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Name: Grade: Kindergarten


Toddrika Williams
Lesson Lesson Plan 1: Intro to Comparing and Contrasting Date: March 5th,2018
Title:
CCGPS or GPS Standard(s):
ELAGSEKRL9 with prompting and support, compare and contrast the adventures and experiences of characters in
familiar stories.
Classroom/Lesson Context (please check the following that apply):

__x__ Whole Group __x___ Small Group _____ One-on-One _x____ Students with IEPs/504s __x___ ELL Students

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

__10___ Girls __8___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:


Student 1: To engage within the lesson in a meaningful way using vocabulary specific to the lesson as well as creating
an environment and equipping the student with the proper and necessary tools for the student to feel comfortable
speaking in front of the class.
Student 2: Repeated instruction. One on one instruction. Use of visuals when necessary to show or depict certain
words that may be unfamiliar.

Learning - Focus Strategies


Essential Question(s)  What does it mean to compare and contrast?
1-3 BIG ideas! How  How do I compare the adventures and experiences of characters?
can these questions be  How do I contrast the adventures and experiences of characters?
used to guide your
instruction?

Central Focus/Lesson  Students will be able to compare and contrast the adventures and experiences of
Objective(s) characters in familiar stories.
Objectives are
measurable and
aligned with the
standard.

Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand?  Compare/Contrast
What academic Language Vocabulary (Identify key, content specific words for this lesson: examples of
language will you vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
teach or develop? descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
What are the key students’ comprehension.)
vocabulary words Compare
and/or symbols? Contrast
Adventures
Experiences
Venn Diagram
Characters
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students throughout the lesson.)

Drawing/Writing
Speaking
Materials  Smartboard/Computer to display examples of Venn diagrams
What resources can be  Copy paper or Venn diagram handouts
used to engage  Writing Utensils
students?  Coloring Utensils
 Venn Diagram Anchor Chart
Introduction to  Have a picture of ice cream for students displayed on the smart board as well as
Lesson/ picture of cookies displayed on the smartboard as well.
Activating Thinking  Say to students, “I want you to discuss with an elbow partner how ice cream and
What is the ‘hook’ for cookies are the same.” (Allow think time for students).
the lesson to tap into  As they think, ask them to think about texture, physical attributes, taste, color, etc.
prior knowledge and (drawing on what was learned about texture and physical attributes in science during
develop students’ the previous weeks lesson about rocks and earth materials) etc.
interests? This should  Next have them discuss how the two are different.
tie directly into the  Walk around during their comparing and contrasting activator activity. (Listen to
lesson’s objective and responses). Once the timer goes off (one minute per discussion) discuss some
standard and should responses and record those responses on the smartboard.
promote higher level  Explain to students they have just compared by talking about how things were alike
thinking. How will (show hand motion for compared) and contrasted by talking about how things were
you introduce the different (show hand motion for contrasted).
content specific
 Have students echo by saying “compare” and “contrast” and mirror the hand
vocabulary words?
motions. (Have the words compare and contrast written on the board).
***Use knowledge of
 Explain that compare means to talk about ways in which two or more things are alike
students’ academic,
or similar and contrast means to discuss or look at ways in which they are different
social, and cultural
(reference some responses in the activator activity).
characteristics.
 Explain to students that they will be working on comparing and contrasting two
seasons (fall, winter, summer, spring). Students will be looking at how the two
seasons are the same by comparing and looking at how they are different by
contrasting. Students will be using a Venn diagram as their graphic organizer.
 Break students up by interest inventory responses to the questions “What is your
favorite season”. (Model how one might compare or contrast two seasons).
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Oral: Discussing with a partner the differences and similarities of cookies and ice cream.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
 Student 1: Repeated Instruction and direct modeling
 Student 2: One on one instructions and direct modeling
Management Plan:
 “Materials Managers”, per group, are chosen at the beginning of the day based on
student’s leadership qualities these students throughout all lessons will pass out and
pick up materials and worksheets to their groups as required/needed.
 Call students to the carpet singing the “Come to the Carpet” song.
 Have students go back to their seats, quietly “tip toe go slow”, by color of their table
(ex, green, blue, orange etc.). or by color shirt they are wearing.
 Use enforceable statement, “I only call on students who raise their hand.” When it is
time for students to give responses.
Body of Lesson/  Model for students how group work is to be conducted.
Teaching Strategies  Show students the Venn diagram anchor chart and share with them that information
What will you have the in the middle shows that both items share these characteristics. Use the example of
students do after you the cookies and ice cream. Ask “Where would information go if we were discussing
introduce the lesson to how they were similar?”
learn the standards?  Explain to them that the middle is comparing the two because this is showing how
What questions will they overlap or show similarities and the outside area circles show how only that item
you ask to promote has that characteristic (shows how it is different from the other).
higher level thinking?  Prompt students with questions about the cookies and ice cream in order for them to
compare and contrast.
What opportunities  Have students engage in their own activity of comparing and contrasting two seasons
will you provide for based on interest inventory given have them practice placing items within a Venn
students to practice diagram.
content language/  Walk around and take anecdotal notes on where students are on understanding
vocabulary? What comparing and contrasting and their understanding of how to use a Venn diagram in
language supports order to modify later lesson(s).
will you offer?
 As it is day one, prompt and use high scaffolding to move along students
understanding and focus on listening to understand what they already know and
assist them in going beyond this point.
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Written Using Venn diagrams to show comparing and contrasting.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Oral: Working in groups to discuss ways in which the seasons are different and ways in
which the seasons are the same.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Student 1: Repeated Instruction
Student 2: One on one instructions
Management Plan:
 Go over rules and procedures for productive group work.
 Have materials managers pick up work material for their groups as well as pass out
materials for their groups.
 Use clap and response to get students attention when needed.
 Use a timer so students know the exact time they have for discussion and to work on
the assignment.
Closure/  Come back together and share learning. Have one student from each group to discuss
Summarizing what was learned in their group.
Strategies:  Ask them to hold up their Venn diagrams/ read or share the drawings to the class and
How will the students compare the two, discus how the seasons are the same (by comparing) and how they
summarize and/or are different (by contrasting) encourage them to do hand motions.
share what they have  Ask class Where did the things that were the same go in the Venn diagram? What
learned to prove they about when they were different?
know and understand  Ask the class if they can think of ways that they can compare these objects in other
the standard(s) and its ways or discuss how they are similar or discuss how these are different by
vocabulary? Will you contrasting.
provide opportunities  Preview tomorrows thinking, and learning ask students how a Venn diagram can
for students to apply (have students echo you) help them sort their ideas when comparing and contrasting
new knowledge while and how can we compare and contrast the adventures and experiences of characters
making connections to in a story or stories? (echo question)
prior learning? Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Oral: answering closing question presenting work done in groups.

