INSTRUCTIONAL STRATEGY MINILESSON PLAN

PRELIMINARY INFORMATION
Teacher-Learner(s) name(s): Minilesson Title:
Kelsey Skillman Comparing and Contrasting Texts
Jasmine C. Johnson
Alivia Lee (This lesson is based on the readings from excerpts from the
textbook: Ready 6).
Date developed: 3/1/17 Content area and discipline: English/Language Arts
Targeted Grade Level: 6th grade
Period/time/estimated duration: 15-20 minutes

RESOURCES, MATERIALS, TECHNOLOGY, EQUIPMENT FOR THE MINILESSON

1. Ready 6 textbook, pg187-192

2. pencils and colored pens
3. notebook paper
4. dry erase board
5. projector (if classroom has it)
6. dry erase markers for each student
7. protective sleeves for each student
8. copies of the text for each student

CENTRAL FOCUS
The literacy instructional strategy introduced in this lesson will guide students toward identifying themes and topics, then
comparing and contrasting selected texts based on themes and topics while providing textual evidence to support their
comparisons and contrasts. I will demonstrate the Multicolumn Note Strategy in class to model close reading, an essential
step in identifying themes and collecting textual evidence to support the themes found. Students will use the Multicolumn
Note strategy in the process of analyzing and comprehending a texts central ideas. They will be encouraged to provide
textual evidence to support the theme they have selected.

JUSTIFICATION/RATIONALE
Being able to understand what the author is conveying to his or her audience, in terms of theme and topic, is essential in a
students capability to comprehend a given text. In comparing and contrasting texts based on topic and theme, students
are able to think deeper about what they are reading, forming arguments and understanding different viewpoints.

PRIOR KNOWLEDGE OF STUDENTS

Students should know that the term theme, refers to the central idea in a piece of writing or other work of art.
Students should be able to state the main ideas or topics of a text
Students should know how to mark details in a text

LEARNING OBJECTIVE(S)**
The students will use close reading strategies through the Multicolumn Note strategy. They will be able to identify the
authors point of view and purpose for writing, theme of the text, as well as infer, interpret, and draw conclusions. They will
then use textual evidence from their close readings to connect, compare, and contrast articles based on themes and
topics.

[Students version]:
I can compare and contrast texts by different authors about the same topic or events.
I can identify how an authors purpose for writing influences the focus of the text and the details presented.

ACADEMIC STANDARD
RL.IKI.9
Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

PLAN FOR ASSESSMENT OF STUDENT LEARNING

Diagnostic/pre-assessment: Students will be asked to provide what they know about the terms: compare and contrast.
Students will then be advised to jot down the definitions provided by the teacher.
compare: finding things that are alike
contrast: finding things that are different
Students will be reminded of the different purposes authors have for writing (answer: to inform, entertain, persuade).
Students will be asked why it is important to determine the authors purpose while reading.
Students will then be asked to think about the difference between facts and opinions. (answer: a fact is information that can
be proven to be true. An opinion is what someone thinks, feels, or believes).
Students will then be asked to think about the difference between first-person and third person accounts (answer: a
first-person account, such as an autobiography, tells about events from someone who was there to experience them. A
third-person account, such as a biography , relates facts about events from someone who wasnt there when the events
 happened).

Formative assessment/feedback to learners:

When the lesson is over, students will complete an Exit Slip.

For their Exit Slip, students will be asked to refer back to the passages on pg 188 and 189 about Amelia Earhart and draw a chart
similar to the one thats on pg. 189. Students will be asked to individually fill in the chart based on the two biographies read. The
chart will require students to provide fact that are different under the title of each biography. They will also be required to fill in facts
that are similar in the two biographies.

PROCEDURES FOR THE MINILESSON

The Gradual Release of Responsibility is when the teacher first models the strategy (I do), the teacher models the same strategy
again with a different text and students are invited to join in (We do). Lastly, the students are required to work independently with a
homework assignment which will be reviewed in the next day in class (You do it alone).

I DO ---(pg 187--two short paragraphs that describe the 1969 moon landing)
Students will be introduced to two short historical accounts on the same event. Students will practice how to compare and
contrast both texts.
Students have already been reminded that authors have different purposes for writing. Writing can be entertaining,
educational, persuasive, or personal. Teacher will then explain that two authors can write about the same event but with a
different purpose for writing.
Teacher will read the first paragraph on pg. 187 and will review the meanings of biography and autobiography.
With teacher, students will read along the two historical accounts. Students will be told what the authors purpose is (to
inform) and will be shown how to compare and contrast the two texts. Information from the text will be circle showing the
similar things between the two paragraphs. The information underlined will be details that are in one account but not the
other.
As a class, we will discuss again the information that was marked in the text.

