Third Observed Lesson Plan

Teaching Internship
Context:
Date: October 2, 2017
Grade: 10th Grade English Honors
Length of lesson: 80 Minutes
Description of setting, students, and curriculum and any other important contextual
characteristics:

This lesson will be taught at Monticello High School. Monticello is a suburban public school
with a population of about 1,200 students. This lesson will be taught in an Honors English 10
class where students are being prepared for 1th Grade AP English. The class is approximately 60
percent female and 40 percent male. We are currently in a unit called Manipulation and have
been discussing what it means for authors to manipulate language and what implications this has
on the writing or the world the author lives in.

Standards:
SOLs:
10.1 The student will participate in, collaborate in, and report on small-group learning activities.
f) Collaborate with others to exchange ideas, develop new understandings, make
decisions, and solve problems.

10.3 The student will apply knowledge of word origins, derivations, and figurative language to
extend vocabulary development in authentic texts.
b) Use context, structure, and connotations to determine meanings of words and phrases.

10.4 The student will read, comprehend, and analyze literary texts of different cultures and eras.
c) Explain similarities and differences of techniques and literary forms represented in the
literature of different cultures and eras.
l) Compare and contrast character development in a play to characterization in other
literary forms.
Objectives:
1. Students will know what a compare and contrast essay is.
Students will understand that in compare and contrast essays, the purpose is not just to
point out similarities and differences but also to persuade, explain, or inform. It is a
method of developing a thesis and not a purpose for writing.
2. Student will value the similarities and differences in people, places, things, and cultures.
3. Students will be able to develop and compose an argumentative thesis statement by
comparing and contrasting to readings.
Assessments:
1. Diagnostic: Vocab
Students will be given a new set of vocabulary words. They will be asked to identify the
ones they already know before being given the definitions. I will ask them to mark a tally
on the word wall under the word they already know. This graph will be displayed on the
 white board and it will be used for all of the classes. Based on the number of tallies under
each word, I will get an understanding of the words students need more exposure to. I
will include these words in conversation with students, as well as assign tasks requiring
them to use these words.
2. Formative: Venn Diagram Worksheet
Students will be completing a Venn-Diagram worksheet where they will have to compare
and contrast two readings. Then they will come up a thesis statement regarding their
compare and contrast. They will turn this is in. From this assessment, I will get a sense
for where students are in their ability to come up with an analytical thesis statement based
on comparison and contrast that either informs, persuades, or explains.
Instructional Steps:
1. [2 Mins] Weekend Shares
Good Morning Everyone! How is everyone doing? I hope you all had a great weekend! If
you didnt see it on the board, your DO NOW assignment was to take out your writing
journals. If you didnt already take it out, do it now. Also, I want you to take about 2
minutes and share what you did this weekend. Just talk about it with the people in your
group.
[As students are talking about their weekends and taking out their writing journals, I will
be taking attendance.]
2. [15 Mins] Introducing Vocab Set 3

Alright everyone, eyes back on me. I need your attention so I can move on. From the
conversation in the room it seems like you all had a pretty eventful weekend! Last week,
Mr. Warren and I were very impressed by the rap battles you all did. While the class got
a little rambunctious on Friday, I was still impressed by the repertoire of raps produced.
[Students will most likely notice that I have used two of their vocabulary words in my
feedback]
Since we had our vocab quiz two weeks ago and we rap battled on Friday, guess what
today is? YOU GUESSED IT! NEW VOCAB DAY!
Today I am going to give you vocab set three. Were going to do the same thing we did
last time. First, I am going to show you the list of words. I want you to write down the
ones you know based on just looking at them.
Then, I am going to give you a sentence with each vocabulary word. Using context clues,
try and guess the definition of the word. At the very end, once you have written down the
correct definition, compare it with the definition you wrote down. Once you have finished
doing that, go ahead and put a tally mark under the words you got right on the chart
under our vocabulary wall.
[As students finish their writing down definitions, they will individually go up and put a
tally under the words they got correct. The purpose of this chart is for me to see how
what vocabulary words I many students do not know, so that I can include it in my
 lessons or as I am speaking so they are exposed to those words more. As students sit
down from marking their tallies, I will be passing out the Compare and Contrast Notes
Sheet, as well as the scissors and glue for them to glue it in their writing journals.] Once
the majority of students are gluing I will ask students to refocus their attention back to me
Appendix A]
I see that mostly everyone is sitting down. I passed out notes sheet called Compare and
Contrast. The next type of essay or writing style you all will be doing is compare and
contrast.
3. [15 Mins] Introduce Compare and Contrast

[Once the majority of students are sitting down, I will ask students to refocus their
attention back to me.]

