UMU

Lesson Plan Template

2017-2018

Name: Hannah Schaefer Date: 2/7/18

Grade Level: 2nd Class Period: 1st

Subject: Literature Lesson # & Title: Lesson 1, Comparing and

Contrasting

Function of the Lesson (check all that apply):

✓ Introduce New Skill or Content

✓ Practice

✓ Review

□ Remediation/Re-teaching

Context for Learning and Cultural Responsiveness Rationale:

Learner Attributes: The X Elementary School is in the XX District which is located in a suburban community and has
234 students spread out in grades K-5. In the classroom, there are 5 students 3 boys and 2 girls. Most of the students
are from lower middle class homes but one student has recently become homeless and is moving between homes of
family and friends. There are 3 students who are caucasian, 1 African-American, and 1 student who is multiracial. All
five students are on IEPS.
• Lexie a highly motivated and diagnosed with ADHD and a learning disability specifically related to reading. She reads
below grade level. Her struggles stem from deficits in comprehension and recall. She often has trouble summarizing what
has just been read and connecting her prior knowledge to the text. She also has difficulty retaining classroom procedures
and instructions. She becomes overwhelmed when she has to apply her knowledge to new or more complex situations. She
often makes careless mistakes in her work since she difficulty accessing her stored knowledge and rarely self-monitors her
work.
• Luke joined your classroom from the school ED classroom. He is only coming to your class to receive instruction then
going back to the ED room. This is part of his transition plan to a least restrictive environment. Luke has violent behaviors
toward other students. Often these occur when he is bored. Luke has an above average IQ and often finishes work much
faster than the other students. Your class is right after lunch and recess and Luke often comes in quite wound up. He has
had a serious altercation with Josh who is also in our class. They do not get along well at all.
• Josh and Elliot both have been identified as having a learning disabilities related to writing. Both students have difficulty
starting work that requires them to write complete sentences and paragraphs. During writing, they get distracted and
fatigued. Josh additionally lately has been really tired. He often lays his head down. You wonder if he might have health
issues or might not be getting enough sleep. You do know that he is not in his home right now. Elliot also has poor fine
motor skills and struggles to write for extended times. He receives occupational therapy once a week for 20 minutes to help
develop these skills.
• Amber has been identified as having an intellectual disability. She is extremely loving. She sometimes hugs teachers and
students and you are working to transition her to handshaking as a replacement behavior that would be more appropriate
for the school setting. Her IQ is significantly lower than the other four students in the room. Her communication skills are
severely limited. When questioned she often repeats the last phrase that the questioner says or if given options selects the
second option regardless if it is right or wrong. She can read sight words and sound out/tap out basic letter sounds in words.
She also can write sight words from memory and other words when given a word bank. She receive reading instruction
through the whole-language approach.

Environment:
• There is one large table in the middle of a small classroom.
• The table had chairs around it that can comfortably seat 10: four on each side and on eon each end.
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• There is little room to move around the table.
• There are two large whiteboards.
• There is a large television to project on.
• There is one couch at one end of the room that makes maneuvering the classroom more difficult.
• These conditions cannot and will not change.
• Luke and Josh sit on opposite sides of table
• The hierarchy of consequences will be on the classroom walls or all the students to see so that if they act out, they
know why there will be consequences.

Cultural Responsive Rationale:
• In planning this lesson, I will consider students prior experiences with stories, comparing and contrasting, and use
of diagrams.
• All students will be allowed to jot down notes as the teacher reads to help with reading comprehension. Notes are
not required to be in complete sentences and if students are jotting notes down, the teacher should stop and wait
until they complete notes so that they do not fall behind in the story.
• Upon returning to the classroom, all students will receive 3 minutes to sit in silence with soothing music. This will
help students to calm themselves because class is directly after lunch and recess.
• All students will have a handshake (fun or regular) with the teacher that they will greet and leave the classroom
with. This will help to set and example for all students of what is appropriate behavior in the classroom.
• The teacher will not mention students home lives as a part of the lesson. This will avoid any harm to students from
what may be going on in their lives.

Content Standards:
Standards: RL.2.9. Compare and contrast two or more versions of the same story by different authors or from
different cultures.
Rationale: This standard being taught will help students to find similarities and differences between two similar
pieces of literature. This is helpful in their future education and in the future when they are asked to compare and
contrast any two objects, stories, and so on.
Learning Objectives:
• When presented with words “compare” and “contrast”, students will be able to identify definitions to the words and match
them at 100% accuracy.
• When presented with two alike stories, the students will be able to categorize 4 similar and 4 different attributes from the
stories at 75% accuracy.
• When presented with two alike stories, students will able to compare and contrast in a Venn Diagram about the stories with
80% accuracy.

