Lesson Plan (Primary)

Lesson title:
Topic:

Links to the
Australian
Curriculum:

Comparing and contrasting within texts

Date: 15/09/2015
Year level: Two
Literacy Reading Comprehension
Duration of lesson: 50 minutes
Learning areas Strands & subContent descriptors
strands
ACELY1665- Discuss different texts on a similar topic, identifying similarities and differences
between the texts
ACELY1670- Use comprehension strategies to build literal and inferred meaning and begin to
- Literacy
analyse texts by drawing on growing knowledge of context, language and visual features and
English
- Literature
print and multimodal text structures
- Language ACELT1590- Identify aspects of different types of literary texts that entertain, and give reasons
for personal preferences
ACELA1463- Understand that different types of texts have identifiable text structures and
language features that help the text serve its purpose

Lesson rationale: What influenced your lesson choice? e.g. student interest, global/local event.
These students participate in regular, targeted intervention sessions to develop their reading comprehension skills. The specific activities have been chosen
because they will be engaging for the students and they are used to using these particular worksheets. The students are comfortable with them and they are
useful in showing each childs level of understanding and reading comprehension abilities.
Students background knowledge: What is your starting point what do the
Teacher focus: What areas will you concentrate on yourself? e.g. classroom management, voice,
students already know, what have they done before, how does this lesson connect to
or build on their existing knowledge?

The students have been participating in this reading comprehension

intervention group for the first three terms of 2015. They have already
worked through the reading comprehension strategies of finding the
main idea, recalling facts and details, understanding sequence and
recognizing cause and effect They have already had two session
focusing on comparing and contrasting so they have a solid
understanding of this skills and this lesson is focused on consolidating
their understanding before moving onto the next reading
comprehension skills of making predictions, finding word meaning in
context, drawing conclusions and making inferences, distinguishing
between fact and opinion, identifying authors purpose, interpreting
figuarative language and summarizing.

body language, student motivation.

As this is a small targeted intervention group, behavior management isnt likely to be a

major focus of the class. However I will positively reinforce desired behavior such as
demonstrating the 5 Ls of listening, putting their hand up to contribute, displaying
appropriate posture and not fidgeting or getting distracted. I will be focusing on
ensuring that the students are engaged in the activities and that they are staying on
task.
I will also be making sure that all students have a solid level of understanding and the
opportunity to participate.
I will set myself at the front of the room with the whiteboard and will also have a seat
so that I can sit down to participate in the discussions.

Learning objectives: What will the students learn?

The students will be able to compare and contrast information provided
within different types of text.

Learning environment and resources: Where will this lesson take place? e.g. indoors or
outdoors. What resources will you need to have prepared?

This session will take place within the intervention room. An interactive whiteboard will
be needed to present videos on. The students will need their writing books and a
pencil. I will also need a whiteboard and markers. The students will also be provided
with their CARS and STARRS compare and contrast worksheets part 4 & 5 which
they have already started in their previous lesson.

Assessment strategies: How will you identify what the students have learnt and how will you record this?
Learning will be assessed by the answers that students have listed in their tables or venn diagrams. It will also be interpreted by their answers to the Stars
(Strategies To Achieve Reading Success - program) activities and their participation in reflection and discussions.
Students will also participate in a post assessment of their reading comprehension skills to determine their ability to utilize the reading comprehension skills that
they have been taught.
Stage of lesson

Stage 1
Introduction
How will you gain the
students attention,
engage the interest of
the students and
introduce the
concept(s)?

Approx
.
time

Pre-service teachers actions

Student actions/tasks

What will you do during this time?

What prompting questions might you need to prepare?
How might you assess and record student learning?
How will you cater for individual differences?

What will the students be doing during this time?

5 mins

I will commence the lesson by getting the students to sit down at the table
and intiate a discussion about what we have been learning about in the
previous lessons. Prompts will be provided about the key vocabulary and
clue words that we are looking for, why we compare and contrast and
different ways we can document similarities and differences. The
students responses will be written onto the whiteboard and discussed as
a group. If students are unable to generate desired answers with
prompts then they will be provided.
The learning intention will be written onto the whiteboard for students to
copy down.

Students will choose a seat and then participate in

discussion by putting up their hands to participate.
Students should be able to recall what they have
previously been learning about including comparing,
contrasting and the key clue words to help them
such as similarities, differences, alike, unlike etc.
Students should write down learning intention into
their books.

30 mins
Stage 2
Body of lesson
Describe each activity
and the order in
which it will be
undertaken.

Stage 3:
Conclusion
How will you draw the
lesson ideas together
so that the students
can evaluate what
they have learnt?
How will you prepare
the students for the
next task?

5 mins

It will be explained to the students that they will be watching two videos of
two different fairytales and that their task is to write down the similarities
and differences of the two videos. They will be instructed that they can
do this by creating a Venn diagram (which theyve already learnt about) or
a table (which theyve already learnt about) to document the similarities
and differences between the texts.
https://www.youtube.com/watch?v=WoE4nXT9ScM
https://www.youtube.com/watch?v=CtP83CWOMwc
Once they have done this they will be asked to share and discuss their
answers.
Next the students will be asked to complete their stars part 4 activity
sheet by reading the paragraph independently and answering the
associated questions by themself. Answers will then be shared and
discussed.
Students will then be instructed to complete the stars part 5 activity sheet
by reading the paragraph independently and answering the associated
questions by themself. Answers will then be shared and discussed.
The lesson will be concluded by referring back to the learning intention
and asking students to discuss how they would explain comparing and
contrasting, some of the key vocabulary we look for in texts and by each
student giving a real life example of comparing and contrasting.
The lesson will be concluded by reminding students to compare and
contrast information in their reading.

The students will watch the two videos presented to

them on the interactive whiteboard and compare and
contrast the similarities and differences of the two
videos by creating a Venn Diagram or a table
depending on their individual choice. The students
will then be asked to share their responses with the
rest of the group.
The students will be required to read the paragraphs,
answer the associated questions and share their
responses with the group for part 4 & 5 of the CARS
and STARRS worksheets.

Students will participate in the discussion by raising

their hand to give their answers. They will generate
key vocabulary and explain the learning intention
and purpose of comparing and contrasting. The
students will then provide a real life example each of
comparing and contrasting to show their
understanding.

Evaluation and self reflection of the lesson: How well did your lesson plan meet your lesson objectives? What aspects of the lesson worked most effectively? What aspects of the
lesson could be improved and how could they be improved? e.g. Lesson flow, classroom management, resources, assessment of student learning.

Follow up: Are there any areas that you feel you need to follow up with the students?

Mentor teacher comments:

Pre-service teacher comments: