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Direct Instruction Lesson Plan Template Central Focus: Compare and contrast similar topics information from three

different sources of non-fiction text. using

Grade Level/Subject: 2/Reading

Essential Standard/Common Core Objective: RI.2.9 Compare and contrast the most important points presented by Date submitted: Date taught: two texts on the same topic. Daily Lesson Objective: After individually reading a short non-fiction article by Kelly Hashway called "A Mighty Flier", students will compare and contrast chickens and hummingbirds, using a Venn Diagram. To be successful, students must list three correct facts in each section of the Venn diagram. st 21 Century Skills: Academic Language Demand (Language Function and Vocabulary): Language function: comparing and contrasting; essential vocabulary: Venn Diagram, compare, contrast, chicken, sea turtle, and hummingbird, natural instincts, and characteristics. Prior Knowledge: Students must be familiar with the using the Venn diagram. Students should know the difference between the terms compare and contrast. Additionally, students should have already read Sea Turtles and Chicks and Chickens by Gail Gibbons in shared reading. Activity Description of Activities and Setting Time

1. Focus and Review

We have been learning how to compare and contrast two similar topics using nonfiction texts by the author Gail Gibbons. When we compare, we recognize how two or more things are alike or similar. When we contrast, we look at how two or more things are different. We can demonstrate the relationship of two topics using a Venn Diagram. Additionally, good readers look at the text features as references in 2 min comparing and contrasting two nonfiction texts. Text features include items like headings, glossaries, bold print, illustrations, diagrams, and more.

2. Statement of Objective for Student

After reviewing the nonfiction books Sea Turtles and Chicks and Chickens by Gail Gibbons, we will practice comparing and contrasting two topics using a Venn Diagram. Then you will read an article by Kelly Hashway called "A Mighty Flier" and individually complete a Venn Diagram comparing hummingbirds to chickens. To be successful, you 1 min must be able to place three correct facts in each section of the Venn Diagram, demonstrating you understand the relationship between these two creatures based off of similarities and differences you found from significant points/facts within the non-fiction texts.

Students will come over to the corner of the room where shared reading is held daily. During this time, I will review both books pageby-page and have students help point out significant facts that compare and contrast chickens and sea turtles. I will make reference to important text features and vocabulary terms. Questions will be asked about both texts and in reference to different facts that compare and contrast these two creatures. These questions can be about different terms, life cycles, behaviors, characteristics, and story details that compare and contrast these two species. I will begin by telling the class that even though we are looking at two different species, we are still acknowledging how they share similar characteristics and natural instincts through information presented by both non-fiction texts. They share an overall comparison, which is they are both animals. However, they differ because one is a reptile and one is a bird. Characteristics can include both features and qualities that a species has. For example, both chickens and sea turtles have an egg tooth and special types of ears that result in good hearing. What is a characteristic that we all share in common? (Prompt for all responses) A natural instinct is a behavior that an animal is born with. An example would be that both these creatures lay eggs. However, chickens lay one egg at a time and sea turtles can lay up to 100 eggs at one time. This is how these two creatures differ. Can you all think of a natural instinct we all share? I found this information from different facts written in these two non-fiction texts and by the different text features that were presented throughout these books. (I will show these exact pages and descriptions). As a good reader, I might use the Venn Diagram as a way to visually organize facts and significant points presented in the text 15-20 that compare and contrast two similar topics. So lets continue finding min similarities and differences with these two creatures and exploring how to properly apply these relationships to one another on a Venn Diagram. Questions I might ask: When reading Chicks and Chickens after Sea Turtles I might ask the students to describe the similarities and differences of the egg lying and hatching process of these two creatures. I will listen to different responses and have students piggy-back off of each others comments. Another question might be about why some breeds of sea turtles are in danger of extinction but chickens are not? I will listen for different responses. I would make reference to chickens and sea turtles both having special types of ears that result in good hearing or having some common predators like the raccoon. I might have them talk about how turtles and chickens differ in diet and appearance but also how they are similar. This will be a whole class discussion that is student-centered but led by teacher questioning. Additionally, students will be grouped into partners and placed in assigned spaces around the room. I will pair them off in twos based on who they are sitting by during shared reading. Each set of partners will receive an envelope of 15 sentence strips that have different descriptions, as well as three index cards that read chickens, sea turtles, and both. I will tell students that they will be given 10-12 minutes to place each sentence strip fact under the index card in which the fact best fits. If for example, an index card reads I lay eggs, the set

3. Teacher Input

of partners would have to decide if the description is referring to a chicken, sea turtle, or both. They would place that sentence strip under the index card that reads both. Furthermore, I would explain that the three index cars should be placed in an order that reflects a Venn Diagram (sea turtles, both, and chickens). I will model how to do this using the I-Doc Camera and putting one fact from each category under the correct index card. Modeled on I-Doc Camera: Both
I lay eggs in nests.

Sea Turtles

I have an egg tooth.

I lay eggs mostly at night.

During this time I will be walking around the room, observing students answers and conversations. I will answer any questions a student may have. Index Cards: I lay eggs in nests. (Both) I lay eggs mostly at night. (Sea Turtles) I have an egg tooth. (Both) I live on land. (Chickens) I dont have teeth. (Both) I am a fast swimmer (Sea Turtle) I am warm-blooded (Chickens) There are many different breeds of me. (Both) I can hear very well. (Both) I have flippers. (Sea Turtles) I lay over a 100 eggs at one time. (Sea Turtles) I lay eggs in the spring. (Both) Raccoons are my enemy. (Both) My eggs are against the law to hunt or steal. (Sea Turtles) I am raised on farms. (Chickens) After 10-12 minutes, I will bring students attention to the white board that will have a large Venn Diagram drawn on it. On sticky notes, I will have all 15 facts written out. I will read each description and select a student to place the sticky note on the correct part of the Venn Diagram. I will then ask if students agree or disagree with the placement of each sticky note and have students correct any misconceptions. Then we will briefly discuss how to compare and contrast two topics using two different texts again and I will answer any remaining questions students might have.

