ELEM Senior 2 Six Step Lesson Plan Template Dec 2013
Lesson Plan Directions: Respond to the prompts below by typing your responses within the brackets following each prompt. Do not delete or alter the prompts.
This is my Lesson# 1 2 3 (Circle one)
Comparing and Contrasting Presidents
Grade Level: [2nd]
Subject/Content Area(s): [Literacy]
Students: [This lesson will be taught to second grade students in a whole group environment during the Language Arts instruction block. One hour will be allotted for this lesson. There are 19 students in my clinical classroom. There are 8 females and 11 males. Four of those students are Hispanic, ten are Caucasian, two are African American, two are mixed (predominately African American), and one is unknown (not classified on paperwork, she appears to be Islander). In this class of 19 students, four are above grade level, eleven are on grade level, one is below grade level, and three have special learning disabilities and are substantially below grade level (two have speech disabilities and one goes to occupational therapy). These same three have Individualized Education Plans (IEPS) and are pulled out for other resources during this instructional time each day. Two of my advanced learners are on a third grade math level. Their reading and writing is also above grade level therefore the product is differentiated for them. Two out of the nineteen students are English Language Learners My one student below grade level is an ELL student. This student is below grade level in reading because s/he reads and writes like s/he speaks. S/he does not need differentiation in content or product; s/he needs support once his/her work is completed to fix grammatical and spelling issues.]
Male

Ratio

Female

Ratio

Total Number of Students

11

57.8%

8

44.4%

19

Ethnicity

Ratio

Number of Students

Caucasian

52%

10

African American

10.1%

2

Hispanic

21%

4

Mixed

10.1%

2

Unknown

5.2%

1

Grade Level

Ratio

Number of Students

Above

21%

4

On

57.8%

11

Below

5.2%

1

Well below (LD)

15.7%

3

English Language Learners

Ratio

2

10.1%

NCSCOS Goal(s): [ELA.RI.2.9 – Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.]
NCSCOS Standards(s): [ELA.RI.2.9.9  Compare and contrast the most important points presented by two texts on the same topic.]
Content: [Comparing means finding similarities, contrasting is finding differences. These can be done using a Venn diagram. A Venn diagram consists of two circles that overlap each other. Differences between the two things are put in the outside parts of the circles. The similarities are put on the inside. This
Lesson Objective: [After the lesson, students will be able to compare and contrast Abraham Lincoln and George Washington using a Venn diagram with 100% accuracy. Students will see and restate this in the beginning of the teacher input. A checklist will be used to evaluate and assess their work.]
Academic Language:

Vocabulary or key phrases associated with content [contrast, contrast, Venn diagram, Abraham Lincoln, George Washington, similarities, differences]

Language functions [By the end of this lesson, students will be able to compare and contrast Abraham Lincoln and George Washington use important points they learned from the stories]

Syntax [sentences, Venn diagram]

Discourse [The students and I will use academic language vocabulary when discussing the similarities and differences between the two groups during the guided practice as well as during the independent practice when students compare and contrast Abe Lincoln and George Washington.]
Language Objective: [Before comparing and contrasting Abraham Lincoln and George Washington, students will participate in creating a life size Venn diagram. We will discuss as a group, using academic vocabulary, what comparing and contrasting is and how to use Venn diagrams to complete this task. I will observe the input each student contributes to the discussion and how they respond to setting up the life size Venn diagram.]
Differentiation:

Content [visuals for Venn diagram, an example of how to complete a Venn diagram along with thinkpairshare and discussion.]

Process [Whole group participation when completing the life size Venn diagram]

Product [My advanced learners will complete the presidential Venn diagram as well as write a short paragraph putting their comparisons into phrases.]

Learning Environment [I will be using an anchor chart, Smart Board example, and presidential Venn diagram for my visual learners. I will have students participating in a life size Venn diagram; this will appeal to my kinesthetic learners. My auditory learners will be able to listen to the discussions we are having about Venn diagrams and comparing and contrasting two things.]
List of Materials: [yarn, tape, Smart Board Venn diagram, Venn diagram anchor chart, important points from Abe Lincoln and George Washington book, presidential Venn diagram]
Visuals Used: [life size Venn diagram, Venn diagram anchor chart, presidential Venn diagram]
ISLES Strategies used: graphic organizer, thinkpairshare
Classroom Management:

Group Alerting Strategy [To alert my students, I will use 1, 2, 3, eyes on me – students say 1, 2, eyes on you and a clapping alerting cue. I will also use SWBAT (students will be able to) in the beginning of the lesson to draw focus to what the focus of our lesson is and to gain the students attention. My students will have a word of the day that I will use to alert them as well as have them transition to and from activities.]

