Elementary and Early Childhood Education Lesson Plan Template

Name: The Pen Gals Date: March 26

Course: ECE 3330 Lesson Plan #: 2
Subject Area(s): ELA Comprehension- Cause and Effect Grade Level/Time Frame: Fourth Grade/ 90 Mins

Step 1: Learning Context ● There are two whiteboards in front of the room. In between the two
Identify whiteboards is an interactive board. There are anchor charts with
Learners previously learned content hanging around the room. The targets for
(Classroom each subject is posted in the front of the room
Context) ● The classroom is set up with the 5 large tables. There are four chairs for
the students at each. This allows the student to work in groups very
easily.
● The carpet area is in front of the interactive board in front of the room.
There is a library area in the back with a fold out chair for the students
to use.
● There is an interactive board in the front. There are 6 laptop computers
for student use.

Learner Number of students in class: 21

Description ● Number of males: 10
● Number of females: 11
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 504 plans
English Learners
Gifted
Struggling readers
Underperforming students or
students with gaps in
academic knowledge
Other learning needs

Personal, Cultural, Personal:

and Community
 The classroom will take into account students’ personal interests and
Assets (i.e., Funds
of Knowledge)
experiences. This will reflect in the instruction by giving students choice
when it comes to activities.
Cultural:
 The classroom will take into account all the students’ cultures, and
languages.
 This will reflect in the instruction by providing diversity in the literature
that is given to the students.
Community:
 The classroom will take into account the community when reading or
learning about different environments and communities.

1
Step 2: Georgia Standard ELAGSE4RL3 Describe in depth a character, setting, or event in a story or
Identify (s) of Excellence, drama, drawing on specific details in the text (e.g., a character’s thoughts,
Curricular WIDA Standard(s), words, or actions).
etc.
Priorities ELAGSE4RL7 Make connections between the text of a story or drama and a
visual or oral presentation of the text identifying similarities and differences.
ELAGSE4RL6 Compare and contrast the point of view from different stories
are narrated, including the difference between first- and third-person
narrations.

Prior Academic This lesson will require students to have read the book Extra Credit by
Knowledge and Andrew Clements.
Prerequisite Skills
The students will need to be able to identify the main character of the
story, setting, and the plot.
Central Focus, What are the important understandings and core concepts that you want students
Overarching Goal, to develop?
Big Idea

Learning The students will compare and contrast characters and settings in Extra
Objective(s) Credit using a Venn Diagram with at least 5 details in each circle.
“I can compare and contrast characters and settings in a story using a
Venn Diagram.”

Potential If the students do not know how to use the Venn Diagram then I will
Misconceptions explicitly model with the student individually.
and/or
Developmental
Approximations

Academic Academic Language Whole Class Differentiated Supports

Language Supports
Vocabulary
● Words and Language function: The students will get a choice in
phrases with Compare and Contrast, what they will be comparing and
subject
Identify contrasting. It can be two
specific
meanings that characters in the story or the two
differ from settings in the story.
meanings
used in Multiple meaning words: The teacher will explicitly teach
everyday life these vocabulary words. The
(e.g., table,
Contrast
ruler, force) Character teacher should let the student
● General know about the multiple
Setting
academic meanings but provide examples
vocabulary
of the meaning they need to
used across
disciplines know.
(e.g.,
compare, Academic vocabulary: The students will be able to use
analyze, Compare their journals that contain the
evaluate) definition of the word.
● Subject- Contrast
specific words Discuss

2
 defined for use
Subject-specific These vocabulary words will be
in the
discipline vocabulary: posted in the Key Corner, and
Language Character will be reviewed with the
Function: the students before each lesson.
content and Plot
language focus of
Also, the students will have
the learning task Setting examples in their journals they
(e.g., activities, Story may use.
discussions)
represented by the Point of View
active verb in the
learning objective Syntax: There will be sentence frames at
(e.g., apply, the bottom of the Venn Diagram
evaluate, cause Venn Diagram
that will be distributed to the
and effect, Sentence frames
sequence, students who are ELs and
hypothesize, infer, struggling readers/ writers.
summarize,
describe, explain) Discourse: There are anchor charts around
Language
Discussion between the room with “Partner Pal” rules.
Supports:
instructional partners. These rules and expectations
supports that help have been established and
students reviewed in previous lessons.
understand and
successfully use The students will use the Subject specific vocabulary when speaking and
the language
writing about the differences and similarities in the story.
function (e.g.,
sentence starters,
graphic The students will demonstrate discussion during partner talk and during the
organizers) closing. The teacher will have already taught how to discuss in an
Syntax: set of
appropriate way.
conventions for
organizing
information (e.g.,
sentences, graphs,
tables)
Discourse
(structures of
written and oral
language; how
members of the
discipline talk)
Step 3: Type of Format of Assessment (e.g., Supports, Evaluation Criteria
Design Assessment quiz, test, checklist, KWL Accommodatio
Assessment Chart, performance) ns,

Framework
Pre-assessment Entry Ticket We want the students to
The student will do a activate their prior knowledge
quick write about one and start to remember details
character in the story about the story, this will help
using specific details from them in identify characteristics
the text. to compare or contrast later
in the lesson.