Eyes on me please! I see that mostly everyone is sitting down. I passed out notes sheet
called Compare and Contrast. The next type of essay or writing style you all will be
doing is compare and contrast. I want this sheet to go inside your writing journal. Put it
on the next left page, because I want you to take notes on the right. Can someone tell me
what you are doing?

[One student in the room will repeat these directions. If students didnt hear me say them,
I will ask them to pay attention to their classmate.]
Take about one minute to glue your sheet inside your writing journal and then we are
moving one.

[one minute later]

Alright so the new essay style we are going to be learning is compare and contrast. You
all submitted your process analysis essay and now we are moving on to compare and
contrast. In your groups, take about 30 seconds and talk about what it means to compare
and contrast. GO!

Alright so what does it mean to compare and contrast? [students will most likely give an
answer about how the purpose is to show the similarities and differences in two or more
things.]

Im sure you guys compare and contrast all the time. For example, if I asked you to
compare and contrast Mr. Warren and I, what would you say?

[For this activity, I will create a Venn-Diagram on the board. Students will get to
compare and contrast Mr. Warren and I. I fully expect to be roasted in this process. I also
want to do this because I expect students to critique our teaching styles which will be
good feedback for me. This will take no more than three to four minutes. As students
shout things out, I will have a student volunteer come up and write on the board. This
short activity will get kids talking and the class may get out of control.]
Alright guys let me have your attentions again. So, you guys are not new to the compare
and contrast game. You clearly found many similarities and differences between us. But I
want to go over the purpose of compare and contrast in your writing.

Notes (Appendix B):

When people write compare and contrast essays, it can be to determine the superiority of
one thing over another. If I wanted to convince you of buying a Nissan Versa instead of
Honda Pilot, I would do so by highlighting all the features the Nissan Versa has that the
Honda Pilot does not have.

Compare and contrast essays also explain something that is unknown by comparing it to
something that is known. For example, if I was writing an essay and I knew that my
audience did not know what barometer was, I would compare it to a known item, the
thermometer, saying that one measures temperature while the other measures air
pressure.

You can also write to show that two apparently similar things are in fact quite different
or to show that two apparently dissimilar things are quite similar. For example, you
could write about how two very different cultures have many similarities.

Lastly, compare and contrast essay can be used to show how someone or something has
changed overtime. The person I am today is vastly different than who I was 15 years ago.

But there are a few things I want you guys to know and keep in mind as you think about
compare and contrast essays. Write these notes down on the right side of your page, next
to where you glued the notes sheet I just gave you.

Write this: With comparison and contrast, the purpose is not just to point out similarities
and differences but also to persuade, explain, or inform. Compare and contrast is a
method of developing a thesisNOT as a purpose for writing.

So, lets go back a little bit and look at the Venn-Diagram about me and Mr. Warren. If I
wanted to write a compare and contrast essay, based on the diagram and I had two to
three paragraphs about Mr. Warren and two to three on myself, and then two to three on
how we are similar, why would that be a boring essay?

[I will accept answers from the group to see what students are thinking. Hopefully
someone will say because the list lacks a thesis.]

The reason that would be a boring essay is because there is no thesis. Remember, your
purpose is to persuade, explain, or inform. The list of differences between Mr. Warren
and I is endless. We are two different people with many similarities and differences. If
that was the premise of my entire essay, my essay would be many pages long! Your
writing needs to have a purpose other than to compare and contrast. So, If my purpose
 was to persuade you that I am overall the better English teacher, I would present my
qualities, contrast them with Mr. Warren, and then explain why I am the better teacher.
Does that make sense to everyone? What questions do we have?

