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Elementary and Early Childhood Education Lesson Plan Template

Name: Brianna King, Emoree Dykes, Chynna Brown, Jontanna Date: 03/25/2019
Greene
Course: ECE 3330 Lesson Plan #: Group Lesson #2
Subject Area(s): Reading Comprehension Grade Level/Time Frame: 5th Grade

Step 1: Identify Learning Context Description of the learning environment(s) where the learning experience will take
Learners place
(Classroom
Context) ● In this classroom, there is one smart board located at the front of the room
where a majority of the teaching takes place.
● On each side of the smart board, there are large rectangular white boards.
These white boards are used by the teacher to display important
announcements or upcoming events. The teacher also displays the objectives
and essential questions on the white boards for the students to be able to
easily see.
● There is also a smaller white board that the teacher utilizes to solve problems
for the students when teaching a lesson.
● Each student is seated at their own personal desk. These desk are in rows of 5
with 5 desk in each of the rows. Each desk has a personal cubby where the
students can keep their belongings without having to get up and disturb the
class. The desk are arranged in this way, so the teacher can easily walk by to
each one and assist the students when needed.
● There are a few “special” areas located in this room. There is a rectangular
carpet located at the front of the room where the students are instructed to
sit during the whole group lesson.
● Along the walls of the classroom, there are several bookshelves that contain
many books that are considered favorites by the students.
● This classroom also has a couple of technology tools.These technology tools
consist of 8 laptops and 6 iPads. The technology tools are only used by
students to access their learning websites allowed by the teacher. The
learning websites may consist of helping the students with their math,
writing, or reading skills.
Learner Description Number of students in class: 25
● Number of males: 9
● Number of females: 16
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 1 There is one student on a 504 plan due
504 plans to ADHD. Some accommodations put in
place for this student include placing
student in close proximity to the
teacher, use images as support, and
modify his worksheets with less
questions on each page.
Students w/ EIPs 0 N/A
English learners 2 There are two students in the classroom
who are English language learners. For
support these students are placed next
to students who share the native
language in order to help them when
they are confused about the language.
These students also go to the ESOL
program a couple times a week for more
in depth help.
Gifted 0 N/A
Students with gaps in 0 N/A
academic knowledge

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Other learning needs 0 N/A
Personal Assets, Cultural, ● I will take into consideration each of the students’ interest when planning
Assets, Community Assets activities that they can easily relate to, to support their own learning.
(also referred to as Funds of ● I will keep their cultures in mind when planning tasks for the students,
Knowledge) especially if given word problems. I will modify any task I can for each student
to be able to understand.
● When creating word problems, I will refer to the different landmarks around
the community that the students visit often.

Step 2: Identify Georgia Standard (s) of CCSS.ELA-LITERACY.RL.5.3-Compare and contrast two or more characters, settings, or
Curricular Excellence, WIDA Standard(s), events in a story or drama, drawing on specific details in the text (e.g., how characters
Priorities etc. interact).

Prior Academic Knowledge The prior academic knowledge that this lesson will activate is what it means to compare
and Prerequisite Skills and contrast two different items.
The prior academic knowledge that the students will need for this lesson is knowing
how to pick out two important characters from a story and being able to write things
they have in common and their differences.
Central Focus, Overarching The important understandings/core concepts the students are expected to develop
Goal, Big Idea, or Essential from this lesson include selecting important characters, being able to compare and
Question(s) contrast the selected characters, describe the setting of the scene chosen and they
should also be able to draw on specific details from the story.
Learning Objective(s) or ● I can pick out two important characters from the story.
Learning Target(s) ● I can compare and contrast the two characters and include the important
details about each one.
● I can draw upon specific details from the story.
Potential Misconceptions ● Possible misconception or developmental approximation: Student only
and/or Developmental finding similarities about the two characters.
Approximations
If the student does not understand what is means to compare and contrast, I will have
the student pick a book of choice and I will model how to compare/contrast
two characters from that book.

Academic Language Academic Language Whole Class Supports Differentiated Supports


Vocabulary
● Words and phrases Language function: ● The students will
● Describe be able to access
with subject specific
meanings that differ ● Explain the Spanish
● Apply dictionary in the
from meanings used
in everyday life (e.g., classroom to
table, ruler, force) understand the
● General academic meaning of each
vocabulary used word that is
given.
across disciplines
(e.g., compare, Multiple meaning words: ● N/A
analyze, evaluate) ● N/A
● Subject-specific
words defined for
use in the discipline Academic vocabulary: ● The students will
● Compare be able to access
Language Function: the ● Contrast the Spanish
content and language focus of ● Setting dictionary in the
the learning task (e.g., ● Specific Details classroom to
activities, discussions) understand the
represented by the active verb meaning of each
in the learning objective(s) or word that is
given.