Academic Language:
Compare, contrast, Venn Diagram, culture, similar, different

Assessment Plan, Formative Assessment:
• After reviewing terms “compare” and “contrast” the students will receive a half slip of paper with the words
compare and contrast and their definitions. The students will be expected to match the correct definition to the
correct word.
• This helps students who have struggles with writing their own sentences or comprehending fully. The definitions
and words being laid out for them should help them to recall information that was just learned.
• After reading two stories as a class, hand out three note cards, one yellow, representing the first book, one blue,
representing the second book, and one green representing both. I will then ask a series of questions that pertains to
one book or both and the students will hold up the notecard that represents the answer to each question.

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• To check for understanding after group work, I will ask the students to give me a “fist to five” as to their
understanding on comparing and contrasting stories.
• This will help students who do not do as well with writing or verbal communication. This also allows them to make
their own choice in number rather than following what I do.
• After asking all of the above questions as formative assessment, the teacher will note all students that incorrectly
choose the definitions for compare and contrast, put up less than a three, or missing multiple answers on the color
work. These students will have names jotted down and will be met with individually or if there is a large amount,
will be addressed as a class so that all discrepancies may be taken care of.

Assessment Plan, Summative Assessment:

• Students will be given and will read a copy of Little Red Riding Hood after having previously read two other similar
versions at the beginning of class. After reading the last story, the students will be required to fill out a Venn Diagram
based on the story they just read and either of the stories they read in class before
• After the direct and group instruction is completed, the summative assessment will be introduced. The teacher must
explicitly explain what the Venn Diagram is asking of the students. The students must achieve an 80% on the summative
assessment worksheet.
• Students who need more time will be allotted this.
• Students who have comprehension struggles will be allowed to use notes that were taken during the lesson.
• If an 80% is not achieved, the students will be taken later for individual or group instruction to get clarification on any
mistakes made and relearn information that needs to be relearned.

Procedures, Lesson Introduction: 10 minutes

• Before students arrive in the classroom, make sure the lesson plan/activities are written on one of the white boards
for students to follow. Once each activity is completed, it should be crossed out. Commented [1]:
This will help all students with their own daily routine.
Being able to see what is ahead of them during the
• Upon coming into the classroom, all students will be greeting with a special handshake. day will keep them on task and be a reminder as to
• After the handshakes are completed, the students will be asked to sit in their chairs quietly for 3 minutes while where they should be in the lesson.
listening to soothing music.
• After completing their 3 silent minutes, gain attention by asking students “What is your favorite fairy tale or fable.”
• Ask students if they have ever read a different version of this story.
• Explain to students that the same story can be written by different people and contain different details.

• Talk about how many objects, not just stories are like this in life. Ask students if they have ever had the same flavor of ice
cream just from different brands. Ask them to come up with things they use that are the same but also different. Examples
may include but are not limited to: toothpaste, toothbrushes, foods, clothes, and so on. Commented [2]:
This is a section that needs to be culturally responsive.
Procedures, Lesson Body: Some students may not be able to compare and
contrast things like houses or parents because those
Review and Presentation - 15 minutes
are sensitive topics but they can compare and contrast
• Tell the students that the goal of todays lesson is to learn how to compare and contrast two or more stories by very broad daily topics that could pertain to all of them
different authors. in a positive light.

• Tell students that the words compare and contrast are two very important words.
• Explain that comparing two things is finding their similarities. Then explain that contrasting two things is finding their
differences.
• Write these definitions on the board so that students may have the opportunity to take notes.
• Provide examples with students.
• Compare student to student and contrast student to student.

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• For students who may not be as verbal, ask questions where they simply have to respond with compare or contrast. For
example, say, “Student X and Student Z both are wearing red shirts today. Is this comparing the students or contrasting?”
Then make up a question for contrasting.
• Erase the definitions of compare and contrast off the board and ask students to put their notes away.
• Provide a half slip of paper with the words compare and contrast and their definitions. The students will be expected to
match the correct definition to the correct word (formative assessment). This helps students who may not be as good with
writing full sentences because the questions and answers are already written down for them.
• Introduce the idea of a Venn Diagram on the white board.
• Label the diagram correctly and use correctly by comparing and contrasting two like objects.
• Explain these concepts can apply to reading.
• Tell students that there are many stories that have the same idea, but are written by different people and have different
story elements.
• Introduce the two Little Red Riding Hood stories we will be reading.
• Read the first story aloud to the class.
• Allow students to take notes as you read. Possibly point out key points they should jot down and give them time to do so
before continuing to read.
• Ask students about the story. Ask about certain scenarios from the book such as what happened to Grandma, what did the
forest look like and so on. Have students point out key elements from the story and write them on the white board.

