Lesson Plan for The Sandwich Swap

Melanie Zarzycki

EDU 550

Medaille College

Professor Amoia

March 12, 2017

 Division of Education
Lesson Plan
The Sandwich Swap ELA

1. LESSON DATA:
A. Teacher Candidate: Melanie Zarzycki
B. Subject/Content Area: ELA
C. Grade Level (PK-12): 2
D. Unit Topic: The Sandwich Swap
E. Lesson Topic: To compare and contrast ideas in a multicultural book
F. Duration of Lesson: 40 minutes
Materials, including technology integration: The book The Sandwich Swap, White Board, Dry erase markers, the students
ELA books, white cue cards, colored sharpies, push pins, fish cracker and teddy grahams.

INSTRUCTIONAL PROCESS:

NYS P-12 Common Core Learning Standards for English Language

Standard Strand: Reading Informational Text
Grade: 2

Topic: Integration of Knowledge and Ideas

Item Number and Statement: RL.2.9 Compare and contrast the most important points presented by two texts on the same topic.

Ontario Curriculum Grades 1-8: Learning Standards for English Language Arts & Literacy

Overall Expectation: Read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range
of strategies to construct meaning;

Specific Expectation: Reading for Meaning. 1. Extending Understanding 1.6 extend understanding of texts by connecting the ideas in
them to their own knowledge and experience, to other familiar texts, and to the world around them Teacher prompts: How is this
story like the one we read last week? How is our school like the one we are reading about?
B. Central Focus:

The central focus for this lesson plan is that the students will learn how to compare and contrast words and ideas using a Venn
diagram to find similarities and differences of things we eat and extending their understanding of these ideas.

C & D. Objectives & Assessments:

Objective
1. Students will be able to define 5 new vocabulary words.
Hummis, blurted, ashamed, misunderstood, scowled.
2. Students will be able to compare and contrast words and
ideas from the text.
Assessment
1. The teacher will formatively assess students by writing these 5
vocabulary words on the white board and ask students if they
know what the word is, create a discussion and then ask 5 students
if they can look up the word in the dictionary to find its meaning
so we can add it to our word wall.
2. The teacher will summatively assess students by asking them to
create a Venn diagram to compare and contrast the 2 girls, Salma
and Lily from the story.

3. Students will be able to retell parts of the story from a The teacher will read The sandwich swap to the students and
teacher led guided reading lesson. check for understanding by asking questions throughout the story
about the similarities and differences the girls have.

E. Opening/Anticipatory Set:

1. As the students come into class there will be a bowl of fish crackers and a bowl of teddy grahams on the front table of the class
room. (Checked for allergies so all students may enjoy the snack)
2. The teacher will ask the students to sit at their seats and ask a student to hand out 3 fish crackers and 3 teddy grahams to each
student.
3. The teacher will ask the students if they have things they love to eat and things they would never want to try because it looks
different.
4. The teacher will ask students to look at the fish crackers and teddy grahams and think about which one they have tried and
liked or maybe never tried and if they would or would not want to try it.
5. The teacher will explain how we all have differences of what we like and dont like but we also have similarities.
6. The teacher will then tell the students to go ahead and eat the fish cracker and teddy graham as we get ready for todays lesson.

F. Main Body/Procedure:

Before Reading
1. The teacher will show the book The Sandwich Swap by Her Majesty Queen Rania Al Abdullah and ask the
question what they think the book is about by looking at the cover. Using prior knowledge of predictions.
2. The teacher will begin a discussion by asking if there are any students have a good friend that they share
similarities with and do the same activities with them each day.
3. The teacher will ask how they feel about certain similarities they have and why its important to them to have
things they can share with a friend.
4. The teacher will then ask what if you have things that are different or dont like the same things, what do you
do or how does that make you feel.
5. The teacher will then go to the white board and model a Venn diagram and explain the Venn diagram is the
same idea of when we made two lists to describe what was the same and what was different when we talked
about cars and trucks in a math lesson.
6. After the teacher has drawn a Venn diagram on the white board, she will write compare and contrast, and write
down fish cracker on one side of the diagram and teddy grahams on the other. Then the teacher will ask the
students to think about the fish crackers and the teddy grahams they had at the beginning of class.
7. The teacher will ask the students to compare and contrast the snack by explaining that compare is when
things are the same and contrast is when things are different.
8. The teacher will put the describing words from the students and make a Venn diagram on the white board to
model compare and contrast of the fish crackers and the teddy grahams. The teacher will model all the
comparisons in the middle of the Venn diagram and the contrasts on either side of the diagram according to the
side of fish crackers and teddy grahams (See attached example below)
 9. The teacher will then introduce the new vocabulary words to the students. The words hummis, blurted,
ashamed, misunderstood and scowled are already written on the cue cards and the teacher will read them aloud
and then ask for 5 volunteers to get a dictionary. (The teacher gave the vocabulary sheet to the students with
IEPs and ENL ahead of time to review with their reading teacher so they had the definition before the lesson.)
10. The 5 chosen students will look each look up the words in the dictionary and write down the definition on the
back of the cue cards. While the 5 students are looking and writing down the definitions the teacher will ask
the other students to make predictions with their shoulder partner what these words may mean.
11. Once they are finished the words and definitions the teacher will ask what the students think the words mean
and then have the 5 students read aloud the definitions and see if they understood the new words introduced to
them.
12. The teacher will ask the students to put up the words on our word wall for them to use again to increase their
vocabulary.