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learning target(s) (e.g., apply, Subject-specific ● The students will
evaluate, cause and effect, vocabulary: be able to access
sequence, hypothesize, infer, ● Compare the Spanish
summarize, describe, explain) ● Contrast dictionary in the
● Setting classroom to
Language Supports: ● Details understand the
instructional supports that ● Venn Diagram meaning of each
help students understand and word that is
successfully use the language given.
function (e.g., sentence Syntax: ● The students will
starters, graphic organizers) ● The students will be able to access
use a venn the Spanish
Syntax: set of conventions for diagram to dictionary in the
organizing information (e.g., organize their classroom to
sentences, graphs, tables); information understand the
organizes language to convey about the story meaning of each
meaning word that is
given.
Discourse: how members of Discourse: ● The students will
the discipline talk, write, and ● This lesson is be able to access
participate in knowledge face-to-face the Spanish
construction using the instruction. The dictionary in the
structures of written and oral teacher will classroom to
language; discipline specific teach the understand the
discourse has distinctive subject with the meaning of each
features or ways of structuring help of visuals word that is
oral or written language, or on a given.
representing knowledge PowerPoint.
visually. The students will be able to demonstrate their understanding of the academic
language they will be able to apply it within their activity/task and be able to explain
when asked by the teacher.

Step 3: Design Assessment Plan


Assessment
Framework Georgia Performance Corresponding Learning Format of Assessment(s)
Standard(s) Objective(s) or Learning
Target(s)
CCSS.ELA-LITERACY.RL.5.3 ● I can pick out two ● This format of assessment will be given as a
important formative assessment. The students will
characters from the orally state to the teacher which two
story. characters they will be working with.
● I can compare and ● This assessment will be given in the form of
contrast the two a formative assessment. The students will
characters and be given a diagram, where they have to
include the choose 2 different characters from the
important details story and then organize the details
about each one. determining whether it is similar are
● I can draw upon different from one another.
specific details from ● This format of assessment will also be given
the story. as a formative assessment. After reading
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through the book as a class, the students
will orally state to the teacher some of the
specific events they are able to recall.
Type of Assessment Format of Assessment (e.g., Supports, Evaluation Criteria
quiz, test, checklist, KWL Accommodations, How will you know or
chart, performance task) Modifications measure if the students
(Differentiated have met the learning
Assessments, Culturally objective(s) or learning
Relevant Assessment) target(s)?
Pre-assessment The students will participate For this assessment, I will The teacher will be able
in a kahoot game. The game support the English to see the results at the
will introduce comparing and Learners by sitting them end. These results will
contrasting, allowing the next to a partner that can show the name of each
teacher to see where the translate the questions to student and which
students are before teaching them. They will be able to questions they got
the lesson. work together for this correct and which ones
activity/game. they got incorrect.
Formative assessment(s) The students will be given a For this assessment, the As the students work
venn diagram to compare and students will be able to through this activity,
contrast two of the characters write their answers in the teacher will walk by
from the story. their native language. each student’s desk to
make sure they are
understanding the
content of the task. If
they appear to be
struggling, the teacher
will assist them and ask
questions to get them
back on the right track.
Summative assessment(s) At the end of the task, the The ELL students are able This quiz will be given
students will be given a short to ask the teacher to the students to make
quiz that will cover the questions if they are sure they understand
content of the lesson that confused on the wording what it means to
was given. of the questions or the compare and contrast
teacher can read the something. The results
questions to the student. of the quiz will be
anonymous, therefore
no one will be able to
see what each student
received.
Pre-Assessment Data Summary
The students were very engaged in this activity and all seemed to have a clear understanding of the topic. It will drive
the instructional practices, because this will be an introduction to the activity they will be completing in class and will
allow me to see who needs further explanation before beginning.

Step 4: Create Materials Needed Teacher Resources (must include podcasts):


Learning ● The book “Number the Stars”
Activities ● Venn Diagram
● Mini Powerpoint on Compare and Contrast

Student Resources:
● The book “Number the Stars”
● Venn Diagram
● Scrap paper for note taking
● Pencil
Technology Connection The teacher will use a mini powerpoint in order to incorporate technology into this
lesson. The mini Powerpoint will be used to explain what comparing and contrasting is
and also give them a short text example with a venn diagram.
The students will have the opportunity to help the teacher fill in the venn diagram
based on the short text from earlier in the Powerpoint. Students will be selected to
come up to the Smartboard and write in the venn diagram.

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Supporting Diverse Learners ● I will support my students with 504 plans who struggle with this activity, by
providing pictures if needed, modifying their worksheet, and allowing them
to sit and work next to me in order for their task to be completed.
● I will support my English learners by allowing them to complete the task in
their native language and also allow them to sit next to someone who speaks
English and their language, so they can assist in areas that are needed.