Structured and Guided Practice - 20 minutes

• Hand out one copy of the second Little Red Riding Hood book to each cluster/table of students.
• Ask students to take turns reading the story aloud.
• After each reader, students may take notes on what was just read.
• As students are reading, hand out yellow, blue, and green notecards to each student.
• When students complete the story, explain that the yellow notecard will represent the first story they read, the blue will
represent the second, and the green will represent both.
• Ask students a series of questions that can pertain to either story or both.
• Formative assessment questions: Which story is called, Little Red Riding Hood (green)? In which story did Red get a
cloak from her mother (yellow)? In which story did Red get a cloak from her grandmother (blue)? In which story did Red
have to bring a basket full of food to her Grandmother (green)? In which story did Reds mother tell her not to talk to
strangers (blue)? In which story did Red pick flowers for her grandmother (yellow)?
• This will help students who struggle with writing and/or verbal communication. They will just have to raise their answer
and if there are issues or people tend to be looking at others answers, they will be met with after.

• Ask students on a fist to five how they felt they did on that activity (formative assessment). Commented [3]:
A fist to five check in is good for all students because
it is a nonverbal assessment that is quick and easy
• This will help students who do not do as well with writing or verbal communication. This also allows them to make and students do not need to worry about any extra
their own choice in number rather than following what I do. writing.

Independent Practice - 20 minutes

• Hand each student a copy of the third Little Red Riding Hood.
• Ask them to read it independently.
• Allow students to take notes on the stories they are reading.

• As the students are reading, hand out Venn Diagram Worksheet Commented [4]:
All students will benefit from using a Venn Diagram
• When the students have all completed their reading, explain to them that they must fill out the Venn Diagram based on the because charts and visual representations help
book they just read and either of the stories that they read before. It is their choice (summative assessment). students to understand concepts in a new way
• Students with poor comprehensions skills will be allowed their notes on the summative assessment. This is without
penalty.
• Let students work on their own and instruct them to turn the paper into you when they have finished.

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• After every student has completed the assessment, ask them on fist to five, how confident they are in comparing and
contrasting stories and how confident they feel in using a Venn Diagram.

Procedures, Lesson Closure: 5 Minutes

• Summarize by saying, “Today we learned about comparing and contrasting two like stories. We learned how to do
this by using a Venn Diagram. You should now be able to do this independently.”
• Say, “Comparing and Contrasting is an important, everyday skill that will come in handy in the future.”
• Ask the whole class what type of things they may be able to compare and contrast in the future.
• Finish by telling them that next time, they will be comparing and contrasting stories about similar topics but from
different cultures.
• As the leave the classroom, be sure to do all handshakes.

Differentiation, Individualized Instruction, and Assessment:

