Running Head: ARTIFACT E: CONTENT KNOWLEDGE

Artifact E:
Content Knowledge (Standard Based Instruction)
Haley Howerin
Regent University

ARTIFACT E: CONTENT KNOWLEDGE

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Artifact E: Content Knowledge (Standard Based Instruction)
Lesson Plan
Subject: Language Arts
Date: September 15-19, 2014
Teacher: Haley Howerin
Grade: 3
Topic: Compare and Contrast
Objectives: Compare and contrast setting, characters, and events.
SOLs: 3.5.15
Essential Questions: What fiction features help identify the similarities and differences
between two like books?
How do you find similarities and differences using fiction features?
Materials: Story map-for whole group, 2 Three Little Pigs storybooks (Library), 2
Cinderella books (Library), Story map-for partner and independent work
Differentiation:
Enrichment: If the students are excelling when they are formally assessed, these
students will be given the opportunity to read two additional books (of their
choosing) to read. They will compare and contrast these books without direction.
Remediation: If students are struggling with comparing and contrasting, they will
have the opportunity to work in a small group with the teacher to refresh the skills
of comparing and contrasting. This time will be for any students to ask questions
and see the teacher model a second set of books while comparing and contrasting
those books.
Strategy: Teacher modeling, partner discussion, group discussion (Gradual release)
Procedure
Engage: To engage the students, I will read The Three Little Pigs and the Somewhat Bad
Wolf. We will discuss the fiction features we saw, as a class, and fill in the first column
while being guided by the teacher.
Explore: To explore, we will read a second story, The True Story of the Three Little Pigs,
and fill in the second column with the information collected from this story. As a class,
we will discuss the fiction features and write those answers in on the story map to
compare with the first story.
Explain: To explain, as a class we will discuss the features we saw, and compare and
contrast the stories. This will be discussed orally, and throughout the week the students
will gradually be released to compare and contrast the second set of books.
Extend: To extend, we will read a Cinderella book, and the students will have a Compare
and Contrast chart. After we read the book, the students will break out into pairs to fill
out the first column of the chart. They will discuss and think about what they read, and

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write down the fiction features they can use to aid them comparing the book to the second
topic book.
Evaluate: To evaluate, as a class we will read a final Cinderella book. The students will
work on their own while filling out the chart and answer the compare and contrast
questions based on the two final books. This will be used as a formal assessment on their
knowledge of comparing and contrasting the features of different texts.
Homework: Self-selected book-reading 20 minutes each night.
Formal assessment listed above.

Reflection: Went well, have more activities planned for those students who need
enrichment.
Make time to pull those aside that need assistance.
Plan for more time if week is as busy.

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Rationale
I selected a lesson plan based on standards set up by the state and city as my
artifact to cover the standard set out by Regent University. The lesson was developed to
address SOL 3.5.15 that states, “Compare and contrast settings, characters, and event”
(VDOE). This artifact was chosen because it was developed to specifically address the
SOL and build the students ability to compare and contrast setting, characters, and events
between stories. Each activity within the lesson was aimed to help the students learn and
challenge them to use their knowledge that would show their growth. The formative and
summative assessments were the main tools to gauge the students’ progress, which also
directly reflected the Standards of Learning chosen.
Regent University offers a class that teaches how to build curriculum, which
helped when creating this lesson plan. The goal in the course was to use Backward
Design to create a unit based on an SOL. Wiggins and McTighe stated, “…we are
obligated to consider the assessment evidence implied by the outcomes sought, rather
than thinking about assessment primarily as a means for generating grades” (p. 148). The
artifact was created with assessment in mind, but not simply to achieve grades. The hope
and desire was for the students to see how to compare and contrast by model of the
teacher and successfully compare and contrast in their own. In response to the learning,
the students should be able to be assessed and clearly show their understanding of the
content.
Standard based learning should be based off of the Standards of Learning created
by the Virginia Department of Education and focused on the needs of the child. It should
be planned with assessment in mind, but not to achieve grades to simply put in the grade

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book. A successful lesson plan, based off the Standards, should teach the children
directly in regards to the Standards.
Reflection
I chose this artifact because I designed a lesson to specifically address the
Standard of Learning and teach the students from what the objective states. Standard
based instruction is instruction based off of the Standards built by the State and Virginia
Department of Education. It is to directly teach and assess the students based off of an
objective. The lesson I created was to teach the students how to compare and contrast
texts, by using a teacher model and by gradually releasing the students to work on their
own. I included enrichment and remediation for those students who needed either, which
was to address the needs of students who excelled in the subject and those who needed
extra instruction.
I believe that my lesson plan directly reflected instruction based on the Standards
of Virginia, and reflects my understanding of the Standard in the Regent University
Handbook. I reflected on my understanding of creating lessons from the course while at
Regent University, and put my understanding of the objectives of learning for students
into creating a lesson plan that was directly based off of the standards.

ARTIFACT E: CONTENT KNOWLEDGE
References
Wiggins, G., & McTighe, J. (2006). Understanding by design. (2nd ed.). Upper Saddle
River,New Jersey: Pearson Education, Incorporated.

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