WE DO TOGETHER ---pg. 188-189 (biography titled, Born to Fly and another biography titled, Earhart on Equality)
pg. 188
Teacher will invite volunteers to tell what they learned on the previous page about comparing and contrasting two texts
about the same event.
Teacher will tell students that they will read a short biography of Amelia Earhart. They will also be reminded that as a class,
we will determine the authors purpose for writing and how that purpose influences the focus of the text.
With partners, students will read the two short texts on pg.188 and 189. They will then read the question, How does the
authors purpose influence the focus of the text and the details presented?
Students will be told to use a THINK ALOUD to demonstrate a way of answering the question.
THINK ALOUD: This is a biography, so the authors purpose for writing is to inform. She wants the reader to learn more
about Amelia Earhart and her life. The author wants to explain how and why Earhart learned to love flying.
Students will circle or underline details that help the reader understand how and why Amelia Earhart learned to
love flying.
THINK ALOUD: The second paragraph talks about how Frank Hawks took her for her first flight and how she took flying
lessons five days later. This is important. It shows that Earhart was immediately in love with flying and wanted to learn to
do it herself.
Teacher will have students respond to the prompt with other facts from the text. (possible response: The author
writes to inform readers about Earharts early career and how she decided she wanted to be a pilot. For example,
the text mentions her first flight with Frank Hawks and how she took flying lessons five days later.)
As a class, students will discuss the question at the bottom of the page. (possible response: The author respects
and admires Amelia Earhart. She includes positive language such as fearless, born to fly, and flying was truly
in her blood. The author included this language and the specific facts that she chose in order to show readers
Earharts greatness.)
pg. 189
Students will be reminded that the Close Readings helps students identify details about Earharts life that this author chose
to include. The Hint will help students recognize the different ways that authors can use facts and details.
Students will read another biographical article about Amelia Earhart. As a class, we will now identify the details to help us
compare and contrast each text.
Teacher will tell student to read the text with as a class. We will look out for details that are similar to and different from the
first biography.
Teacher will ask volunteers to share the facts they underlined. Teacher will discuss why these facts are important and
whether they are different from the facts used in Born to Fly.
Ask: What was Earhart the first to do?
With the teacher, students will fill in the chart with information from both articles.
The entire class will respond to the prompts in Show Your Thinking (possible response: Both passages name her as a famous,
fearless aviator who set records. The first biography focuses on Earharts early life and what motivated her to become a famous
aviator. The second was written to show her accomplishments on behalf of all women.)

YOU DO ---pg. 190-192 (memoir and biography titled, from The Story of My Life and A Remarkable Life)
 Students will be advised to read and complete the work located on pg. 190-192 independently as a homework assignment.
Students will be encouraged to draw a chart as we did in class today. Students will be encouraged to complete a chart
which will help them with organizing their thoughts.
Students will also be advised that it is essential to read both accounts in order to be able to compare and contrast the
texts.

DIFFERENTIATION/EXTENSION To access the key concepts in this minilesson, students will need to be able to read and
understand the text. If a students learning level does not allow them to understand the text given, a pared down or lower level
version will be provided. Students will also be required to take notes while reading. Students may be paired with elbow partners to
read the text and take notes together in order to understand the text better. Elbow partners or reading buddies will be provided, with
assistance from the teacher if needed, to students who need extra help understanding. The teacher may also provide a longer time
to read and complete the minilesson.

Supporting students with special needs (accommodations/modifications required by the IEPs/504 plans and other ways youll
address diverse needs): Students who cannot fully understand the text may be provided with a pared down version of the same
text, or a similar text on a lower level to complete the activity. Reading and note-taking partners will also be provided.

Challenging experienced learners: Students whose learning level exceeds that required for the minilesson will be challenged by
being asked to add more details and inferences to their Multicolumn Notes Chart. They will be asked to think deeper and on a
higher level. They may be asked to assist students who may need help.

Facilitating a classroom environment that supports student learning: The teacher will model exactly what she expects students to
be doing in the minilesson so that they know what is expected of them. An interesting reading will be provided in order to keep the
students attention and get them involved. The teacher will walk around and talk to students about what they are doing during the
We Do and You Do portions of the minilesson. The teacher will provide assistance as needed throughout completion of the
minilesson. Students will be asked to come together as a class to share their note jottings and their ranges of thinking. This will
encourage the whole class to actively participate and make instruction more interactive.

Extension: Students will draw and fill out their own Multicolumn Note charts on their whiteboards. The teacher will create her own
model on the whiteboard at the front of the class to provide students with a template to follow while creating their own. The teacher
will have already demonstrated her own thought process and note taking strategy in her own chart before students begin filling out
their own.

WHAT IFs
What if students have already learned this Instructional Strategy in another class?
If students have already learned this strategy, they will be asked to focus the strategy on specific content or a specific
aspect of the reading. Students may be asked to incorporate more than one reading in their Multicolumn Notes, as
demonstrated on page 130 of Daniels and Zemelmans Subjects Matter.

What if students cannot take effective notes on the text while reading?
If students cannot take effective notes while they are reading the given text, they will be paired with a reading partner or
group. Students will be instructed to summarize information, reflect on the topic, and ask their partners what their ideas
are about the information presented. This will encourage students to point out what is important in the text.

REFERENCES

Daniels, H. & Zemelman, S. (2014). Subjects Matter: Exceeding Standards Through

Powerful Content Reading. Portsmouth, NH. Heinemann.

"Lesson 19: Comparing and Contrasting Texts." Ready Common Core. 1st ed. North Billerica, MA: Curriculum Associates, 2014.

187-192. Print.

UTC Learn. English Language Arts Standards. Tennessee State Government. Retrieved from:

https://www.tn.gov/assets/entities/sbe/attachments/4-15-16_V_B_English

Language_Arts_Standards_Attachment.pdf

Developed in part from the work of Dr. D. Johnson & Dr. E. Stevens, Roberts Wesleyan College, Teacher Education Dept.