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs


and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):

Student 1: Repeated Instruction


Student 2: One on one instructions

Management Plan:
 Have materials mangers collect items and place them on one table to eliminate all 18
students getting up at once.
Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).
Evaluation Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
Every standard listed such; remember to identify both formative & summative assessments throughout the lesson):
above must be
assessed and included.  Formative assessment: Through verbal explanations (with prompting and high or low
Questions to consider scaffolding as needed as well as repeated instruction).
while planning:  Formative assessment through written, drawn and or verbal explanations.
How will students Assessment Plan for Learning Objectives (This is a plan and should be written as such;
exhibit an remember to identify both formative & summative assessments throughout the lesson):
understanding of the  Formative Assessment: Answers to questions given during all parts of the lesson
lesson’s objectives?  Summative Assessment: Anecdotal notes taken during group work
How will you provide  Use of separation of items using the Venn diagrams created.
feedback? What
evidence will you
collect to demonstrate
students’
understanding/mastery
of the lesson’s
objective(s) including
their usage of
vocabulary?

Reflection/Analyzing This lesson could be improved by providing individual students with pictures of things/
Teaching objects to compare and contrast such as showing them pictures of the seasons or activities /
Effectiveness how trees look/wildlife associated with that season to improve student’s schema or
background knowledge of the seasons.
Reflection includes As I monitored students working on their comparing and contrasting of the seasons some
characteristics of the struggled to think of activities and experiences they could have in those seasons. Most were
lesson and specific only thinking about the current season that we are in. I believe spending more time on
examples on how it showing students pictures of the seasons or discussing more in depth how each season is
can be improved. different would have proven beneficial to the students. I also would have added the real world
Improvements are connection and created a chart of activities students participate in during each season.
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.

Reminder: All fields must be completed prior to submission.


