Bats and Birds LESSON PLAN

Teachers:
Subject:
Miss Engels
Reading/Science
Standard:
Strand 4, Concept 1, PO 3. Identify observable similarities and differences
between/among different groups of animals.
CCSS.ELA-LITERACY.RI.1.3
Describe the connection between two individuals, events, ideas, or pieces of
information in a text.
Objective (Explicit):
Students will be able to identify similarities and differences between bats and
birds.
Evidence of Mastery (Measurable):
Exceeds
Characteristics:
Number of Students:
SWBAT complete the compare
and contrast exit ticket, writing
more than one bird fact, more
than one bat fact, and more than
one similarity between the two
using complete sentences and
proper grammar.
Meets
Characteristics:
Number of Students:
SWBAT complete the compare
and contrast exit ticket, writing
one bat fact, one bird fact, and
one similarity between the two.
Approaches

Characteristics:
SWBAT attempt to list one bat
fact, one bird fact, and one
similarity between the two,
however, they show error in
understanding.

Number of Students:

Falls Far Below

Characteristics:
Does not attempt

Number of Students:

Sub-objectives, SWBAT (Sequenced from basic to complex):

Prior Knowledge/Review: Students will be able to use a double bubble map to
identify similarities and differences between two things.
New Learning:
-Students will be able to read a passage and underline key details about bats
and birds.
-Students will be able to transfer these ideas into a double bubble map,
identifying similarities and differences between bats and birds.
-Students will be able to describe and write about the connection between bats
and birds using the information gained from the reading passage.
Relevancy: It is important for students to learn to read with a purpose in mind
and pull out key details from an informational text. It is also important for

students to compare and contrast two things.

Materials:
Bats informational
reading passage (1
for each student)
Blue and orange
crayons
Bats vs. Birds double
bubble map
Compare/contrast
exit ticket
Opening (state objectives, connect to previous learning, and make relevant
to real life)
Teacher will remind students that on Monday we read the book Stellaluna. The
teacher will ask the students what type of animal Stellaluna was. The students will
say that Stellaluna was a bat. The teacher will then ask the students what type of
animals adopted Stellaluna into their family when she lost her mother. The students
will say that Stellaluna lived with a family of birds. The teacher will reiterate that the
main character in the story was a bat and some of the other characters were birds.
The teacher will expalin that today we will be learning about bats and birds using a
nonfictiong reading passage and talking about how they are the same and how they
are different. At the end of today, I want students to be able to say I can name ways
that bats and birds are the same and I can name ways that bats and birds are
different. It is important for students to be able to describe the connection between
to things (animals) using an informational text.
Teacher Will:
Student Will:
Ask the students to join her on the carpet in front of the
Attempt to read the
classroom. The teacher will display the Bats informational Bats informational
reading passage under the document camera for all
reading passage and
students to see. The teacher will ask the students to
then listen and follow
attempt to read the passage silently to themselves
along as the teacher
before she reads it aloud to the students. After allowing
reads the passage
time for students to read the passage on their own, the
aloud to the class.
teacher will read the passage aloud to the class while
tracking the words with her long pointing stick.
Students will return
Next, the teacher will explain that we will be using blue
to their seats and
and orange crayons to underline important bat and bird
take out necessary
facts we learned while reading the passage. The teacher
materials.
will tell the students, I am going to count down from 10
to 1. When I get to one, I want all my friends to be sitting
quietly at their desks with a blue and an orange crayon
on their nametags. I will also be passing out a reading
passage to each student. Once you have all of these
materials out, I want you to show me you are ready by
putting your eyes on the board.
Students will watch
and listen as the
The teacher will then model how to read a sentence,
teacher models how
determine if it is a bird or a bat fact, and use the
to read a sentence,
appropriate crayon to underline the sentence. Orange
decide if the
crayons will be used to underline bat facts while blue
sentence is a bird or
Instructional Input

Key vocabulary:
Birds
Bats
Compare
Contrast
Similarities
Differences

Guided Practice

crayons will be used to underline bird facts. The teacher

will ask a quiet student to read the next sentence aloud.
The teacher will model again how to determine if the fact
is about a bird or a bat and then underline the sentence
using the appropraite color. Once half of the document is
completed with teacher guidance, the teacher will ask
the students to work with their shoulder partners to finish
underlining the rest of the document.

bat fact, and then

underline the
sentence using
either an orange or
blue crayon. The
students will
underline facts on
their reading
passage.

Co-Teaching Strategy/Differentiation
The teacher will provide Jason, Mieka, Lucille, Lexi, and Taylor with a reminder
card to reference on their desk. The card will remind the students to read the
sentence, decide if the sentence is talking about a bird or a bat, and then
underline bird facts in blue and bat facts in orange.
Teacher Will:
Student Will:
Teacher will ask students to join her again on the carpet
Understand that in
with their underlined Bats reading passage. The teacher
order to participate
will show a double bubble map on the promethean board in the game,
and ask students if they recogize this thinking map. The
students must act
teacher will remind students that a double bubble map is appropriately. The
used to compare and contrast two things. The teacher
students will use
will tell the students that next we are going to play a
their game sticks to
game that is going to help us fill in a double bubble map
help the teacher
with facts that we learned during our reading. However,
determine if a fact is
we can only play this game if we are all acting
about a bat, a bird,
appropriately, sitting criss cross, and keeping bubbles in
or both. The students
our mouth. The teacher will explain that each student will will be able to back
get a game stick. On one side of the stick is a bird and on up their answers with
the other side of the stick is a bat. The teacher will go
the sentence from
over rules for using the stick appropriately. I am going to
the reading passage.
show an animal fact on the promethean board. It is your
job to read the fact, decide if it is talking about a bird or a
bat, and hold up your stick. Teacher will model how to
show the answers. Teacher will explain that students can
look back at their underlined reading passage if they are
unsure if the fact is about a bird or a bat. The teacher will
pass out sticks and begin the game-like activity. After
each fact is diplayed and answered, the teacher will
model how to place the the fact into the double bubble
map. After the facts for bats and birds are filled in the
Students will
double bubble map, the teacher will ask the students to
complete their own
help her come up with similarities between bats and
double bubble map
birds. Turn to shoulder partner. The students will offer
using ideas modeled
suggestions such as they have wings they can fly and by teacher as well as
they are animals.
ideas of their own.
Once the double bubble map is completed, the teacher
will explain that the students will now fill in their own
double bubble maps. The teacher will explain that the
students can use the facts that she used in her example,

however, the teacher will also encourage students to

write other facts that they learned in the reading
passage. The teacher will ask the students to turn to their
shoulder partner and tell them one fact about a bat, a
bird, or both that they learned that is not in my map.

Independent Practice

Co-Teaching Strategy/Differentiation
Modeling how to complete the double bubble map will be helpful for students.
Students who have trouble generating their own ideas can use the teacher
modeled double bubble map as a guide for completing their own. Students can
grab a clipboard and move in front of the promethean board if needed.
Teacher Will:
Teacher will pass out the compare and contrast exit
ticket. Students will be instructed to write one sentence
for each section. One sentence about a bat, one sentence
about a bird, and one sentence about something that is
the same between bats and birds.

Student Will:
Complete the exit
ticket independently.

Co-Teaching Strategy/Differentiation
Students may reference their double bubble map when writing their sentences.

Closing/Student Reflection/Real-life connections:

Teacher will ask students what they have learned today. Teacher will remind students
that today we learned about similarities and differences between bats and birds.
Now we are able to name ways that bats and birds are the same and name ways
that bats and birds are different.