Direct Instruction Lesson Plan Template

Grade Level/Subject: 5th

Central Focus: Comparing and contrasting overall structure
Reading
of elements in two or more texts
Essential Standard/Common Core Objective:
CCSS-ELA-LITERACY.RI.5.5- Compare and contrast the overall
Date submitted:
structure (e.g., chronology, comparison, cause/effect,
Date taught: 3/20/15
problem/solution) of events, ideas, concepts, or information
in two or more texts.
Daily Lesson Objective:
Performance: Students will compare and contrast overall structures of two texts and will be able
to answer the questions.
Conditions: Students will be able to use the two passages given to them.
Criteria: Students must complete a 5/7 to achieve mastery on this assignment.
21st Century Skills:
Academic Language Demand (Language Function and
-Collaboration
Vocabulary):
-Critical Thinking
Compare- how the texts are similar to each other.
Contrast- how the texts are different from one another.
Prior Knowledge: having knowledge of story elements in texts so students can compare and
contrast the text structures in this lesson. Students need to know how to compare and contrast
as well.
Activity

1. Focus and Review

2. Statement of
Objective
for Student
3. Teacher Input
4. Guided Practice

Description of Activities and Setting

Review the previous days lesson about the chronology of
events from two texts. Teacher explains to students that it is
important to look for certain things in passages that can help
figure out the order of events in a text.
Teacher asks following questions to review:
What is one thing that you learned from yesterdays lesson?
What was the name of one of the passages that you read
yesterday during class?
Students will be able to use the two passages to compare and
contrast the text structures and be able to answer the
questions.
Teacher will read the passages that students are doing for
guided practice and teacher will perform the first answer to
the class. Teacher will answer any questions that they may
have before guided practice begins.
Students will be in partners of 2 and will take turn reading in
their EOG READY books on page 122-124. Students will work
collaboratively to answer the following questions:
What is the main type of food astronauts eat in space?
How do astronauts prepare a meal?
Why are fabric fasteners important to astronauts?
Students will then read the second article Farming Space in

Time

5 min

1-2 min

5-10
min
15 min

5. Independent
Practice

6. Assessment
Methods of
all
objectives/skills:

7. Closure

the same partners and will answer these questions:

What has Dr. Musgrave been studying?
What happened to the first plants that grew in chamber
in space?
What was the effect of giving the seedlings more
sunlight?
Teacher will be walking around listening to students read and
answer these questions as partners to see how they are
understanding the material. Teacher will then bring the class
back together and talk about what the answers are to the
texts and compare and contrast the two texts.
Students will read the passage Loyalists during the American
Revolution independently. After they are finished with this
passage, they will then read the passage Patriots during the
American Revolution independently as well. Students will
20 min
then receive questions that deal with comparing and
contrasting the two texts, they need to answer them by the
end of the lesson and turn them into the teacher.
Students will turn in their questions from independent practice after they
are finished and need to receive a 5/7 to achieve mastery for this lesson.

Teacher will bring the students back together and will talk
about the two passages to see how the students responded to
the lesson. Teacher will ask the following questions:
5 min
What was different about the two passages?
What was similar about them?
12/19 students achieved mastery for this lesson with the other 7
students receiving partial or no mastery. Students were to finish up at
recess if they didnt get done in class.

8. Assessment
Results of
all
objectives/skills:
Targeted Students
Modifications/Accommodations:
ELL will have passages and questions
provided in their own language.
Vision Impairment student will sit in the
front of the class
Materials/Technology:

Student/Small Group
Modifications/Accommodations:
Groups will be integrated so struggling readers
and proficient readers can help each other during
guided practice.

(Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at
the end of the lesson plan.)

