27 Students Total. Most of are low socio-economic status. Prior Content Knowledge: 4 students on IEPs: 1 Student at first grade reading level:

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1 REVISED 10/1/14 - edtpa Lesson Plan Template Teacher Candidate: Grade Level: Madison Sible Fifth Date: November 10, 2014 PLAN 1. Strategy Title & Source: Compare and Contrast 2. Class description & Differentiation: Describe the important characteristics of the students that need to be considered in planning & teaching to facilitate learning for all students. Students' prior content knowledge, language development, social & emotional developments, special needs Include how you differentiate your instruction based on this information Parts of this lesson adapted from the Common Core ELA Lesson Plan for Comparing Literary Elements 27 Students Total. Most of are low socio-economic status. Prior Content Knowledge: Before this lesson, students have learned about the different literary elements. They have done a lot of practice with identifying character traits, setting details, and important events in the plot. This lesson connects that prior knowledge with the literacy strategy to compare and contrast information. 4 students on IEPs: There isn t much differentiation for students when it comes to adjusting the lesson because they have a special education teacher come in and assist them in every Language Arts class. She helps them through worksheets or writing assignments. For this lesson in particular, she sat next to these students and assisted their tables with the discussion portion. She often rereads or explains directions to them. During independent practice, she reads the passages out loud to them and assists them in filling out the graphic organizer by talking through the literary elements of each passage. 1 Student at first grade reading level: For this student, we read everything out loud. His comprehension skills are very good he just has trouble reading. If you read something to him, he retains that information and can comprehend it and work with it. During independent practice, the teacher sits with him and reads everything to him. Since he is good with comprehension he can do the graphic organizer on his own he just needs assistance in reading the directions and passages. 2 ELL students: These students are considered ELL students but they don t need much differentiation because they are already fluent in English and actually help younger ELL students when they can. They Adapted from Dr. Michelle Cosmah, EDT

2 have their own Spanish to English dictionaries that they use if they need to but I have only seen them use these once or twice during class. Most of the time, they ask their classmates what something means if they are confused. 2 Students with ADHD These students both sit at the front of the room and are given these seat cushions that are therapeutic and allow them to move around in their seats without getting up. 3. Common Core ELA Standards: Identify strand, grade, number (e.g. RL4.3) & include entire standard. RL.5.3 Key Ideas and Details Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g. how characters interact). 4. Student Learning Objective (central focus): ABCD Audience: Who (the student) Behavior: What (standard) Condition: How (strategy/text) Degree: Measureable outcome ELA students will compare and contrast characters, settings, or events in a story or drama, drawing on specific details in the text by reading Out West and A New Home and completing a compare/ contrast graphic organizer by correctly identifying 2 ways in which the characters, setting and plot of each story are alike and different. 5. Instructional Materials, Equipment & Technology: List all of the texts, materials & technology the teacher & students will use during the lesson, including titles & sources (Cite creator of materials. Where appropriate, use "Lesson plan or strategy adapted from ) Compare Contrast Graphic organizer, 90 copies Transitioning into a new graphic organizer from a venn diagram is developmentally appropriate for future middle school students. The original graphic organizer from common core didn t have characters, setting, and plot labeled. I added these to make the transition easier for the students. Out West short story, 30 copies (keep same copies per class) Developmentally Appropriate, average Lexile Out West. (n.d.). Retrieved from A New Home short story, 30 copies (keep same copies per class) Developmentally Appropriate, average Lexile A New Home. (n.d.). Retrieved from Elmo Pencils Blank Venn Diagram Developmentally Appropriate Before transitioning into a new graphic organizer for comparing and

3 6. Function Language: What literacy terms will you use to help the students understand the reading strategy? Use terms from the strategy & the standard (e.g., predicting, connections, decoding, etc.) contrasting, I will use a Venn Diagram because it is developmentally appropriate for elementary school students. Hatchet story (Given to me on Common Core ELA lesson Plan) Toughboy and Sister story (Given to me on Common Core ELA lesson plan). Compare/ Contrast Setting Characters Plot Theme Graphic Organizer Short Story Identify Venn Diagram Textual Evidence I will address the function language when I read the objective out loud to the class. I will explain, using the graphic organizer, what it means to compare and contrast something. I will also describe this in the opening. In the opening I will also go over the terms, venn diagram and theme. While modeling, I will talk through what I mean by characters, setting and plot. I will say that when I am comparing characters I will look at character traits, when I am comparing setting I will look at when and where the stories took place and when I am comparing plot I will explain that I am comparing the events in the story. Anything that sounds like an action or verb will be put in the plot section. 7. Key Vocabulary: List the vocabulary from the text/strategy that is at the students instructional & frustration level. Hatchet Wilderness Survive Native Village Vanish Obstacle Quilts Coast Beach Mountains Narrow path Wagon Prairie Rock formations Blazing sun Some of these words are in the short passages that I read while modeling. This is when I will explain what they are or ask the students if they are familiar with them. For example, I will ask the class what a hatchet is. They will respond and say that it is like an axe. I will then say that this is correct. Terms such as coast, Adapted from Dr. Michelle Cosmah, EDT

