DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

ELEMENTARY 2nd SEMESTER LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate __Ellyse Harris________________ Grade Level _4th__ Title ______Compare and
Contrast ______________________
CONTEXTUAL FACTORS (classroom factors)
Contextual Factors:
26 students: 14 girls, 12 boys
5 students who struggle with reading; 2 have IEPs (Matt, Kelli)
2 students with limited English proficiency (Jose,WIDA level 2; Mariana, WIDA level 4)
2 students with behavior challenges (Kim, Nate)
1 high level learner (Sarah)
Classroom environment:
Classroom arranged in tables of 4 students each
Technology available

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to
do?)
State Standard/Objective (from Unit Plan):
Reading: Informational Text Standard 5 Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
Content Walk-Away: I will write a paper comparing and contrasting information in the text.
Language Walk-Away: I will write a paper comparing and contrasting information in the text.

Vocabulary: compare, contrast

SIOP 1,2,3
ASSESSMENT EVIDENCE (What evidence do I need to show the students
have learned the Walk-Away? )

Modifications/Accomodations (ELL, IEP, GATE, etc.)

Formative Evidence (checking for understanding throughout the lesson):

Ask Matt questions in his

ZPD. I will provide
scaffolding if needed. I will
have parts of his Venn
Diagram already filled in.
Provide pictures and visuals
for Jose and Marianna.
Include definitions and
labels in their L1. I will have
parts of their Venn Diagram
already filled in.
Ask Sarah deeper thinking
questions and give her
learning tasks in her ZPD.
I will keep Kim engaged by
asking her to help me with

Together we will fill in a Venn diagram comparing and contrasting turtles and
tortoises.
Content Walk-Away Evidence (Summative):
Students will write a paper comparing and contrasting information in the text. One
paragraph with compare how they are similar, and the second paragraph will be to
contrast how they are different.
Language Walk-Away Evidence (Summative):
Students will write a paper comparing and contrasting information in the text. One
paragraph with compare how they are similar, and the second paragraph will be to
contrast how they are different.

tasks in class.
ACTIVE LEARNING PLAN
Activate/Building Background Knowledge
Alright students, remember how last week we learned some strategies for finding key details in the text? Who can share
some of those strategies with me? ( SIOP 8)
Today we are going to learn how to use the details from the text to compare and contrast two animals using
information that we find in books. When we compare we take two or more things and find out how they are similar.
When we contrast we take two or more things and find out how they are different. When we compare something we ask
ourselves, How are these two things alike? When we contrast something we ask ourselves, How are these two things
different? Do you remember what third grade was like? Now I want you to think about what our fourth grade class is
like? Now I want you to compare and contrast third and fourth grade. (wait time) (SIOP 18) Lets compare third grade
and fourth grade. How were they similar? Lets contrast third and fourth grade. How were they different? (SIOP 7) I am
going to display the vocabulary words compare, and contrast on the board with a picture and definition. (SIOP 9)
Formative assessment:
Listen to students answers and they compare and contrast third and fourth grade.
Modification/accommodations: (ELL, IEP, GATE, etc.)
Jose, Mariana- Display the meaning and definition of compare and contrast in their L1
Matt- Ask Matt to tell me the meaning of contrast.
Kim- Ask Kim to write what students are listing on the board to keep her engaged.
Sarah- Ask Sarah what are some different things in the classroom that we could compare and contrast.
Focus Lesson (I do it)
I am going to read the National Geographic kids book Turtles and Tortoises aloud to the class. (SIOP 4) Together as a
class we are going to fill in a Venn diagram comparing and contrasting turtles and tortoises. I will stop reading when I
notice a way tortoises and turtles are similar and how they are different, I will first compare. I know that tortoises and
turtles both have shells, that is one way that they are similar. I will model how we need to write that we put they have
shells in the middle of the diagram because that is something they both have in common. I will then model how we can
contrast turtles and tortoises and add that to our Venn diagram.
Formative Assessment: Observe that students are listening. I will walk around to make sure they have added to their
Venn- diagram.
Modification/accommodations:
Sarah- While we are doing this as a class Sarah will be creating a Venn- Diagram but she will be using more complex text.
She will read a book about ancient Greece and Rome. She will create a Venn- Diagram comparing the two.
Matt- I will ask him to share what he has put on his Venn diagram.
Kim- Kim will help me by writing the similarities and differences on the Venn Diagram I have on the White board.
Jose/Mariana- Have a picture of a turtle and a tortoise with a label in English and Spanish displayed.
Guided Instruction (We do it)
I will ask the students to get with their reading buddy and read the next five pages. (SIOP 16) They will then compare and
contrast turtles and tortoises together. Students must have two similarities and two differences in their Venn diagram.
Formative Assessment: Observe students as they are filling in their Venn diagram.
Modification/accommodations:
Mariana/Jose/Matt- If they struggle writing they could tell me the similarities and differences.
Mariana/Jose/Matt- Parts of their Venn- diagram will already be filled in to help get them started.
Kim- I will help Kim to stay on task by being her reading buddy.
Sarah- While we are doing this as a class, Sarah will be creating a Venn- Diagram but she will be using more complex text.
Collaborative/Cooperative (You do it together)
Students will get into their small reading groups. (SIOP 17) The students reading levels determine groups, there is a high,
middle, and low group. Students will read a book titled Moths and Butterflies. Together as a group they will fill in their

Venn-diagram comparing and contrasting moths and butterflies.

Formative Assessment: Look over the Venn diagram completed by each group.
Modification/accommodations:
I will be working with the low group, and an aide will be working with the middle group.
The text in the books will be different for the low, middle, and high group. (SIOP 5)
Jose- can draw pictures of the similarities and differences.
Sarah- She will share what she has learned about the similarities and differences between ancient Greece and Rome.

Independent (You do it alone)

Students will write a paper comparing and contrasting information from the book Moths and Butterflies. One paragraph
with compare how they are similar, and the second paragraph will contrast how they are different. (SIOP 6)
Summative Assessment: I will look over students paragraphs to make sure that were able to compare and contrast using
the information in the text. (SIOP 30)
Modification/accommodations:
Jose- He can tell me what he wants to say and I will help him write it.
Matt- Can use his Venn diagram to help him write his paragraphs.
Sarah- Using the information from the Venn- diagram she created she will write a paper about if it would be better to live
in ancient Greece or ancient Rome.
Mariana- Can use his Venn diagram to help him write his paragraphs.
Closure/Review of walk-aways, vocabulary, and essential questions
(Note: Closure includes student interactions, reflection, and/or demonstrations.)
Go over the meaning of the words compare and contrast. (SIOP 27) Students will share their paragraphs. (SIOP 28)

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary materials, 5-Adaptation
of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19-Opportunity for L1 students
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?