• Lexie reads below grade level and because of this, there will be a lot of whole group and small group readings. Her
struggles stem from deficits in comprehension and recall. For this particular need, she will be allowed a note pad
throughout the whole lesson so that she can frequently take notes hoping her with recall and comprehension. She often has
trouble summarizing what has just been read and connecting her prior knowledge to the text. This lesson does not call for
whole story summarization so she should work fine in this area but if help is needed it will be provided. She also has
difficulty retaining classroom procedures and instructions. For this, all worksheets and instructions will be written on the
board prior to coming into the classroom. She becomes overwhelmed when she has to apply her knowledge to new or more
complex situations. This lesson is mostly new information so she will receive constant reinforcement and check in to make
sure she is keeping up. She often makes careless mistakes in her work since she difficulty accessing her stored knowledge
and rarely self-monitors her work. For this, the teacher will constantly encourage her to check her work for any mistakes
before turning papers in.
• Luke joined your classroom from the school ED classroom. Luke has violent behaviors toward other students, often when
he is bored, so to prevent this, we will avoid any down time he may have and strive towards quick transitions. Luke has an
above average IQ and often finishes work much faster than the other students, so when there is downtime, Luke will have
book to read at all times and if he forgets, the teacher will have a replacement book or a puzzle for him too complete
independently. Your class is right after lunch and recess and Luke often comes in quite wound up. The whole class is now
required to take three minutes to unwind upon returning from lunch and recess so that everyone has a chance to unwind
before class starts. This will minimize any disruptions. He has had a serious altercation with Josh who is also in our class
which is solved now because they sit on opposite sides of the room and do not work with one another.
• Josh and Elliot both have been identified as having a learning disabilities related to writing. Both students have difficulty
starting work that requires them to write complete sentences and paragraphs. This lesson does not require complete
sentences as long as what they are writing makes sense. During writing, they get distracted and fatigued. If this occurs,
they need only ask to get up and get a drink or go for a walk. Josh additionally lately has been really tired. He often lays his
head down.. If too exhausted to work, he will have the opportunity to take a walk to wake up, go to the nurses to lie down,
or lay his head down for 2 minutes and then returning to work. A note will also be sent in his take home folder to whom
ever he is staying with expressing concern for his lack of sleep and excess or exhaustion. Elliot also has poor fine motor
skills and struggles to write for extended times. He will have any opportunity to rest his hands if they get cramped as long
as he continues to listen the lesson. There also will be a note guide for him so that he can write down less than the other
students but get the same information.
• Amber sometimes hugs teachers and students and you are working to transition her to handshaking as a replacement
behavior that would be more appropriate for the school setting. This is done by having the whole class having special
handshakes with the teacher to start and end class. This was, the appropriate behavior is modeled by teachers and peers.
Her IQ is significantly lower than the other four students in the room. Her communication skills are severely limited. When
questioned she often repeats the last phrase that the questioner says or if given options selects the second option regardless
if it is right or wrong. For formative assessments, she will be able t ouse nonverbal gestures to show us where she is at in
the lessons. She can read sight words and sound out/tap out basic letter sounds in words. She also can write sight words
from memory and other words when given a word bank. She will receive any help necessary when writing and filling out
her Venn Diagram. There will be a replacement summative assessment that has to do with matching the story to events
that happened if this becomes to hard.

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Instructional Materials and Support:
• White Board
• Markers
• Erasers
• Pencils
• Yellow, blue, and green notecards
• #1 Little Red Riding Hood by Rebecca Bonder
• #2 Little Red Riding Hood by Margaret Hillert
• #3 Little Red Riding Hood by Jenny Giles
• Worksheet # 1 (attached)

Research and Theory Commentary:

• Lev Vygotsky’s research theory promotes learning through social interactions. This is why I chose to have student
read and work in groups for the second book reading. It is important for students to listen and learn from on
another in the classroom environment.
• I used Albert Bandora’s social modeling theory when I introduced the Venn Diagram and filled it in. This gave
students a good example of what they should do and how they can do it correctly
• I used John Dewey’s theory that students learn by doing. I tried to exemplify this in the notecard activity because it
makes students, one read a story their own, but two, answer questions about the story interactively.
• Bloom believed that learning is measurable and I used this theory by incorporating several formative and
summative assessments in my lesson. I incorporated these so I would rack students learning and compare them to
the learning objective.
• While teaching this lesson, it is important to keep Kounin’s model in mind. Kounin stressed the idea of wittiness and
smoothness. For any behaviors that may occur in my classroom, I will have see them coming, even if they occur
behind my back. If they do occur, I need to be smooth in consequences in order to keep lessons going and to keep
the students on task rather than distracting them with the discipline of other students.
• Canter’s model will be helpful in the course of my lesson because it reminds the teacher to react quickly and calmly
to any sort of misbehavior. Misbehaviors are bound to happen especially in this classroom so dealing with them
quickly and with a hierarchy of consequences is the best way to go. The hierarchy of consequences will be on the
classroom walls or all the students to see so that if they act out, they know why there will be consequences.
• I will also use the Curwin and Mendler model which explicitly states that I will not accept excuses. There are bound
to be students who try to get out of work but that is not excusable. If they need help, it will be received but no work
will be unfinished if it does not have to be.

Use of Technology Commentary (if applicable):

N/A

Reflection and Instructional Commentary (if applicable):

This was a lesson plan that I wrote for a different class and never had the opportunity to teach. I had to alter it for this
specific class to meet the needs of atypical students. With this lesson plan, I would certainly change a lot. Since I
never have met the students, it is hard to say if the books I picked would fit them well. If I were around those students
in real life, I would certainly choose books more specific to their levels and their abilities for the lesson. I also believe I
could differentiate more with the Venn Diagram because not all students would be as capable of completing it at the
same level as other students.

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http://www.math-aids.com/Venn_Diagram/

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