Name: Toddrika Williams Grade: Kindergarten
Lesson Lesson Plan 2: Comparing and Contrasting Day 2 Date: March 6th 2018
Title:
CCGPS or GPS Standard(s):
ELAGSEKRL9 with prompting and support, compare and contrast the adventures and experiences of characters in
familiar stories.
Classroom/Lesson Context (please check the following that apply):

__x__ Whole Group __x___ Small Group _____ One-on-One _x____ Students with IEPs/504s __x___ ELL Students

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

___10__ Girls ___8__Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:


Student 1: To engage within the lesson in a meaningful way using vocabulary specific to the lesson as well as creating
an environment and equipping the student with the proper and necessary tools for the student to feel comfortable
speaking in front of the class.
Student 2: Repeated instruction. One on one instruction. Use of pictures when necessary to show or depict certain
words that may be unfamiliar.

Learning - Focus Strategies


Essential Question(s) What is comparing and contrasting?
1-3 BIG ideas! How How do I compare the adventures and experiences of characters?
can these questions be
used to guide your
instruction?

Central Focus/Lesson Students will be able to compare and contrast the adventures and experiences of characters in
Objective(s) familiar stories.
Objectives are
measurable and
aligned with the
standard.

Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand?
What academic Compare/Contrast
language will you
teach or develop? Language Vocabulary (Identify key, content specific words for this lesson: examples of
What are the key vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
vocabulary words descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
and/or symbols? students’ comprehension.)
Compare
Contrast
Adventures
Experiences
Venn Diagram
Characters

Academic Language Demand (Identify one of the following: reading, writing,


listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students throughout the lesson.)
Drawing/Writing
Speaking
Comparing/contrasting

Materials  Smartboard/Computer to display examples of Venn diagrams


What resources can be  Copy paper or Venn diagram handouts
used to engage  Writing Utensils
students?  Coloring Utensils
 Venn Diagram worksheet
Introduction to  Go over/Review the previous day’s lesson.
Lesson/  Ask students of what they compared and contrasted.
Activating Thinking  Ask students to give an example of two things that they could compare (show hand
What is the ‘hook’ for signal for compare) and have them compare these items (add rigor by asking where
the lesson to tap into the information would be put on a Venn diagram and why it would be placed there).
prior knowledge and  Ask students to give examples of two things they could contrast have them explain
develop students’ how these are different.
interests? This should  Go over where these items would go in the Venn diagram.
tie directly into the  Scaffold/ prompt students to discuss the different parts of the Venn diagram.
lesson’s objective and
 Continue to use said hand signals for the compare (hands locked together) and
standard and should
contrast (hands on either side of your body).
promote higher level
 Read a part of the Dr. Seuss book “The Cat in the Hat” to model for students how two
thinking. How will
characters can be compared and contrasted. Engage in think aloud.
you introduce the
content specific  Ask students how they could compare and contrast the Adventure of two characters,
vocabulary words? such as The Cat in the Hat and the fish.
***Use knowledge of  What questions can we ask to help us think of ways they are alike and different?
students’ academic,  What did they do in the story?
social, and cultural  How did they react to a problem in the story?
characteristics.  Explain that comparing and contrasting two characters help us understand the story
better.
 Have students break up/ go back to their seats and groups based on previous reading
levels.
Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Oral: Answering questions
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):

Student 1 &2: Ask question in different way as well as say question multiple times allowing
for think time.

Management Plan:
 Materials managers are chosen at the beginning of the day based on student’s
leadership qualities.
 Call students to the carpet singing the come to the carpet song or preferred
management strategy.
 Have students go back to their seats, quietly or tip toeing, by color of their table (ex,
green, blue, orange etc.). or by color shirt they are wearing.
 On this day student’s groups will be by reading level.
 Use enforceable statement “I only call on students who raise their hand.” When it is
time for students to give responses.
 As needed, encourage students to come up to the front of the classroom to give their
response.

Body of Lesson/  All students will be given a Venn diagram. One will have lines for students to write
Teaching Strategies sentences and the other will be blank on the insides to show illustrations for some
What will you have the students who are still working on developing their recognition of the alphabet and
students do after you their writing skills will be asked to depict the differences though illustrations.
introduce the lesson to  Students will read books in groups on level. They can do a read along with the
learn the standards? teacher level 1, and listen to a read aloud in their group, (with the use of a timer).
What questions will  Level 1: “Grasshopper and Ant”- Alex Haber
you ask to promote  Level 2: “Goldilocks and the three Bears”- Bill Shockey
higher level thinking?  Level 3: “Simon and Molly Plus Hester”-Lisa Jahn-Clough
 They will choose two characters in the story to compare and contrast the adventures
What opportunities of.
will you provide for  With their designated small group the teacher, will and should prompt the students by
students to practice
asking students who are the characters in the story (main people or animals in the
content language/
story). What are event or adventures (things that happen in the story) Students should
vocabulary? What understand this before reading takes place, during the reading and after the reading.
language supports
 Teachers in group will continuously use the vocabulary words comparing for
will you offer?
similarities and contrasting for differences.
 I will rotate through groups for understanding as students are working on
illustrations.

Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):

Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Written: Drawing as well as writing sentences.


Oral: Students will explain how they compared and contrasted during the formative
assessment

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs


and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Students 1: Can orally explain the differences
Students 2: Can show similarities and differences through drawings.

Management Plan:

Closure/  Come back together and share learning as a whole group.


Summarizing  Have some students from all groups to share what they learned what does it mean to
Strategies: compare and contrast. What are some adventures or experiences that happened in the
How will the students story?
summarize and/or  Preview tomorrows thinking, and learning ask students about how can we can
share what they have compare and contrast the adventures and experiences using the familiar story, “The
learned to prove they Cat in the Hat.”
know and understand
the standard(s) and its Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
vocabulary? Will you sentences):
provide opportunities
for students to apply Language Discourse (structures of written or oral language; how participants of the content
new knowledge while area speak, write, and participate):
making connections to
prior learning? Oral: students will share learning and explain, as well as give examples, of comparing and
contrasting.

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs


and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):

Management Plan:
Use enforceable statement: I only call in students who are sitting “criss cross apple sauce”
and who have a quiet hand raised.

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).


Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
above must be such; remember to identify both formative & summative assessments throughout the lesson):
assessed and included.
Questions to consider  Formative assessment: Through verbal explanations (with prompting and high or low
while planning: scaffolding as needed as well as repeated instruction).
How will students  Formative assessment through written, drawn and or verbal explanations.
exhibit an
understanding of the
lesson’s objectives? Assessment Plan for Learning Objectives (This is a plan and should be written as such;
How will you provide remember to identify both formative & summative assessments throughout the lesson):
feedback? What  Formative Assessment: Answers to questions given during
evidence will you  Summative Assessment: Anecdotal notes taken during group work the completion
collect to demonstrate and explanation of Venn diagram that students worked on during the comparing and
students’ contrasting activity.
understanding/mastery
of the lesson’s
objective(s) including
their usage of
vocabulary?

Reflection/Analyzing To improve future lessons, I could have asked students ways in which they believe they could
Teaching compare and contrast characters in the familiar text the Cat in the Hat rather than only
Effectiveness asking them to compare and contrast two things. By doing this I could gauge and see where
students were in their understanding of comparing and contrasting two characters adventures
Reflection includes ad experiences within familiar text. If I would have done this and recorded responses, we
characteristics of the could have looked at improvement on their understanding as the week progressed.
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.

Reminder: All fields must be completed prior to submission.


Name: Toddrika Williams Grade: Kindergarten
Lesson Lesson Plan 3: Comparing and Contrasting Day 3 Date: March 7th 2018
Title:
CCGPS or GPS Standard(s):
ELAGSEKRL9 with prompting and support, compare and contrast the adventures and experiences of characters in familiar
stories.
Classroom/Lesson Context (please check the following that apply):

__x__ Whole Group __x___ Small Group _____ One-on-One _x____ Students with IEPs/504s __x___ ELL Students

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

_____ Girls _____Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:


Student 1: To engage within the lesson in a meaningful way using vocabulary specific to the lesson as well as creating
an environment and equipping the student with the proper and necessary tools for the student to feel comfortable
speaking in front of the class.
Student 2: Repeated instruction. One on one instruction. Use of pictures when necessary to show or depict certain
words that may be unfamiliar.

Learning - Focus Strategies


Essential Question(s)
1-3 BIG ideas! How What is comparing and contrasting?
can these questions be How do I compare the adventures and experiences of characters?
used to guide your How do I contrast the adventures and experiences of characters?
instruction?

Central Focus/Lesson Students will be able to compare and contrast the adventures and experiences of characters in
Objective(s) familiar stories.
Objectives are
measurable and
aligned with the
standard.

Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand?
What academic Compare/Contrast
language will you
teach or develop? Language Vocabulary (Identify key, content specific words for this lesson: examples of
What are the key vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
vocabulary words descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
and/or symbols? students’ comprehension.)