Culturally Responsive The content of this lesson is related to the assets of the students, because when they
Teaching are allowed to share their venn diagram with a partner, they will be able to speak in
the language they are most comfortable with. This will mean, they are partnered with
someone who can understand their language.
Research and Theory, or According to research, “in order to successfully comprehend a story, you must succeed
Principles of Child in character analysis. One way to analyze the characters is to compare and contrast
Development them”
Janovsky, A. (2003-2019). Comparing & Contrasting Characters in a Story. Retrieved
March 25, 2019, from https://study.com/academy/lesson/comparing-contrasting-
characters-in-a-story.html
Instructional Strategies and For this lesson, the students will have already read the book “Number the Stars” as a
Learning Tasks (include whole group with the teacher. The students will be given a venn diagram to complete
activities, discussions, or other on comparing and contrasting two characters from the book of their choice. There will
modes of participation that be a list available of the different characters for the students to choose from to create
engage students to develop, their venn diagram on.. I will allow her to ask any questions that will spark a discussion
practice, and apply skills and to improve her knowledge on the topic. I will embed the higher order questions
knowledge related to a specific throughout the lesson to see the level of understanding my student has. At the
learning objective(s) or beginning of the lesson, I will begin by asking three higher order questions for the
learning target(s). Learning students to think about while they work. These questions will consist of “how can you
tasks may be scaffolded to distinguish between two different characters from a story?, how can you compare two
connect to prior knowledge different characters from a story? and “how can you organize your thoughts into a
and often include formative given venn diagram?” As the students start finding the information to include in their
assessments) venn diagram, I will ask the question “how can you differentiate between two
characters in a story?” At the end of the activity, I will ask the last higher order
question, which will consist of “how can you organize your thoughts into a given venn
diagram?”

Connection to the Arts N/A

Higher Order Thinking 1. How can you distinguish between two different characters from a story?
Questions (HOTQs) (DOK level 2)
2. How can you compare two different characters from a story? (DOK level 3)
3. How can you apply concepts from the story to retell events? (DOK level 4)
4. How can you differentiate between two characters in a story? (DOK level 3)
5. How can you organize your thoughts into a given venn diagram? (DOK level
2)
Re-teaching, Re-Engagement, For the students who are still not mastering the content based on the learning
Practice objectives, the teacher will bring the students into a small group setting and re-teach
the lesson but instead of using that book the teacher will use a short text. The teacher
will read the short text to the students and together as a group they will choose two
characters and engage in a discussion. The students will find characters, name the
setting, and draw on specific details.
Extensions For the students who have mastered this lesson plan, the teacher can have the
students choose one of their favorite books and compare and contrast two characters
from that book. The students will be able to use the venn diagram or come up with
their own graphic organizer to compare and contrast.

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Lesson Closure For the lesson closure, we will do a pair and share with the students. They will be able
to pick a partner of their choice and share the information from their venn diagram.
They will be able to summarize what they have learned with each other through this
activity.
Step 5: Post-
Instruction Lesson Implementation (Be sure to address both whole class and small group or individual learners)
Reflection ● What went well and why? For this lesson, I believe by having the students be able to pick their characters
worked well. They were able to successfully create a venn diagram on the two characters they were able to
relate with.
● What did not work well and why? While for some students, being able to pick their own characters to compare
and contrast, it did not work as well for the others. Some had a harder time relating two characters together.
● How did the learning environment and materials work together to support student learning? The learning
environment and materials worked well together to support the student learning, because I made sure to have
all materials I needed before beginning the lesson. It was also quiet while the lesson was being taught, which
helped with learning.
● What improvements and changes would you make if you were to teach the lesson again and why? If I were to
re-teach this lesson, I would have a detailed list of each character that the students were able to pick from.
This would allow them not to have to look back in the book to decide which characters to use.
● What did you learn about yourself as a teacher? I learned that I must be patient with students because they
are in the learning process and they are not always going to understand the topics the first time they hear it.

Learning Theories/Research Base


● To what degree did the implementation of your lesson utilize the learning theories that framed your
instructional plan? Provide examples from your experiences teaching the lesson. The implementation of my
lesson utilized the learning theories that framed my instructional plan, because I stuck to my lesson plan and
followed through with everything that I needed to teach for my student to gain a clear understanding of the
topic.

Assessment Analysis
● What information about student understanding did you learn from your assessment(s)? How did the student
or student(s) do on the assessment? What patterns of learning do you see? I learned that the students have a
clearer understanding of the topic than before this lesson. They scored well on the assessment and I believe
they have a full understanding of what is means to retell important ideas and events from a reading.
● How will you act upon, and will students be able to act upon, the feedback provided form each assessment
strategy used? ? I will give positive feedback for each assessment that is given. They are still in the learning
phase and I believe that by being negative, will only make them shut down and not want to continue with the
lesson. Students learn from their mistakes, so it is important to only be encouraging
● Optional: Use the assessments and create a chart to analyze student learning across the class. Attach or paste
your chart and write a quick summary of what students learned or potential misunderstandings and how you
are drawing these conclusions.

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Character 1 Character 2