Lesson Plan Design Template Author/Teacher: Brittany Ferrier Date: February 15, 2019
Subject: ELA-Benchmark Lesson
Lesson Title/Lesson #: Unit 6 Week 3 Day 4
Time Allotment: 45 minutes
Grade Level: 1
Content Standard(s)
State standards and/or
Common Core Standards
(list)
Goals/Objectives
SMART OBJECTIVES
(aligned with the standards)
for the lesson
Academic Language
What is the oral and/or
written language used for
academic purposes? How
will you know that your
students develop and
express content
understandings?
Prior Knowledge
What are the students’
content knowledge and skills
as well as life experiences
and academic experiences
developed prior to the
learning segment? Focus on
California Common Core State Standards
CCSS.ELA-LITERACY.RL.1.9
Compare and contrast the adventures and experiences of characters in stories.
CCSS.ELA-LITERACY.SL.1.2
Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.
CCSS.ELA-LITERACY.SL.1.3
Ask and answer questions about what a speaker says in order to gather additional
information or clarify something that is not understood.
CCSS.ELA-LITERACY.RF.1.1.A
Recognize the distinguishing features of a sentence (e.g., first word, capitalization,
ending punctuation).
CCSS.ELA-LITERACY.W.1.1
Write opinion pieces in which they introduce the topic or name the book they are
writing about, state an opinion, supply a reason for the opinion, and provide some
sense of closure.
CCSS.ELA-LITERACY.W.1.8
With guidance and support from adults, recall information from experiences or
gather information from provided sources to answer a question.
Goal of this Unit/Lesson:
Student Objective(s):
Given the prior knowledge of retelling a story and identifying key details, students
will compare and contrast the central message in two literary texts that they have
already read by describing similarities and differences and showing understanding
through writing and an illustration.
Academic Language:
Similarities
Differences
Compare and Contrast
Folktale
Central Message
Students have developed content knowledge and skills on learning key details in a
story, drawing a self-opinion from a text that they have read, and have also
experienced retelling a story using First, Then, Next, Last, sequence of events. In
previous lessons students have connected text to their own life with text centered
questions and specific ideas. Students have developed an understanding how we
can learn a lesson from characters when they make a poor choice and what
both assets and needs of all
and focus students in the
classroom.
Materials
What materials are needed
for the teacher and
students? Instructional
resources?
Management
How will clear learning
expectations and a positive
learning environment be
established and maintained?
Instruction
Detailed step by step
procedures.
What will you do to set the
expectations both
behaviorally and
academically for the lesson?
What will you be doing to
model your instruction?
Practice & Application
How will students practice
and apply what they have
learned?
students can do to solve problems in their life when they make a mistake. Students
successfully connect to text relating text to their self and connect text to other text
they have read. Students need additional practice writing in complete sentences and
adding more details to their sentences.
Instructional Materials (handouts, etc.):
Why Turtle’s Shell is Cracked text
Why Mosquitoes Buzz in People’s Ears text
Comparison-Contrast Chart (Venn-Diagram Chart)
Writing Prompt Worksheet
Marker
Pencils
Crayons
Pictures of Mosquito and Turtle
Technology Incorporated: Smart Board, Projector
Clear learning expectations will be positively established and maintained by the
teacher expressing what I anticipate will happen during this lesson. I will vocalize
and reemphasize the classroom rules during whole group time and what is expected
of the students in order for them to be successful. The teacher will say, I expect my
friends to be listening while the teacher is talking. I expect that students will have
their hands in their lap and sitting cress cross and following along with the teacher
when I am teaching this lesson. I expect my friends to make good choices and not
talk to their friends while the teacher is teaching. I expect my students to think and
process information as well as, ask questions if someone doesn’t understand
something. These expectations will be repeated if the teacher sees students not
following directions, being disrespectful, or making poor choices. Students should
also know not to disrupt the teacher during the lesson.
I do (Teacher Modeling):
Engage Thinking
Display both texts so students recall each text and are able to view both texts
illustrations. Have students turn and talk to a partner to collaborate and discuss the
central message of what happened to Turtle and Mosquito.