During Reading
13. The teacher will read The Sandwich Swap and pause when we get to a vocabulary word.
14. The teacher will stop after the first 8 pages to ask the students if they have heard/seen anything that the girls
like that are the same so we can compare them.
15. The teacher will write Lilys name on one side of the Venn diagram and then write Salmas name on the other
side of the Venn diagram.
16. The teacher will then ask what the girls do that is the same, what is the comparison.
17. The teacher will continue reading the rest of the book and tell the students to think about differences, what is
the contrast of the girls while the teacher finishes reading.
18. The teacher will stop at the second to last page to discuss the contrast of the girls relationship.
19. The teacher will then ask again about the students relationship with their friends and if they can compare and
contrast some of the things they do together or dont do, or like or dislike.
20. The teacher will finish reading the story and then ask the questions:
Why did Lila and Salma get into a fight?
What is the best way that we can help in a situation like this?
Is it okay to be different from everyone else? Why?
What would you do if you saw a friend eating something you have never tried?
How the girls end up enjoying the same things?
(This is where CRT would be address to have everyone involved in the discussion of different
likes/dislikes, foods, cultures and preferences of all kind.)
 After Reading
21. After reading the entire book and going over the vocabulary words and modeling the Venn diagram of compare
and contrast, the teacher will summatively assess the students by asking them to get out their ELA books and
draw a Venn diagram as shown on the board.
22. The teacher will instruct the students to write down the girls names on each side of the diagram as I modeled
earlier during the reading of the book.
23. The teacher will continue to explain what is expected of them with creating of Venn diagram to compare and
contrast the girls in the book.
24. The teacher will walk around while the students are working on their Venn diagrams to check for
understanding and to ensure the students are on the right track.
25. The teacher will work with IEP/ENL students and those who may need a little more guidance and redirection to
complete the task efficiently.

G. Closure/Ending:

1. After the students have completed the Venn diagram the teacher will go over the vocabulary used from the book.
2. The teacher will ask the students what they have learned about comparing and contrasting by giving a different
example.
3. The teacher will explain what the students will be working on for the next week with this story and that at the end of
the week each student can bring in their favorite food from their own culture or simply a favorite snack to share with
the class. CRT is incorporated to the lesson to demonstrate the diversity of the class. The teacher will also state that it
is not a necessity to bring anything but if students want to share they are welcome to.
4. The teacher will sum up the lesson and ask students to write down 3 things they have learned, 2 things they still need
some explanation and 1 thing they need more explanation on as they leave the class.

PART III: REFLECTION PROCESS:

1. Culturally Responsive Teaching (CRT):

This lesson is culturally responsive because I made sure to check with the students records and see if anyone had any allergies or
sensitivities to foods. I choose a peanut free snack so everyone could eat the snack. The snack was purchased for everyone so no one
was left out. I included discussions on other students food preferences as per their culture, family dynamic or socio-economic status.
When the students bring in their snack to share with their classmates, I will remind the students that not everyone had to bring one in
because it was their choice to want to share with everyone or not. (Some may be unable to afford to bring in a class snack or may
even forget.)

2. Accommodations:

Accommodations were made for the ENL and EIP students to help them with the English vocabulary. They were given a page with
the vocabulary words and definitions before hand to work with their reading teachers so they could help them understand and be
familiar with them before they saw them in the story. I checked for understanding with the entire class and made a point to stop at the
ENL and IEP students a few times to double check for understanding and provide more support and guidance.

3. Prerequisite Skills:

The students will have some knowledge of how to use a dictionary.

The students will have some knowledge of how we use the word wall.
The students will have some knowledge what differences and similarities are and how to describe it.
The students will have previous experience with Venn diagrams.

4. Anticipated Misconceptions & How to Address Them:

Misconceptions Supports
 Students may need more time to discuss the vocabulary and need
visuals for the words.
Students may need more time to finish the Venn diagram or need
more examples of compare and contrast.
5. Academic Language
Identified Language Demand
Function: Compare and contrast
Vocabulary: The words from the story we are using as new
vocabulary words; hummis, blurted, ashamed, misunderstood,
scowled
Syntax: The teacher will lead the guided reading, discuss the
vocabulary words, model the Venn diagram to compare and contrast
and then have the students compose one of their own.
Discourse: Students will use listening skills throughout the
lesson during the guided reading as a whole class. Students will
have the opportunity to discuss their preferences of food with their
peers in a group discussion.
Vocabulary words for EIP and ELA students
Hummis: a thick paste or spread made from ground chickpeas and sesame seeds, olive oil, lemon, and garlic, made originally in the
Middle East.
The teacher can find pictures of the words and have the
students find some as well on the internet.
The teacher can give students more time to complete or have
them buddy up with someone to help.
The teacher can give more examples of compare and contrast
by using different terms such as same and different.
Instructional Support
The teacher will model examples of comparing and contrasting
with the snacks that the teacher brought in.
Vocabulary will be orally discussed, written on cue cards, defined
and available as a visual on the word wall.
The teacher will check in with students understanding of the story and
the differences of the characters in the story. The teacher will work with
students to comprehend the task that is asked of them.
The teacher will evaluate the student on their knowledge and
understanding of the story and how they compared and contrast
the girls in the story.
Blurted: to utter suddenly or inadvertently; divulge impulsivelyor unadvisedly (usually followed by out):

Ashamed: feeling shame; distressed or embarrassed by feelingsof guilt, foolishness, or disgrace:

Misunderstood: improperly understood or interpreted.

Scowled: to draw down or contract the brows in a sullen, displeased, or angry manner; to have a gloomy or threatening look.
Verb (used with object); scowling expression, look, or aspect.