Compare
Contrast
Adventures
Experiences
Venn Diagram
Characters

Academic Language Demand (Identify one of the following: reading, writing,


listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students throughout the lesson.)

Drawing/Writing
Speaking

Materials  Smartboard/Computer to display examples of Venn diagrams


What resources can be  Copy paper or vend diagram handouts
used to engage  Writing Utensils
students?  Coloring Utensils

Introduction to
Lesson/  Go over/Review lessons 1 and 2.
Activating Thinking  Ask students to give an example of two characters they compared and contrasted in
What is the ‘hook’ for the previous lesson.
the lesson to tap into  What does comparing and contrasting mean?
prior knowledge and  Why do we compare and contrast?
develop students’  Go over where these items would go in the Venn diagram.
interests? This should  Have a student to explain the parts of the Venn diagram.
tie directly into the
 How does comparing and contrasting help us understand a text?
lesson’s objective and
standard and should
Language Discourse (structures of written or oral language; how participants of the content
promote higher level
area speak, write, and participate):
thinking. How will
you introduce the
Oral: Answering questions in activator/introduction.
content specific
vocabulary words? Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
***Use knowledge of and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
students’ academic, Repeated Instruction
social, and cultural
characteristics. Management Plan:
 Materials managers are chosen at the beginning of the day based on student’s
leadership qualities these students throughout all lessons will pass out and pick up
materials and worksheets to their groups.
 Call students to the carpet singing the come to the carpet song or preferred
management strategy.
 Have students go back to their seats, quietly or tip toeing, by color of their table (ex,
green, blue, orange etc.). or by color shirt they are wearing.
 Have students go to their groups for this unit based on the season they chose as their
favorite.
 Use enforceable statement “I only call on students who raise their hand.” When it is
time for students to give responses.

Body of Lesson/  Go over Cat in the Hat book again.


Teaching Strategies  Ask students how do we compare and contrast two characters within a story.
What will you have the  When we compare them what are we doing?
students do after you  When we contrast them what are we doing?
introduce the lesson to  Give back Venn diagram to students.
learn the standards?  Highlight effort and work of some students concerning their Venn diagrams.
What questions will
 Students will work to complete their Venn diagrams adding more detail to their
you ask to promote
pictures and sentences.
higher level thinking?
 During this small group time, walk around and converse with students about their
Venn diagrams prompt and support them with questions and ask why they chose to
What opportunities
put the items in the areas that they did on their Venn diagram worksheet.
will you provide for
 Walk around prompting students to compare and contrast asking them questions
students to practice
about how they two characters they chose to highlight are different or alike. Continue
content language/
taking anecdotal notes.
vocabulary? What
language supports
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
will you offer?
sentences):

 Writing/Drawing on sentence strips to place in Venn diagram.

Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs


and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
 Student 1: Repeated Instruction and direct modeling
 Student 2: One on one instructions and direct modeling
Management Plan:
 Go over how to conduct group work.
 Have material managers for each group pass out supplies.
 Call students back to their seats one by one or by color of table that they sit at.
Closure/
Summarizing  Come back together and share learning.
Strategies:  Have some students from all groups to share what they learned what does it mean to
How will the students compare and contrast.
summarize and/or  Have some students share which characters they chose to compare and contrast.
share what they have Have them explain to the class how these characters experiences and adventures were
learned to prove they the same (by comparing) and how they were different (by contrasting)
know and understand  What are some adventures and or experiences that can be compared and contrasted?
the standard(s) and its  How does comparing and contrasting characters help us understand them?
vocabulary? Will you  Have hula hoops set up in the front of the class to show students “life sized Venn
provide opportunities diagrams”.
for students to apply
 Ask them what do the hula hoops look like.
new knowledge while

making connections to
Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
prior learning?
sentences):

Language Discourse (structures of written or oral language; how participants of the content
area speak, write, and participate):
Oral: Answering/discussing questions