Formative Post It This will evaluate whether the

assessments During the lesson after students have grasped the
concept of comparing and
3
 the teacher has taught contrasting different things.
about comparing and
contrasting the students
will use Post It notes to
write different
characteristics to
compare and contrast
Sadeed’s teacher and
Abby’s parents and post
them to the Venn
Diagram on the board.

Summative Venn Diagram There should be 5 details per

assessments The students will fill out a category that specifies how
graphic organizer that the character or setting,
contains at least 5 details depending on what the
per category when students decide to choose, is
comparing or contrasting the same and different.
the characters or setting
from the story.

Assessment Plan Alignment

Standard(s) Corresponding Learning Format of Assessment(s)

Objective(s)

ELAGSE4RL3 The student will identify a Pre-assessment- Entry Ticket

Describe in character in the story The student will write a paragraph about one
depth a and do a quick write character in the story using specific details
character, about the character from the text.
setting, or event using details from the
Formative- Post It
in a story or text.
drama, drawing During the lesson after the teacher has taught
The students will
on specific about comparing and contrasting the students
compare and contrast
details in the text will use Post It notes to write different items to
characters or settings in
(e.g., a compare and contrast.
Extra Credit using a Venn
character’s Diagram with at least 5 Summative- Venn Diagram
thoughts, words, details in each circle. The students will fill out a graphic organizer that
or actions).
contains at least 5 details per category when
ELAGSE4RL7 comparing or contrasting the characters or
The students will present
Make setting from the story.
to a partner their Venn
connections
Diagram orally describing
between the
the differences or
text of a story or
similarities between the
drama and a
characters or settings
visual or oral
that they chose in a small
presentation of
discussion.
the text
identifying
similarities and
4
 differences.
ELAGSE4RL6
Compare and
contrast the
point of view
from different
stories are
narrated,
including the
difference
between first-
and third-person
narrations.
Pre-Assessment Data Summary

Step 4: Materials Needed Teacher Resources:

Create  Extra Credit by Andrew Clements
Learning
 Venn Diagram Projection
Activities
 Projector
 White Board
 Markers
 Weebly of Extra Credit
 Dreher, M., & Gray, J. (2009, October). Compare, Contrast,
Comprehend: Using Compare-Contrast Text Structures With ELLs in K-3
Classrooms. The Reading Teacher, 63(2), 132-141. Retrieved from
http://www.readingrockets.org/article/compare-contrast-
comprehend-using-compare-contrast-text-structures-ells-k-3-classrooms
 CAST (2018). Universal Design for Learning Guidelines Version 2.2
[Graphic Organizer]. Wakefield, MA: Author.
Student Resources:
 Extra Credit by Andrew Clements
 Venn Diagram Handout
 Post-It Notes

Technology The teacher will use technology to show the teacher made trailer and the
Weebly for the book Extra Credit.
The students will not use technology.

Supporting Diverse  I will support my ELs by differentiating the representation through

Learners allowing them to draw pictures or use their native language for
support.
 I will support my struggling readers and writings by differentiating the
content by providing sentence stems on the Venn Diagram that would
help them to compare and contrast ideas.

