Elementary Lesson Plan

Key Content Standard(s): List the complete text of only the relevant parts of each standard.

Common Core:
RI.1.9 Identify basic similarities in and differences between two texts on the same topic

California ELD:
ELD.PI.1.1 Exchanging information and ideas with others through oral collaborative conversations
on a range of social and academic topics

Lesson Objective: What do you want students to know and be able to do?

Students will compare and contrast Rosa Parks and Martin Luther King Jr. by recalling key details
and completing a double bubble map.

Assessment: Formal and Informal Assessment.

 What evidence will the students produce to show they have met the learning
objective?
 Students will complete a double bubble map with at least three similarities and two
differences for each historical figure in order to show they have met the learning objective.

 What modifications of the above assessment would you use for language learners
and/or students with special needs?
 Where appropriate, language learners will have the opportunity to work with a partner.
This will allow them to strengthen their communication skills through collaboration. There
is a student in this class with limited English, and he will be given the opportunity to
verbally complete the assignment. The teacher will transcribe what the student says aloud
and write it down on the double bubble.

Prerequisite Skills, Knowledge and Experiential Backgrounds.

 Prerequisite skills from prior school experiences
 Students have competed a double bubble map before. They are also familiar with the
historical figures they will be comparing and contrasting from both read-alouds and prior
knowledge from other grades.

 Strategy to connect school learning with prior experiential knowledge and/or

cultural background
 I plan to present both bubble maps we completed in class in the days prior to this lesson. I
will read what the students shared out, so they are familiarized with the key details they
identified about each person.

 Pre-assessment strategy
 A pre-assessment strategy for this lesson would be to have the students complete a double
bubble on something they are already familiar with. For example, the students could do a
double bubble on basketball and baseball. This would allow the students to familiarize
 themselves with how to use a double bubble map, as well as give the teacher an opportunity
to observe students’ thought process and approach to this type of activity.
Academic Language.
 What content specific vocabulary, text structures, stylistic, or grammatical features
will be explicitly taught?
 Content specific vocabulary being taught in this lesson includes “key details”, “double
bubble” and “comparing and contrasting”. The students will be asked to recall key details in
order to compare and contrast two historical figures they learned about in prior lessons.
They will use the recalling skill in order to fill in a double bubble comparing and contrasting
sheet.
Equity.
 How will ALL learners engage? (varying academic abilities, cultural backgrounds, and
language levels) Describe your differentiated instructional strategy.
 Students will be given the opportunity to have a pair share where they can talk with a
partner about the similarities and differences between Rosa Parks and Martin Luther King
Jr.
 There are two students in the class with specific learning needs. They are the only two that
will be working together for this assignment rather than independently. They will be able to
draw on each other’s knowledge in order to complete the assessment.
 As mentioned above, the student with limited English skills will verbally complete the
assignment. The teacher will transcribe what the student says into the double bubble map.

Instructional Learning Strategies to Support Student Learning.

What will the teacher do to 1) stimulate/motivate students by connecting the lesson to experiential
backgrounds, interests and prior learning, 2) identify learning outcomes 3) present material, guide
practice, and build independent learning, 4) monitor student learning during instruction, and 5)
build metacognitive understanding.

List what the teacher will be doing and what the students will be doing.

Time Teacher Students Resources

 1 min Introduction of lesson: “Today Chart paper from lessons 1
we are going to talk about Rosa and 2
Parks and Martin Luther King
Jr. together.”

5 mins Review what students wrote on Students are engaged throughout

the chart paper for first two review
lessons.

5 mins Have students pair share “Share
one thing that was the same
between the two, and one thing
that was different.”. Have
students share out one of each.
Students will share one difference
and one similarity between Rosa
Parks and Martin Luther King Jr.
with their partner. Students will
also share out one similarity and
one difference.

Explain next activity: Double Students will explain if they are

2 min bubble. Make sure students are clear with the directions by giving a Double bubble sheet
clear on directions by saying thumbs up or thumbs down.
“give me a thumbs up if you
understand the directions”. If
any student is unclear, repeat the
directions. Dismiss students
from the rug to complete
activity at their desks.

Teacher walks around and Students are working independently

provides guidance for students at their desks with the exception of
15 min as they work independently. students with special learning needs

Lesson Reflection

In this lesson, most students were able to think of similarities and differences during their pair
share. I realized that I could have been more explicit in giving the directions. I liked giving students
the opportunity to ask questions before they went to work independently. They were able to stay
very clear on the assignment being given. I am also glad that I asked the students to give a thumbs
up or a thumbs down, so that I could see if I needed to repeat the directions one more time. This
also gave me another chance to model how to complete the sheet by saying “so if it is just for Martin
Luther King Jr., you would put it here”. After looking at the assessments, I noticed that some
students did not finish. I set the behavior expectations before I began the lesson, and I noticed this
helped a lot when students were on the rug. However, once the students went back to their desks
there was quite a bit of talking. Next time, I will make sure to set expectations before they start the
next activity as well.