4 beach, mountains, blazing sun and wilderness I will describe in the opening when students are comparing and contrasting vacations. I will ask the students what they mean by these terms. The rest of the terms they might not be familiar with are in the passages. This is when I will put the passages on the Elmo and circle the words. I will then write on the board what these words mean. For example, many students may not know what the text means by rock formations. On the board, I will write that this means there are large rocks that may form a big barrier or structure. 8. Opening: Elicit students prior knowledge about concept & strategy in multiple ways (not just questions). ENGAGE & INSTRUCT Before beginning the opening, read the objectives on the board out loud to the class. Explain that some of these terms may sound unfamiliar and we will go over them in our first activity where we compare and contrast two different vacations. In order to begin this lesson, we must review what it means to compare and contrast. Create a Venn diagram to put under the Elmo. Title one side beach and the other mountains. Ask students what a vacation to the beach would look like versus a vacation in the mountains? What do you need to bring? What type of weather would there be? Where would you stay? Students may say that to go to a beach one must bring a towel, flip-flops and a bathing suite. To go to the mountains, they would need to bring hiking boots, matches, and a tent. These would go under differences. Students may also say that you go with your family, you go over the summer, and you may need sunscreen or protection from the sun. These would go under similarities. Fill in the venn diagram accordingly. Fill it in on the white board as they answer your questions. Take responses from multiple students. You don t have to write down everything they say, just a few examples. After completing the venn diagram, explain to students that we compare and contrast aspects of our lives daily. For this class, we will have to learn to compare and contrast elements of a story. We have learned about setting, characters, and plot lines. Now it is time to compare these elements of two different stories. You will look at how the main characters in the two stories are similar or different, how the two settings are similar or different, and lastly how events that happen throughout the story are similar or different. Explain that instead of using a Venn diagram, they will use a graphic organizer that is better labeled and gives them more room to write. Teacher Modeling: This should describe how you alone will demonstrate the entire strategy to the After the class quiets down from the opener, get their attention to the front of the class. Turn on the Elmo and place the short stories on it. Explain to the students that you will read the two short

5 students (no participation from students) stories then pick out the characters, plot characteristics and setting of each one. First, read the Hatchet. During the reading, think out loud about the plot details. This will encourage students to also think while they read. Also show emotion while you read. In this particular short story, the boy survives a plan crash. Show students that you are shocked and engaged in the story. When you finished reading. Emphasize that while the Hatchet ends with a question, not all stories are like that and you are not necessarily expected to be able to answer those questions. Allow students to attempt to answer the question given at the end of the short story, How will this city boy survive without all of the things he is used to having?. This will get them thinking about the plot and will also prepare them for the next short story. Move on to the next short story, Toughboy and Sister. While reading this short story, continue to think out loud and show emotion. This story also has a shocking plot where the father vanishes while camping. Show the students that you are also shocked and engaged with this. Although this may seem silly, this is necessary for the students to see how you reacted the same to both plots. This will show them that the plots do in fact compare to each other. They evoke the same emotions from the reader. This story also ends in a question, Their food runs low and they begin to lose hope. What should they do next?. Give the students a moment to answer this question. It may prompt a discussion about what Brian (the main character in Hatchet) is also going through. After this discussion, identify the main characters of both of the stories. Explain the character traits of each one. Highlight in the text how you know this. For example, Brian has never been camping before. Highlight in the text where it says, he is used to living in a city. Toughboy and his younger sister have been camping many times before. Highlight in the text where it says, every summer, Toughboy and his younger sister stay at their family fish camp. These are contrasting characteristics. Write in the graphic organizer where it says, how are these different?. Put the characters names and character traits under the section labeled characters. Emphasize that we are only contrasting what we know to be true about the characters due to textual evidence. Look back on the textual evidence to remind the students. Then identify the setting. Both stories take place in the wilderness. Highlight in both texts where it gives the setting. In Hatchet, you will highlight Brian finds himself alone in the wilderness. In Toughboy and Sister, you will highlight No one knows that Toughboy and his sister are alone in the wilderness. On the graphic organizer, write wilderness under the setting section for how are they alike?. Adapted from Dr. Michelle Cosmah, EDT