5
Culturally Teaching the book itself would be a great connection to the
Responsive
Teaching students’ assets. Whether through ethnicity, interests, academics,
the book reaches many different levels of students’ culture. This
teaches about accepting different cultures, connection to the
importance of academics, and friendship. Which assets that
students bring to our classroom.
Research and This lesson would move students along as they worked from literal
Theory, or
comprehension (events directly from Extra Credit) through
Principles of Child
Development determining the meaning of the text and finally applying what they
learned to situations outside of the text. Teaching comprehension is
important because understanding the experiences of others and
thinking through hypothetical experiences can help them in the real
world. "Every act of comprehension involves knowing one's world as
well."
An, S. (2013). Schema Theory in Reading. Changchun University of
Science & Technology, Changchun, China. Academy Publisher
Manufactured in Finland
Instructional BODY OF LESSON Before the lesson begins (10 Minutes):
Strategies and
Learning Tasks SHARED, GUIDED,  Show the students the Weebly with the information
(include activities, & INDEPENDENT about the book. Go over and review the details.
discussions, or PRACTICE
other modes of  Can you use context clues to identify the main
participation that characters, setting and plot in the story?
engage students
to develop,
I DO (20 Minutes):
practice, and “I DO”  First, the teacher will introduce/ review the
apply skills and
concepts ‘compare’ and ‘contrast’ as same and
knowledge related
to a specific different. Write the definition on the board of each
learning word.
objective(s) or
learning target(s).  Using an example, the teacher will do a think-
Learning tasks may aloud, and model using a Venn Diagram to
be scaffolded to compare and contrast a bird and a bat, providing
connect to prior
three details in each circle.
knowledge and
often include  The teacher will also model drawing conclusions
formative
from the graphic organizer.
assessments)
 The teacher will provide another example of
comparing and contrasting the beach and the
mountains.
 The teacher can use the Thumbs Up/ Middle/
Down to determine if the student understands how
to compare and contrast.

“WE DO” WE DO (25 Minutes):

THIS IS GUIDED  The teacher will have students silently brainstorm
PRACTICE characteristics of Sadeed’s teacher and Abby’s
parents in Extra Credit.

6
  The teacher will project a large Venn Diagram on
the white board.
 The teacher will have the students write on a post-
it note a characteristic that either compares the
two or contrasts them and post it in the correct
section of the Venn Diagram.
 As students post the trait on the board the student
should read it aloud so that the class can check if
it is placed in the correct section.
 What conclusions can you draw from these
similarities and differences? Have a class discussion

“YOU DO” YOU DO (20 Minutes):

THIS IS  Tell students that it is their turn to put their
INDEPENDENT knowledge to the test.
PRACTICE UNDER  Hand the students the Venn Diagram worksheet.
YOUR
 Give the students directions, write them in short
SUPERVISION
hand on the board:
o Tell the students that they will either chose to
compare and contrast two characters or two
settings in the story.
o Each section of the graphic organizer must
have 5 details.
o Each detail must be written in a complete
sentence.
 When the students are finished have them share
their Venn Diagrams with a partner at their table.
The students will be able to use the book, look at the
anchor charts around the room, and refer back to the
examples on the board if need for support.
The direction for this activity will be written on the
board so that students will stay on task and know what
is expected for this activity.
The students will have already learned the procedures
for working with a partner, and there is an anchor
chart in the room that has “Partner Pals” rules that the
students can refer to.
Connection to the How would you incorporate creative expression through drama, movement, visual
Arts arts, and/or music into the lesson?

Higher Order Can you use context clues to identify the main characters, setting and plot
Thinking Questions in the story?
(HOTQs)
Does comparing the two characters or settings help to see them in a
different way, how?
What conclusions can you draw from these similarities and differences?

7
 Apply the concepts of comparing and contrasting the main characters, to
your life. What groups of people are different from you, or the same?

Re-teaching, Re- If the students have trouble grasping the concept of comparing and
Engagement, contrasting they will be grouped together and receive extra support in a
Practice small guided reading group. This guided reading will have leveled text so
the concepts might be easier for students to understand.

Extensions Describe at least one new strategy for enriching, challenging or extending the
content and/or skills for students who successfully met the learning objective(s) or
learning target(s) identified in the lesson.

Lesson Closure Closing (10 Minutes):

The teacher will gather the students on the rug. Then ask the students
“Apply the concepts of comparing and contrasting the main characters,
to your life. What groups of people are different from you, or the same?”
Have a class discussion culminating the thoughts of different groups.
Step 5: Post-
Instruction ● Hypothetically, the students do well with the pre-assessment because we have read
Reflection the book and reviewed the content using the Weebly.
● The students needed help when comparing and contrasting a bird and a bat. Next
time we will use animals that are more relevant to the students.
● The sentence frames seemed to be a great help to students who struggle with forming
complete sentences.
● Next time we teach the lesson, we will compare and contrast things that would be
more relevant to the student. Also, we would have a different method than post it
notes because it took up time to pass them out one at a time.
● We learned that giving the students an opportunity to have a choice, even when it has
to do with work, will help them to be more engaged.
● The students did well with compare and contrasting; however with harder material
they may need more support. They had the book which provided them with extra
support for finding details.
● The students will use the feedback in the next lesson when they have to write an essay
comparing and contrasting two things. The feedback that peers and the teacher give
will help the student know what traits are easy to compare and contrast.