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs


and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Student 1: Repeated Instruction
Student 2: One on one instructions
Management Plan:
 Have materials mangers collect items and place them on one table to eliminate all 18
students getting up at once.
 Collect hula hoops as students may be too small to hold both hula hoops at once.
 Use timer to show students allotted time for assignments and discussions.
Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).
Evaluation Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
Every standard listed such; remember to identify both formative & summative assessments throughout the lesson):
above must be  Formative assessment: Through verbal explanations (with prompting and high or low
assessed and included. scaffolding as needed as well as repeated instruction).
Questions to consider  Formative assessment through written, drawn and or verbal explanations.
while planning:
How will students Assessment Plan for Learning Objectives (This is a plan and should be written as such;
exhibit an remember to identify both formative & summative assessments throughout the lesson):
understanding of the  Formative Assessment: Answers to questions given during
lesson’s objectives?  Summative Assessment: Anecdotal notes taken during group work the completion
How will you provide and explanation of the book they are comparing and contrasting.
feedback? What
evidence will you
collect to demonstrate
students’
understanding/mastery
of the lesson’s
objective(s) including
their usage of
vocabulary?

Reflection/Analyzing This lesson could have been improved by introducing the life-sized Venn diagram (use of
Teaching hula hoops) prior to the closing. I believe that students could have benefited from putting
Effectiveness ideas, drawings on sticky notes and or sentence strips on this day, to help them see a larger
visual of a Venn diagram. I believe that this could have especially benefited those students,
Reflection includes who based on anecdotal notes needed extra prompting and support when comparing and
characteristics of the contrasting.
lesson and specific
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.
***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.

***Reminder: All fields must be completed prior to submission.


Name: Toddrika Williams Grade: Kindergarten

Lesson Lesson Plan 4: Comparing and Contrasting Extension/Review Day Date: March 8th 2018
Title: 4
CCGPS or GPS Standard(s):
ELAGSEKRL9 with prompting and support, compare and contrast the adventures and experiences of characters in
familiar stories.
Classroom/Lesson Context (please check the following that apply):

__x__ Whole Group ___x__ Small Group _____ One-on-One ___x__ Students with IEPs/504s ___x__ ELL Students

____ Other (Please specify: _______________________________________________________________________)

Please specify the number of students:

___10__ Girls __8___Boys

Individual Education Plan Goal(s) and Benchmarks specific to this lesson:


Student 1: To engage within the lesson in a meaningful way using vocabulary specific to the lesson as well as creating
an environment and equipping the student with the proper and necessary tools for the student to feel comfortable
speaking in front of the class.
Student 2: Repeated instruction. One on one instruction. Use of pictures when necessary to show or depict certain
words that may be unfamiliar.

Learning - Focus Strategies


Essential Question(s)  What is comparing and contrasting?
1-3 BIG ideas! How  How do I compare the adventures and experiences of characters?
can these questions be  How do I contrast the adventures and experiences of characters?
used to guide your
instruction?

Central Focus/Lesson  Students will be able to compare and contrast the adventures and experiences of
Objective(s) characters in familiar stories.
Objectives are
measurable and
aligned with the
standard.

Academic Language Language Functions (Identify the purpose for which the language is being used, with attention
What is the key to goal and audience- the one verb from the standard; ex. demonstrate.)
language demand?
What academic Compare/Contrast
language will you
teach or develop? Language Vocabulary (Identify key, content specific words for this lesson: examples of
What are the key vocabulary words- drama, prose, structural elements, verse, rhythm, meter, characters, settings,
vocabulary words descriptions, dialogue, stage directions. Additionally, include words within a text necessary for
and/or symbols? students’ comprehension.)
Compare
Contrast
Adventures
Experiences
Venn Diagram
Characters
Academic Language Demand (Identify one of the following: reading, writing,
listening/speaking, or demonstrating/performing. The demand will require more or less
scaffolding –support- depending on the needs of the students throughout the lesson.)
Listening/Speaking

Materials  Smartboard/Computer to display examples of Venn diagrams


What resources can be  Copy paper or Venn diagram handouts
used to engage  Writing Utensils
students?  Coloring Utensils
 Hula Hoops
Introduction to Go over lessons 1, 2 and 3.
Lesson/ What does it mean to compare or look at how two characters are the same?
Activating Thinking What does it mean to contrast or look at how two characters are different?
What is the ‘hook’ for What is a Venn diagram?
the lesson to tap into What does it help us do?
prior knowledge and
develop students’ Show picture of Cat in the hat and the fish in the bowl.
interests? This should Introduce life sized Venn diagrams again.
tie directly into the Model/ Review that comparing and contrasting activity.
lesson’s objective and
standard and should Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
promote higher level sentences):
thinking. How will
you introduce the Written/Drawing: Using sentence strips
content specific
vocabulary words? Language Discourse (structures of written or oral language; how participants of the content
***Use knowledge of area speak, write, and participate):
students’ academic,
social, and cultural Oral: Through comparing and contrasting explanations.
characteristics.
Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs
and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):

