KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Mychala Sfida Date: 11/13/19

Cooperating Teacher: Kevin Swartz Coop. Initials: ______
Group Size: 21 students Allotted Time: 30-45 minutes Grade Level: 1st
Subject or Topic: Reading Lesson: Character Comparison Section: 931

STANDARD: (PA Common Core):

Standard - CC.1.3.1.H
Compare and contrast the adventures and experiences of characters in stories.

I. Performance Objectives (Learning Outcomes)

● Students will be able to compare and contrast two characters by using a venn diagram.

II. Instructional Materials

● Wonders literature anthology book story “The Pigs, the Wolf and the Mud” by Ellen
Tarlow
● The True Story of the Three Little Pigs by Jon Scieszka
● Venn diagram graphic organizer
● Anchor chart (photo in resources)
● Pencils
● White board
● White board markers

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
A. Prerequisite Skills
● Knowledge of a venn diagram
● Knowledge of the story “The Pigs, the Wolf and the Mud”
B. Key Vocabulary
● Character: a person in the story
● Compare: when you look for similarities between something
● Contrast: when you look for differences between something
C. Big Idea
● By using a venn diagram, students will be able to compare and contrast
characters, easily seeing the similarities and differences.
D. New Content
● Character comparison using a venn diagram.

IV. Implementation
A. Introduction
● “Raise your hand if you have ever read a story and realized that there are
similarities and differences between the characters.”
● “Today we are going to compare and contrast characters in stories!”
 ● “Turn and talk with the person next to you about what you think compare and
contrast means.”
● Allow students time to turn and talk. Walk around to hear students' responses.
● “Can someone raise their hand and tell me what you and your partner think
compare and contrast means?”
● “Compare and contrast is when you are finding the similarities and differences
between two things.”
● “We are going to compare the wolf in our literature anthology story “The Pig, the
Wolf and the Mud” to the wolf in the story The True Story of the Three Little
Pigs. We are going to use this anchor chart to help us!”
● Go over anchor chart
○ “Here is our character comparisons anchor chart!”
○ “The first step is to choose two characters.”
○ “The second step is to think of characteristics to compare”
○ “The third step is to write it on your venn diagram.”

B. Development
● I DO
○ “Boys/girls go get your literature anthology books.”
○ “Open up to the story The Pigs, the Wolf and the Mud, which is on page
26. We are going to quickly read this story again to refresh our minds of
what happens in the story since it is a story we have already read.”
○ Read The Pigs, the Wolf and the Mud
○ “Now I am going to read The True Story of the Three Little Pigs.”
○ Read The True Story of the Three Little Pigs
○ Pass out venn diagram graphic organizer
○ “Now that we have read both of our stories, we can start comparing our
characters. Let’s look back at the anchor chart. The first step is to pick
two characters, which we did! We chose the wolf in both stories.”
○ Draw a venn diagram on the white board and label it
■ Above: The Wolf
■ Left side: The Pigs, the Wolf and the Mud
■ Right side: The True Story of the Three Little Pigs
■ Middle section: Both
○ “The second step is to think of a characteristic to compare. I am going to
do something the wolves wear. The wolf in The Pigs, the Wolf and the
Mud wears a hat and the wolf in The True Story of the Little Pigs wears
glasses.”
○ “Step 3 is to write it on your venn diagram, so let’s do that.”
○ Write wears a hat under The Pigs, the Wolf and the Mud and wears
glasses under The True Story of the Three Little Pigs. Walk around to
make sure students write it as well.
○ “Another characteristic is something the wolves say. In both stories, the
wolves say, “Little pigs, little pigs let me in.” Let’s write “same quote” in
the section labeled both since both wolves say the same thing.”
○ Write same quote under Both. Walk around to make sure students write it
 as well.
● WE DO
○ “Now we are going to come up with characteristics together!”
○ “Turn and talk with the person next to you about some characteristics we
can use to compare our two wolves.”
○ Allow students time to turn and talk. Walk around and write down some
characteristics students are saying.
○ “Can someone raise their hand and tell me a characteristic we can use to
compare our wolves?”
○ Discuss student answer
○ Write it in the venn diagram on the white board under the appropriate
section
○ “Let’s write that down on our venn diagram.”
○ “Let’s discuss another characteristic, which is step 2 on our anchor chart.
Can someone else raise their hand and tell me a characteristic we can use
to compare our wolves?”
○ Discuss student answer
○ Write it in the venn diagram on the white board under the appropriate
section
○ “Let’s write that down on our venn diagram, which is step 3 on our anchor
chart.”
○ “Let’s try to come up with one more together. Can someone else raise
their hand and tell me a characteristic we can use to compare our wolves?”
○ Discuss student answer
○ Write it in the venn diagram on the white board under the appropriate
section
○ “Let’s write that down on our venn diagram.”
○ Walk around to make sure students are writing the characteristics down
● YOU DO
○ “I think you guys are ready to try this out on your own! I want you to
write down at least 2 more characteristics.”
○ “Remember the anchor chart!” Go over anchor chart again.
○ Give students time to write down their own characteristics. Walk around
and write down some of the characteristics students are writing.
○ Once most students have written down at least 2 more characteristics, go
over some of the things students wrote down.
○ “I saw some great answers while I was walking around!”
○ “Can someone raise their hand and tell me one of the characteristics they
wrote down?”
○ Discuss student answer
○ Write it in the venn diagram on the white board under the appropriate
section
○ “Can someone else raise their hand and tell me one of the characteristics
they wrote down?”
○ Discuss student answer
○ Write it in the venn diagram on the white board under the appropriate
 section
○ “Can I get one more person to raise their hand and tell me one of the
characteristics they wrote down?”
○ Discuss student answer
○ Write it in the venn diagram on the white board under the appropriate
section

C. Closure
● “Are there any questions about the character comparisons strategy we learned
today?”
● “Let’s go over our anchor chart one more time.”
● Go over anchor chart again.
● “Turn and talk with the person next to you about the character comparison
strategy helped you.”
● Allow turn and talk time. Walk around.
● “Can someone tell me what their partner said?”
● “Great! Now we can remember to use this strategy when reading books!”

D. Accommodations / Differentiation
● For students with speech problems, I will allow more time to answer when called
on.
● For struggling students, I will work with them one on one during independent
practice.

E. Assessment/Evaluation plan
1. Formative: While students are turning and talking with a partner during
WE DO and YOU DO, I will walk around and write down the
characteristics they are saying and writing down.
2. Summative: The completed graphic organizer. I will have a checklist
with each student’s name where I can check yes or no if they added their
own characteristics. I will also check yes or no if they characteristics are
correct.

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on

students performance written after the lesson is taught, includes remediation for
students who failed to meet an acceptable level of achievement)

B. Personal Reflection (Questions are written before the lesson is taught.)(Reflective

answers to questions recorded after the lesson is taught.)
1. Did I effectively model the character comparisons strategy?
2. Were the students successful with using the character comparisons strategy?

VI. Resources
August, D. (2020). Wonders. NY, NY: McGraw-Hill Education.
Scieszka, J., & Smith, L. (1989). The story of the three little pigs. New York: Viking Penguin.

Tarlow, E. (2017). The pigs, the wolf and the mud. NY, NY: McGraw-Hill Education
 Character Comparisons Checklist

Added their own characteristics Characteristics are correct

YES NO YES NO