EOG READY BOOKS

Pencil
Journals
Loyalists during American Revolution passage (1 per student)
Patriots during the American Revolution (1 per student)

Questions for the passages (1 per student)

References:

Reflection on lesson:

Passages and questions are down below in this document

Loyalists During the American Revolution

During the 1700s, many Americans became unhappy with British rule.
Many wanted complete freedom from England, but others were more
inclined to remain part of the British Empire. These people became
known as Loyalists because they were loyal to Great Britain. Many of
the Loyalists thought the British Parliament was being unfair to the
American colonists. They did not like the taxes that were imposed on the
American colonies but did not want to break away from England and
form a new government. They thought it would be better to work out
differences they had with British rulers and remain under the protection
of the powerful Great Britain. Even though many Loyalists had never
been to England, they thought they were English and wanted to remain
so. Life for Loyalists was difficult during the American Revolution.
They found themselves at odds with their neighbors. Often they were
ridiculed and treated very badly. Some of them had their houses burned
and their property destroyed. Those who could afford to do so left their
homes, businesses, and land, and returned to England. Most never came
back to America. George Washingtons neighbor and good friend, Lord
Fairfax, was one of the Loyalists who left America rather than fight
against his homeland. After the war, the Loyalists fared just as badly.
Their families were often held in poor esteem for years after the war.

Patriots During the American Revolution

Before America was on its own, the American colonies belonged to
Great Britain. During the 1700s, people began to talk about obtaining
freedom from England. Over the years, the British Parliament had forced
Americans to pay many taxes. Many Americans believed these taxes
were unfair, since the colonies had no representation in Parliament.
Unrest began to grow, and people began to desire freedom from
England. The people who wanted the American colonies to become free
and independent from England were called Patriots. Patriots thought
they had done all they could to get the British government to
compromise with them. They had sent representatives to Parliament
several times to ask for the taxes to be dropped and for the American
colonies to be given representation in Parliament. Each time, the
members of Parliament refused. The Patriots thought they had been
good, loyal subjects to the British government, but that this same
government did not want to help them. Most of the colonists had been
born in America and had never even been to England. They felt they
were Americans and not British. They did not think people all the way
across the Atlantic Ocean could rule them effectively. Because of all of
these reasons, the Patriots decided to ask for freedom from England.
They wrote the Declaration of Independencea document that outlined
their reasons for seeking freedom. When the British sent soldiers to keep

the Patriots from establishing their own government, the Patriots fought
the six-year long Revolutionary War to gain their freedom.

6. According to both selections, which belief was agreed upon by

Loyalists and Patriots?

A. British Parliament was being unfair to colonists.

B. Great Britain was too powerful to oppose.

C. Loyalty to Great Britain was necessary.

D. American Patriots were also British.

7. How does the author structure the introductory paragraphs of both

selections?

A. They both discuss a group of people involved in the conflict during

the Revolution.

B. They both describe people wanting to remain a part of the British

Empire.

C. They both explain war roles needed to understand the information.

D. They both share frustrations with British taxes.

8. What information is included in Selection 1 that is left out in Selection

2?

A. the desire for freedom in America

B. the time period of the Revolution

C. the crimes against the Loyalists

D. the frustration about taxes

9. What does Loyalists During the American Revolution include that

Patriots During the American Revolution leaves out?

A. problems that led to war

B. beliefs about British government

C. details about actions leading to the war

D. a description of life during and after the war

10. Which is included in Patriots During the American Revolution but

left out of Loyalists During the American Revolution?

A. Parliament was unfair to the colonists.

B. Parliament imposed taxes on the colonies.

C. Parliament was the government in Great Britain.

D. Parliament refused several compromises that were offered.

11. What is one cause of the Revolutionary War named in both

selections?

A. unfair taxes

B. a desire for war

C. unfair land rules

D. a desire for compromise

12. Which event that caused the American Revolution was described in
Patriots During the American Revolution, but left out of Loyalists
During the American Revolution?

A. Americans were upset with British rule.

B. The Declaration of Independence was written.

C. Great Britain taxed American colonists unfairly.

D. Houses were burned, and great destruction occurred.

13. How is each selection organized?

A. by strongest argument

B. by cause and effect

C. by sequence of events

D. by compare and contrast