 Student 1: Repeated Instruction and direct modeling


 Student 2: One on one instructions and direct modeling

Management Plan:

 Materials managers are chosen at the beginning of the day based on student’s
leadership qualities these students throughout all lessons will pass out and pick up
materials and worksheets to their groups.
 Call students to the carpet singing the come to the carpet song or preferred
management strategy.
 Have students go back to their seats, quietly or tip toeing, by color of their table (ex,
green, blue, orange etc.). or by color shirt they are wearing.
 Pair students up based on readiness level (high with low/middle with high).
 Use enforceable statement “I only call on students who raise their hand.” When it is
time for students to give responses.

Body of Lesson/ Finish reading cat in the hat.


Teaching Strategies Pass out wipe off sentence strips and dry erase markers.
What will you have the Have some students volunteer to tell how the two characters are the same and different when
students do after you discussing their experiences and adventures.
introduce the lesson to Students will work with a partner to think of how two characters are alike and different and
learn the standards? write them on the sentence strips and afterwards, put them in the appropriate place in the
What questions will Venn diagram.
you ask to promote
higher level thinking? Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
sentences):
What opportunities
will you provide for Written: writing/drawing on sentence strips
students to practice
content language/ Language Discourse (structures of written or oral language; how participants of the content
vocabulary? What area speak, write, and participate):
language supports
will you offer? Oral: explaining reasoning

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs


and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):

Student 1: Repeated Instruction


Student 2: One on one instructions

Management Plan:
Go over expectations for group discussions.

Closure/
Summarizing Have students share how they compared and contrasted characters within “The Cat in the
Strategies: Hat.”
How will the students Come back together and explain once more the benefits of learning to compare and contrast
summarize and/or characters within a text and how we compare and contrast things all the time.
share what they have Have students take a look the work they create with the “life sized” Venn diagrams.
learned to prove they
know and understand Language Syntax (set of conventions for organizing symbols, words, phrases into structures,
the standard(s) and its sentences):
vocabulary? Will you
provide opportunities Language Discourse (structures of written or oral language; how participants of the content
for students to apply area speak, write, and participate):
new knowledge while
making connections to
prior learning? Oral: explaining reasoning

Modification(s)/Accommodation(s) specific to this lesson (Consider students with IEPs


and/or 504s in addition to students below and/or above grade level- cognitive and/or affective):
Student 1: Repeated Instruction
Student 2: One on one instructions

Management Plan:
Use enforceable statements: I only call on students who have their hands raised.

Assessment/ Reminder: Assessment plan must align with objective(s)/standard(s).


Evaluation
Every standard listed Assessment Plan for IEP Goals and/or 504 Plans (This is a plan and should be written as
above must be such; remember to identify both formative & summative assessments throughout the lesson):
assessed and included.  Formative assessment: Through verbal explanations (with prompting and high or low
Questions to consider scaffolding as needed as well as repeated instruction).
while planning:  Formative assessment through written, drawn and or verbal explanations.
How will students
exhibit an Assessment Plan for Learning Objectives (This is a plan and should be written as such;
understanding of the remember to identify both formative & summative assessments throughout the lesson):
lesson’s objectives?
How will you provide  Formative Assessment: Answers to questions given during all parts of the lesson
feedback? What  Summative Assessment: Anecdotal notes taken during group work
evidence will you  Use of separation of items using the Venn diagrams.
collect to demonstrate
students’
understanding/mastery
of the lesson’s
objective(s) including
their usage of
vocabulary?

Reflection/Analyzing This lesson could be improved by providing some students with pictures of the characters to
Teaching place within the Venn diagram or with simple sentences to put in the appropriate places on
Effectiveness the Venn diagrams providing students with an enrichment opportunity or providing them
with pictures to help them understand what experiences and adventures look like within a
Reflection includes story.
characteristics of the After providing students with these, we could have then moved to working on writing and
lesson and specific drawing in the sentence strips.
examples on how it
can be improved.
Improvements are
based on the
effectiveness
supported by evidence
on how well the
objectives were
achieved. Specific
examples to improve
future lessons are
provided.

***Credit for this template belongs to Tennessee State University, Stanford Center for Assessment, Learning and Equity
(SCALE), and Columbus State University.