Lesson Plan

Goals I Objectives
SWBAT compare and contrast two texts and use evidence to support their claim
Increase participation, both verbal and written, (overarching goal for Gurol associated
with Question)
Standards (and Assessment Anchors, if applicable)
CCSS.ELA-LITERACY.RI.5.1

Quote accurately from a text when explaining what the text says explicitly and when
drawing inferences from the text.
CCSS.ELA-LITERACY.RI.5.5

Compare and contrast the overall structure (e.g., chronology, comparison,

cause/effect, problem/solution) of events, ideas, concepts, or information in two or
more texts.
CCSS.ELA-LITERACY.RI.5.9

Integrate information from several texts on the same topic in order to write or speak
about the subject knowledgeably.
Materials and preparation
Chart Paper What our chart paper will look like)
Sentence starter slips
Markers
Video (projector, screen, etc.)
White board
Markers
Graphic organizer/ Exit Ticket - regular lined paper
Classroom arrangement and management issues
Briefly describe the physical arrangement of the class with respect to managing your plans
in the particular space:
1. Gurol: In the library, one single table with 6 students sitting in a U shape. White board
and markers readily available.
JX: circle table - sitting in a circle for video watching portion, then circling the room while
contributing to gallery walk chart paper setup
2. Describe how students will get the materials needed.
Chart paper will be hung up around the room
Students will retrieve markers from a bin.
Handouts will be distributed by teacher when appropriate
3.Anticipate management concerns likely to arise and describe steps you will or have taken
into address them.
Students may not be familiar with the expectations of a gallery Walk - place
them on the board. Put all expectations relevant to small groups on the board.
Side conversations. Emphasize the one voice. Allow students to talk quietly
as long as they are on task. If you notice on task chatter, bring them into the
group conversation.

Lan Ngo 11/7/16 5:51 PM

Comment [1]: Verbal participation?
Written?

Plan
Include the imagined sequence of events (with a time estimate for each part of the lesson)
Task

Estimated
amount

What I am doing (teacher)

What the Students

are doing

Expectations

5 minutes

Explaining the idea of the

lesson. Pointing norms and
expectations

Listening, asking
questions

Please refer to the board for our

small group expectations. Today
will will be doing a gallery walk
to find out about different types
of diseases
Hook - Glow Germ
Demo/ What is a
germ?

Gallery Walk prep ( I

DO)

10
minutes

5 minutes

1. Touch different parts of the

room with glow germ
2. Turn off lights
3. Show students where you
touched with black light
This is called glow germ, it
shows where I spread all of my
germs! [EWWWWW]. What do
you know about germs? Take 2
minutes to write down what you
think
4. 2 minute free write: What is
a germ?
5. Show Video of Zombie
Apocolypse science
https://www.youtube.com/w
atch?v=sXgxuW9h_i8

1-3. Listening and

asking questions
when appropriate.
4. Free Writing: What
is a germ?
5. Watching video

Model Gallery Walk chart paper

for one of the diseases
We are going to do a gallery
walk on the different types of
diseases that may result in a
zombie apocalypse We are
going to compare and contrast
these diseases to yellow feverwhich is very real
So, I am going to model what it
looks like to create an entry into
a gallery walk for yellow fever
You can jump in with some
facts that you know from our

Asking questions
about gallery walk
expectations

Lan Ngo 11/7/16 5:55 PM

Comment [2]: Consider the hook of the
lesson. How are you going to engage
students in the lesson from the very
beginning? Can you link this lesson to
prior knowledge, the students
backgrounds, etc.? Germs is an
interesting topic and students should be
able to relate to that.