6 Lastly, talk about the plot. Since you thought out loud while reading students will know more about what you think about the plot and events happening in the story. Both events provoked an emotional response therefor they are both traumatic and sad. Look back on both stories and highlight the main events of each story. In Hatchet, highlight where it says Brian is on his way to visit his father when the pilot dies and the airplane crashes. In Toughboy and Sister, highlight where it says their father takes them back to the camp and then vanishes. Explain to the students that although these events are different and can go under the how are they different category, they are also similar because they are both sad and unfortunate events that make the reader feel for the characters in the story. On the graphic organizer for plot under how are they different?, write that the plane crashes for Hatchet and the father vanishes for Toughboy and Sister. On the graphic organizer for plot under the how are they alike? write that they both involved sad and traumatic events for the characters where they both ended up alone and in danger. For this part, It is important to look back at the textual evidence on how the characters were not only in the wilderness after an unfortunate event took place, but they are also both alone and in danger. After the graphic organizer is complete, ask for any questions. Guided Practice: During this part of the lesson, the teacher and the students practice together. You will assist the students, takes turns & participate along with the class. Ask students if they are familiar with the stories, The Boy Who Cried Wolf and the Three Little Pigs. Students worked with these stories earlier in the semester. They are fairy tails and are therefor developmentally appropriate for fifth grade. Briefly have a discussion about similarities. Students may say, both stories have an evil wolf. Ask them where this would go under the graphic organizer. They should say under the characters spot. Briefly have a discussion about differences. Ask them what is different about the two stories. Students may say, in Three Little Pigs, the wolf goes to all three houses. In the Boy Who Cried Wolf the wolf doesn t actually show up until the end. Ask them where this would go on the graphic organizer. They should say under the plot section. Tell them that this is another example about how much stories can compare and contrast to each other. Explain that they will be given two short stories. They will read them independently then complete a graphic organizer on their own. They will have to compare/ contrast all three elements of the two stories the best they can. Independent Practice: Pass out A New Home and Out West to every student.

7 Release the students to demonstrate their ability to complete the activity alone. Include complete directions that explain what students must do to complete the activity. Remind them not to write on them because they will need to be used for other classes. I chose these passages because they had academically appropriate Lexiles. They were also developmentally appropriate because the main characters are children and talk about their experiences with their family. Pass out a blank graphic organizer; remind them to put their name and numbers at the top because they will be collected. Tell them to read each story carefully. Think about the characters, setting and plot of each story. After they read both passages, they need to complete the graphic organizer. Tell them that this needs to be done individually but if they have a question, they may ask their table for help. Remind them that if they are unsure about a similarity or difference than they might have to look back on the text for evidence for support. As they are working, place the two stories on the Elmo and circle the words they may not recognize. Then next to the projection, write a description of these words on the board. Ask students to read the descriptions and keep them in mind while they are reading both of the passages. Walk around to each table and ask If the students have questions. Make sure students are focused and working on the graphic organizer. Students will work on this for the rest of class. 9. Closure: How will the students demonstrate their ability to meet the objective, including how you will measure & document this ability? When students are done with the graphic organizers, go over the answers. Ask students how these stories are alike. They may something like, the main characters are both girls. Ask the students what their names are. Write this down under the characters/ similarities section. After going through all of the similarities, as about differences. Students may say, in A New Home, Patience and her family travel alone. Many students might just state a characteristic of a story without stating how it is different than the other story. If this is the case, ask how is that different than what Hannah s family does in Out West?. Students should reply with they traveled with many other families in wagons in front of them. This may take a lot of encouragement. Students will have a hard time coming up with concrete examples for how the stories are different. Keep asking them questions to lead them to the answers. For example, if the students don t right away come out and say that Hannah;s family traveled with other families, ask how are Hannah and her family traveling? This may cause students to go back to find that they were riding in wagons. In the text next to where It says they travel in wagons it also states that there were twelve wagons, each one carrying a family. You may have to ask how many wagons there were. Why were there so many? Adapted from Dr. Michelle Cosmah, EDT

8 Go back on the passages if needed to show them where to look for differences. Take as long as you can to go over the answers. If needed, go over them the next day instead to give students more time to work. 10. Assessment Strategies ASSESS How you will document the students ability to meet the objective. (Degree) List quizzes, rubrics, handouts, or any additional documentation related to your assessment. Formative: Measures process/progress toward mastery of target(s) Students will be assessed on Observation, discussion and the graphic organizer. During the opener, I will get a good idea of how much prior knowledge they have about how to compare and contrast. During the guided practice section, I will assess the discussions we have about the similarities and differences of The Boy Who Cried Wolf and the Three Little Pigs. Their discussion will give me a good idea of how much they were paying attention to my modeling and how well they are expected to do on the graphic organizer. The actual graphic organizer will be used to assess how much they have learned in this lesson about how to identify differences and similarities within a text. As they are working on the graphic organizer, I will walk around and observe to see if students are going back to their text to look for context clues or textual evidence. I will also see if they are discussing with their groups and showing each other where in the text they found their differences or similarities. Although students may not have gotten as far as finding two examples of each element (characters/ setting/ plot), they are expected to have completed the graphic organizer.

9 Hatchet Brian is on his way to visit his father when the pilot dies and the airplane crashes. Brian finds himself alone in the wilderness. All he has are his cloths and a hatchet his mother gave him. He is used to living in a city with stores, parks, and zoos. He has never even been camping. How will this city boy survive without all of the things he is used to having? Toughboy and Sister Every summer, Toughboy and his younger sister stay with their family fish camp. There, away from their native village, they help their parents catch and smoke salmon. That was before their mother died and everything changed. This year, their father takes them back to camp and then vanishes. No one knows that Toughboy and Sister are alone in the wilderness. Days and then weeks pass. Their food runs low and they begin to lose hope. What should they do next Adapted from Dr. Michelle Cosmah, EDT

10 Name: Compare and Contrast Chart Graphic Organizer