Since we just talked about writing compare and contrast essays what do you think you
are going to do? [students will say write a compare and contrast]

Before you write a feedback draft, what do you think I want you guys to do? [Students
will say write a crummy first draft. I will pull up essay topics. Appendix C]

Just like last time, I want you guys to pick three of these topics and write three crummy
first drafts using compare and contrast. If you want students

4. [10 Mins] Sign Up for Feedback Drafts Submission Dates

Like we did last time, I want you guys to think about when you can realistically have a
draft submitted to me. If you know you are someone who needs more time, or you know
you have an outside school even on the 16, dont choose the 17ths as your due date.
When you know your date, come up so I can put your name on the spreadsheet.

5. [10 Mins] Reading Disability by Nancy Mairs

Once all students have signed up for their feedback draft day, I will pass out a copy of
Disability by Nancy Mairs for students to read.

I am passing out a reading by Nancy Mairs, the same author of On Being Cripple that
we read two weeks ago. I want you to take the next 10 minutes reading it. It is a very
short reading. As you read, I want you to annotate. Think of SOAPSTone as you
annotate. If you finish before your classmates, come up with 2 questions, 2 thoughts, and
2 quotes you want to look at during discussion. It is very short so take about 10 minutes.

[10 minutes later]

In your groups, I want you to start talking about the reading. First summarize it, and then
start sharing your thoughts. Try and compare it to On Being a Cripple.

6. [25 Mins] Venn-Diagram

As students are discussing the reading, I will pass around their Venn-Diagram worksheet
(Appendix D). Students will work on it in pairs.
Alright so, what are some of the things you guys talked about in discussion? [2-minute
discussion].
 So, I love that you guys have so much to say about the reading. While I have your
attention, I am going to go ahead and explain the next thing. I passed out a worksheet
that says Compare and Contrast Venn-Diagram. Before you freak out and say you didnt
get one, its because I want you to work with your partner. So, one of you should have
one. I want you to take out the On Being a Cripple reading. You are going to use
SOAPSTone to compare and contrast the two readings. After you have done this, I want
you to pretend as if you were going to write an essay, and I want you to come up with a
thesis statement based on your Venn-Diagram. If you were going to write a paper
comparing and contrasting the two readings, what would be your argument? Remember,
with comparison and contrast, the purpose is not just to point out similarities and
differences but also to persuade, explain, or inform. Compare and contrast is a method of
developing a thesisNOT as a purpose for writing.

7. [3 Mins] Close

Alright everyone, I just want to say thank you for working hard today. Before the bell
rings, I want to make sure everyone knows what is expected for next class. I want you to
write three crummy first drafts. It would be to your benefit to try and use your vocabulary
words into your writing. Lastly, as you finish your Venn-diagram assignment, you can
turn it in and then pack up.
Differentiation:
3B is the class that have the most difficulty with. Students are either not engaged or struggling to
understand due to the pace at which are class moves. In terms of achievement and content
comprehension, we have a good mixture of students; some students have been on the bus since
school started, some are on the bus but sitting in the back seat hiding, and others are just now
getting on the bus. Rather than letting this class pick their partners on their own for the Venn
diagram assignment, I will heterogenous pairs. By doing this, the high-level kids function as a
peer tutor for the lower level kids, while still getting to put into practice a new skill taught to
them that day.
Pairs:
Nashia Evan
Kyle Olivia
Maddie Alec
Christine Hope
Thomas Delaney
Isabella Aaron
Rob Nadja
Isaac Patrick
Christian Lydia
Appendix A: Vocabulary Sentences

This will be presented through Google Slides. They are taken from Wordly Wise Vocabulary

