram. I plan on taking
3-5 answers unless I see that students are struggling with where their
idea belongs in the graphic organizer or are struggling to understand.

For the independent practice, I’m going to send the students back to 20
their desks. Each of them will get to choose from one of three articles minutes
I’ve provided on life cycles. There will be an article for the frog life
cycle, chicken life cycle, and the butterfly life cycle. They will read
their article independently and find the main idea and some supporting
details. They will record their findings in a main idea chart in their
5. Independent Practice reading notebooks. Following this, they will partner up with someone
who has a different article than they do. They will discuss their findings
in the articles and fill in a venn diagram worksheet comparing the two
life cycles of their animals. I will circulate around the room and offer
support as needed.

I will skim through the students’ notebooks to see that they were able to find that
6. Assessment Methods
the main idea of each article was the life cycle of that particular animal. I will also
of
check for supporting details that note different stages of each life cycle. Students
all objectives/skills:
will also turn in their venn diagram worksheet that they complete in pairs.
To check for comprehension, I will say a few statements and have 5 minutes
students give me a thumbs up if they agree with what I said or a thumbs
down if they disagree. If they disagree, I will have them explain why. If
they are right, we will move on. If they are wrong, we will do a review
in a follow up lesson.

Examples of statements:
7. Closure
 If two topics have something the same, it goes in the middle (or
both) section of the venn diagram
 Key details that support your main idea do not belong in your
bubbles
 You write things that are different in the side that is labeled with
your topic inside the bubble. (I will point to this on an empty
venn diagram on the board)
 The students did really well with this lesson. They were able to correctly identify
both the similarities between two different life cycles and the differences. 17
students out of a total of 18 were able to correctly use the venn diagram in the class.
8. Assessment Results of
The 18th student came in late to the lesson and therefore missed out on the
all objectives/skills:
introduction of the venn diagram. I will work with this student individually on
another day.

Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

- If a child is struggling to find the main idea
and supporting details of a passage, they
are able to ask a buddy for help.
- For my ELL, she is able to work with a
partner during the GP and IP if needed.
- During the time on the carpet, a student
with ADHD will be placed right beside
where I will be standing so that I can call
on them and ensure they are staying on
task.
- During the IP, I will provide students with a venn
diagram worksheet with it already drawn out and
spots where they can write their labels.
- During the IP, students are able to work in partners
to collaborate to find the similarities and
differences between their life cycles
- During the IP, students are able to choose the
article that they are more interested in and feel
more confident reading.

Materials/Technology: Large poster paper, markers, venn-diagram worksheet, articles on life cycles, reading
notebooks
Reflection on lesson:

CT signature: ________________________ Date: ______ US signature: ____________________________Date:

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