Lan Ngo 11/7/16 5:54 PM

Comment [3]: Perhaps do a pair-share
after free-writing
Lan Ngo 11/7/16 5:57 PM
Comment [4]: Set up guidelines for what
students should be doing while theyre
watching the video and/or provide guiding
questions. You may need to have a brief
pre-video discussion to bridge the video to
the students prior
knowledge/background/interests

Lan Ngo 11/7/16 6:05 PM

Comment [5]: Im not sure what the
students are being asked to do. How is
this related to the video?

book fever lets take a look at

page..
Gallery Walk charting
(WE DO)

15
minutes

Gallery Walk prep

)Lan, we are unsure of how to
phrase this part of the lesson):
Now it is your turn - in groups of
two, create two entries, one for
each article. the articles are
pretty short, but packed with
tons of information on different
diseases and how they could
turn you into a zombie

Each student has a

disease. They read
their article then put
facts about their
diseases on the chart
paper. Back it up
with a quote Each
group of two does
two articles
Lan Ngo 11/7/16 6:04 PM
Comment [6]: Could use some
clarification. Im not sure what the
students are being asked to do.

Write as many facts, ideas, or

opinions you have on the article.
You need to back it up with a
quote or idea from the article.
Underline or circle anything you
think is important, then put it in
your own words on the paper

If they havent done a gallery-walk-type of

exercise before, I suggest (for this week)
using a simpler/different structure for doing
compare-contrast work. They could put
their graphic organizers up on the wall
when theyre done, and do a gallery walk
to view one anothers work.

Gallery walk
compare/contrast
(You Do)

5 minutes

1 minute at each chart paper to

compare and contrast their
diseases using graphic
organizer on second sheet of
chart paper
*post up the second sheet of
chart paper with graphic
organizer*
Now it is time for the gallery
walk. You will spend 2 minute at
each entry. It is your job to find
one thing that is similar and one
thing that is different than your
disease. And write it next to your
groups names. Make sure you
tell us which of your two
diseases you are talking about!

Filling out
compare/contrast
graphic organizer
charts

Closure/Assessment
(We Do)

5 minutes

Share surprising/exciting
similarities and differences
between diseases that are very
similar/ very different etc.
Close with zombie ant video
https://www.youtube.com/watch
?v=XuKjBIBBAL8

Students are
presenting their
findings

Lan Ngo 11/7/16 6:08 PM

Comment [7]: I dont know if I would
close with a video; might not be enough
time to discuss the video. They could do
some sort of exit ticket exercise.
Incorporate higher-order thinking skills
questions throughout the lesson. Write
these in advance.

For each portion of the lesson, specify focus questions that you plan to ask or problems that
you will pose that will help you structure the activity. This is particularly important for
sharing/discussion times. It is not enough to indicate that you will bring the class together
for a discussion. You need to specify how you will shape the discussion and what kinds of
things you will be listening for and attending to during it.
Assessment of the goals/objectives listed above
Exit Ticket: What two diseases do you think are the most similar? The most different? Use
quotes to support your answer. (Refer to chart paper if needed)
Bonus: How is the fungus in the last video we watched about ants like a zombie germ?
Formative Assessment: Observation checklist
Anticipating students' responses and your possible responses
Student Response

Teacher Response

Not able to work independently on chart

paper

Facilitate with sentence starters on chart

paper or small slips of paper with sentence
starters

Takes too much time

Roll with it?? Break the next lesson of this

type into two lessons? Cut final video if
necessary

Not being able to read each others

Handwriting

Set the expectation that writing needs to be

large and clear. Also, allow students to clarify,
and then rewrite illegible phrases for the
students

Accommodations
a) Accommodations for students who may find the material too challenging
Sentence starters for students that are struggling with getting their thoughts on paper
Guided read alouds for kids that are struggling to sound everything out
Students can draw pictures about similarities/differences if writing it out may be too
difficult
b) Accommodations for students who may need greater challenge and/or finish early?
Bonus question on exit ticket
Read the article of the station that you finished early and add to it.
https://dloft.stanford.edu/sites/default/files/zombie_challenge_lesson_1.pdf
Resources were found from the above link

Lan Ngo 11/7/16 6:08 PM

Comment [8]: Depends on how much
time your classroom mentor has allotted.
Also, consider whether the students will be
able to sustain their attention on this topic
beyond the original time limit. This will be
good practice in lesson planning/time
management.

Things to do:
Adapt articles on different diseases using this site:
https://docs.google.com/document/d/1Gd2BcZjPI7jLyUg8fbOTUu2qNt67iXVYcU06feigQjU/edit