Word Sentence
Curtail Even though we were all having fun at the park, we had to
CURTAIL our picnic because of the rain.
Discriminate DISCRIMINATING against African Americans, such as
causing them to have different schools, was outlawed.
His DISCRIMINATING tastes meant that he wouldnt eat just
anything; dinner had to be made from the finest ingredients.
Espionage When the president learned that one of his most trusted
advisors had been involved in ESPIONAGE and was reporting
their conversations to the Russian government, he was really
upset.
Inalienable Your ability to freely speak your mind, regardless of whether
others agree with you, is an INALIENABLE right given to you
as an American citizen.
Incarcerate Even though he was wrongly accused, he still spent five years
INCARCERATED in a maximum-security prison.
Indignity My friend spared me the INDIGNITY of yelling across the
room that I had a booger in my nose, and chose to tell me
discretely instead.
Indiscriminate He was so INDISCRIMINATE when he picked his team for
kickball that he ended up having a bunch of people who had
never played the game.
Infamous The mob boss Al Capone is an INFAMOUS criminal
mastermind of the 1950s.

The brutal beating and stabbing was a crime of INFAMY.

I was concerned that my mom was going to ground me for a

Intercede month, but she softened the punishment after my brother
INTERCEDED.
Malign Because she wanted to be more popular, she started
MALIGNING her former best friend, saying things that caused
others to believe her friend was a bad person.

His MALIGN attitude made me fear that he was going to do

something truly awful one day.
Perpetrate Although he denied it at first, he eventually admitted to
PERPETRATING the crime of spray-painting the schools
hallways.
Rampant During a stampede, buffalo are so RAMPANT that it is
dangerous to be standing anywhere nearby.
Rancor Although James pretended to forgive his business partner, he
actually held onto feelings of RANCOR for his partner using
James ideas to get a promotion.
Reparation After Hurricane Katrina swept through New Orleans, the city
was in dire need of REPARATIONS.

Because the company knew their product had caused damages,

they paid their customers REPARATIONS.

Smattering Even though he claims to be an expert, he has a

SMATTERING knowledge of English at best.

Many people tried out for the talent competition, but only a
SMATTERING were selected.
 Compare and Contrast
Purpose Example
1. To determine the superiority of one Decide which car to buy by comparing
thing over another. features.

Persuade others to vote for a political

2. To explain something that is
unknown by comparing it to
something that is known.
candidate by contrasting her plans with her
opponents plans.
Explain what a barometer is by comparing it
to a thermometer, but explain that it measures
atmospheric pressure instead of temperature.

Describe how an electric car works by

contrasting its function with that of a
gasoline-powered car.
3. To show that two apparently similar Discover that two very different cultures have
things are in fact quite different or some important things in common.
to show that two apparently
dissimilar things are quite similar. Show how an authors new book or a musical
groups new album is surprisingly different
from the last one.
4. To show how something or someone Contrast how a favorite holiday was
has changed. celebrated when you were a child with how
that holiday is celebrated now.

Compare and contrast Haiti before and after

the earthquake in 2010.
Appendix C: Compare and Contrast Essay Topics

Compare and Contrast Essay Topic Ideas

Directions: Choose 3 of the following topics and write 3 seperate crummy first drafts
in your writing journals. For each topic, you must have at least 2 paragraphs.
Two jobs you have held
Two experiences with discrimination
Your own version of an event you witnessed or participated in and someone elses
view of the same event
Your relationship with two friends
Someone before and after marriage or the birth of a child or in a certain
relationship
Two candidates for public office
Two relatives
A place as it is now and how it was years ago.
Public and private transportation
Contact lenses and glasses
Two towns or cities
The work of two artists or writers, or two works by the same person
Movies or television today and when you were younger
A high school sports game and a professional game in the same sport
The advertisements on two very different websites
Talent and skill
Learning and teaching
Your study method and that of a classmate/friend
Group Names: _________________________________________________________________

Directions: In the space below draw a Venn-Diagram to compare and contrast On Being a
Cripple with Disability by Nancy Mairs. Use SOAPSTone to compare and contrast the two
readings. Then pretend you were going to write an essay on the two readings and come up with a
thesis statement/argument. Remember, compare and contrast is a method of developing a thesis
for an essay in which you persuade, inform, or explain.

Thesis:
______________________________________________________________________________
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