Motivation Strategy [I will use positive reinforcement (intrinsic motivation) throughout my lesson such as applauding a student for sitting quietly waiting for directions. I will also use extrinsic motivation such as caught being good tokens.]

Preventive Behavior Management Strategy [A preventative behavior strategy to be used in this lesson is the “teacher eye”. If students are not behaving or on the verge of not behaving, I will give them the teacher eye which should notify them to behave. I will also use proximity. To maintain time, I will display a countdown timer on the board so students can view how much time they have to complete an activity.]
ECU CoTeaching Strategy (If applicable): [N/A]
Assessment Strategy: [Throughout the lesson, I will be informally assessing my students understanding and comprehension of the topic. I will informally assess by simple observations when teaching (participation, answers, etc.), tuning into student conversations, and having students give thumb up/down during different activities. For my independent practice, I will be monitoring what students are writing in their Venn diagram and how they are comparing/contrasting Abraham Lincoln and George Washington. I will be walking around discussing with each student the similarities and differences they found between the two presidents. If they are confused, I will give them questions to think about to guide them back on the right track. I will provide each student with a checklist so they can make sure they include the components I am looking for in their Venn diagram. Once I look over each student’s work and assess their work with the checklist, I will have a miniconference with each student to discuss their work and the feedback I provided on their checklist. They should complete this assignment with 100% accuracy.]
Procedures:

Focus and Review: [Have the compare and contrast anchor charts on the board. Review the vocabulary that goes along with each and how we compare and contrast things. Have two pictures of dogs on the Smart Board – compare and contrast these pictures with the students.]

Statement of Objective: [Today, we will be learning how to compare and contrast two things on the same topic using a Venn diagram. My job is to teach you how to use Venn diagrams when comparing and contrasting. By the end of this lesson, you will be professionals at comparing and contrasting!]

Teacher Input: [SWBAT…. Students will be able to compare and contrast Abraham Lincoln and George Washington using a Venn diagram (students will repeat). The last piece to the puzzle is what we use when comparing and contrasting. I will put the last anchor chart to our puzzle up on the board. This chart has a Venn diagram on it. I will explain to students that the Venn diagram is something we use to compare and contrast things. Using the anchor chart, I will show each part of the Venn diagram and explain what goes in each part. On the Smart Board, I will have an example Venn diagram comparing and contrasting a goldfish to a shark. I will allow students to thinkpairshare for a minute the differences and similarities between the goldfish and shark. They will share and I will write on the board. After we have gone through and worked through the example Venn diagram on the Smart Board, I will use the clapping alerting cue to gain my students attention.]

Guided Practice: [Students will be participating in creating a human sized Venn diagram. I will have two large circles taped out on the carpet with yarn modeling a Venn diagram. The two labels for each side will be airplane and car. The students will compare and contrast if they’ve been in a car, airplane, or both. Once they position themselves, we will discuss. Next, we will do their favorite foods – pizza, hamburger, or both. I will use the 1, 2, 3 alerting cue to gain attention. I will have them sit back down at tribal council to listen for our next set of directions. We will review the information we collected on Abe Lincoln and George Washington from the books we read.]

Independent Practice: [Students will complete a Venn diagram comparing and contrasting Abraham Lincoln to George Washington. My advanced students will use the Venn diagram and will then write a short paragraph comparing and contrasting the two presidents. The students will have a checklist to go along with their assignment. I will use this checklist to assess their understanding and learning of this lesson. The timer will be on the board so the students are aware of the time they have to complete this activity. Note: the three students with IEP’s are pulled out for EC resources at this instructional time each day.]

Closure: [Once time is up, I will ask students to put their activity in the finished worked box and to tip toe to tribal council. I will have on the board a Venn diagram. I will have students share the information they put in their diagram – I will have other agree/disagree with our hand signal. This will allow me to informally assess on comprehension before looking over their checklist and assignment.]