ASK: What things did Turtle and Mosquito do that were a mistake?
What lesson did they learn from their mistake?
Invite a few students to share their ideas
Model
Remind students that both stories are Folktales and feature a central message or
lesson. Display each story as you think aloud to model how you compare and
contrast the characters and central message in each story.
SAMPLE: Both Why Turtles Shell Is Cracked and Why Mosquitos Buzz in People’s
Ears feature animals as the characters. I remember that the main character is each
story also had a problem. Turtle and Mosquito both made mistakes that made the
other animals upset with them.
SAMPLE: I notice some differences between the characters in these stories as well.
Although both characters are animals, one is a turtle and one is a mosquito. The one
difference between them is that Turtle gets the other animals to bring him food. He
takes advantage of the other animals. Mosquito does not do this.
We do (Guided Practice):
Compare and Contrast problems in each story.

Application
How will students apply what
they have learned?
Supports
How will you engage
students based on
individual and group
needs?
Closing
How will you end the
lesson?
Culminating activity or task
Assessment
Formal and informal
assessments.
 How does Turtle act in a lazy and greedy way in Why Turtle’s Shell Is
Cracked? Why are the other animals upset with him? Where do they want
him to go? What happens to Turtle’s shell? What can’t he do anymore?
 In Why Mosquitoes Buzz in People’s Ears, what does Mosquitoes do that
upsets Iguana? How does this cause a problem for the other animals in the
rest of the story? Why does Mosquito hide? What is his punishment?
 How are these problems in this story the same? How are the problems
different?
Use a Venn-Diagram or a Compare-Contrast Chart to compare both texts.
Collaboration: Have students collaborate and share ideas with teacher to complete
the chart: what is the same and what is different.
You do (Independent Practice)
Students self-assess themselves during guided practice by checking for
understanding and having opportunities to think critically individually without
guidance from teacher or other students. I will ask students to put thumbs up or
thumbs down after specific questions are being asked in whole group settings to
check for understanding. Students will participate in an activity and a writing prompt
to show their understanding of compare and contrast.
Students write 3 or more sentences that includes the comparison and contrast
statement. They can choose to write about either what is different or similar in both
texts as well as identify supporting details giving evidence to their statement. If time,
students can draw a picture, illustrating what they wrote.
Understanding/Learning Target: (Learning Context)
Blooms Taxonomy/ Depth of Knowledge: Students will reach higher level thinking by
expanding their knowledge on comparing two texts literary folktale texts. They will
use academic knowledge and their ideas to critically think how each storing is similar
and different, providing key ideas and details to support their thoughts.
ELL: For ELL students I will show visuals, repeated instruction, use corrections of
the central message or specific text details to support students in grasping compare
and contrast. I may also offer my students additional time to understand and repeat
this lesson if the concept needs further review. I will also check for understanding
and have students practice concept. Furthermore, I will discuss similarities and
differences by reading what I write in each column of the chart by echo reading so
students focus is on the task. Assist as needed.
Other Instructional Challenges: For my students with instructional challenges, give
brain breaks, extra processing time and direct instruction that will aid my students in
this lesson.
Other Life Challenges: For students with life challenges off students give additional
time to process information, give direct expectations on what is desired from the
objective of the lesson also check and identify the needs of the student and
continually assess for understanding. Give positive reinforcements regularly when
behavior is appropriate and students are following direction.
Thumbs up or thumbs down- heart centered to check for understanding.
Review what was just discussed and taught during this lesson. Recall each text and
summarize similarities and differences. Invite students to share.
Review both literary texts and the central message. What lesson did each character
learn from the mistakes that they made?
How will students be
evaluated? How will you Print out picture of Mosquito and Turtle, have a student hold up one picture that
know if the students attained answers the question that the teacher asks.
what you expected? What
evidence will be available to Example: Which character or story was the folktale that had a greedy
show learning took place? character who shell cracked?
What will you change in the
future to support further Verify which students need additional support or if lesson needs to be retaught.
growth?