4. Guided Practice

20 min

5. Independent Practice

The students will be given a worksheet with a Venn Diagram already drawn on it. On a separate piece of paper, students will be given a word bank that consists of nine descriptions. Students will be required to place these descriptions in the correct areas of Venn Diagram. On the I-Doc, I will model putting my name, student number, and date on the top of the test. Then I will model drawing the titles Hummingbirds over the left circle and Chickens over the right circle. I will then pass out the article "A Mighty Flier" by Kelly Hashway to each student. I will explain to the students that they will be using this article to compare and contrast chickens and hummingbirds. They should use knowledge from the book Chicks to Chickens by Gail Gibbons which we reviewed earlier to fill out the chicken portion of the Venn diagram. They will use knowledge about birds and facts from both text sources to complete the middle portion of the Venn Diagram. Lastly, students will use facts from the hummingbird article to fill out the hummingbird portion of the Venn-Diagram. To be successful, they will correctly list three facts for each portion of the Venn diagram using the word bank that is given to them. During this time I will be walking around the classroom answering any questions students may have about the article or directions.

20-30 min

Word Bank: I cannot fly. I drink nectar. I am raised on a farm. I have feathers. I am part of the bird species. Humans use me for my meat and eggs. I fly very fast. I am 2-5 inches. I am warm-blooded.

Summative Assessment: Each section of the Venn-Diagram is worth three points and the titles are worth one point making ten the highest amount of points one can receive. The worksheets will be graded on a ten point scale. 80-100 (Mastery) 2 or less incorrect 70 (Partial Mastery) 3 incorrect 60 or below (Non-Mastery) 4 or more incorrect. To receive a hundred percent, students must list 3 accurate facts in each portion of the Venn Diagram and have the titles Hummingbirds" and Chickens above the left and right circle.

6. of

Assessment Methods all objectives/skills:


Answer Key: Chickens: 1.) I cannot fly. 2.) I am raised on a farm. 3.) Humans use me for my meat and eggs.

Both: 1.) I am warm-blooded. 2.) I am part of the bird species. 3.) I have feathers. Hummingbirds: 1.) I am 2-5 inches. 2.) I fly very fast. 3.) I drink nectar.

7. Closure

We learned a lot of interesting facts about sea turtles, chickens, and hummingbirds over the last week. By looking at different characteristics, qualities, and behaviors we were able to compare and contrast three different species. More importantly, we used the 1 min nonfiction texts and text features as references when learning about the similarities and differences of these three creatures. Wow! Who would have thought these three different types of species would have so much in common.

8. Assessment Results of all objectives/skills: Targeted Students Modifications/Accommodations: Student/Small Group Modifications/Accommodations: Individuals with learning/physical disabilities that have trouble writing the facts during independent practice will be able to do the assessment by verbally telling me the facts. I will then write them down and have them recopy the sentences. ELLs: For students that really struggle with the reading portion of the independent practice, I will read them the article in the back of the classroom before having them complete their Venn Diagram. Additionally, I will read all directions verbally and have these students repeat them back to me to check for complete understanding.

Materials/Technology: (Include any instructional materials (e.g., worksheets, assessments PowerPoint/Smart Board slides, etc.) needed to implement the lesson at the end of the lesson plan.) Envelopes containing 15 sentence strips w/ descriptions and three index cards with the words sea turtles, both, and chickens on them (per pair) Venn diagram worksheet (per student) Pencil (per student) I-Doc 15 sticky notes with descriptions Sea Turtles by Gail Gibbons Chicks and Chickens by Gail Gibbons white board expo marker "A Mighty Flier" by Kelly Hashway (per student) References: http://www.math-aids.com/images/Venn-Diagram-Graphic.png http://www.readworks.org http://www.superteacherworksheets.com/reading-comp/4th-hummingbirds_WMNBZ.pdf (non-fiction article)

Mrs. Nneka Fils-Aime lessons

Reflection on lesson: 1.) What evidence do you have that students mastered or did not master the lesson objective? Based on your evaluation of their work, how many students mastered the lesson objective? On the afternoon of 3/21/2014, I gave my reading lesson to a class of 24 students. My objective was to help students compare and contrast similar topics using different sources of non-fiction text. I only had about a 45 minute interval to deliver my whole lesson, so my cooperating teacher and I decided to start with a review of two books she had already read to the class. I had at first written a lesson plan that only involved these two texts and asked students to place facts on a Venn diagram after playing a short memory game. As my college professor advised, this did not quite match with the objective but instead assessed them on memory alone. After scrambling to come up with a new plan, the coordinating teacher and I decided to only change the independent practice portion of the lesson plan. Together we found an article on hummingbirds that could be used to assess students knowledge on using significant points from each text to compare and contrast both chickens and hummingbirds. After grading the Venn diagrams students completed during independent practice, I was impressed to observe that only 6 out of

24 students received a non-mastery score. Twelve students made a perfect score and the other 6 students made an eighty or ninety percent. I was really fascinated with their ability to compare and contrast the two creatures. My cooperating teacher had recommended only giving a short portion of the article because of the time limit. I feared it would not be simple to find comparisons between these creatures because of the shortened portion of the article was not as detailed. Nevertheless, the students used prior knowledge about birds to find similarities on both creatures. For example, they listed that both creatures have feathers and are warm-blooded. This proved they were using higher levels of thinking to complete this assignment. If I were teaching this lesson in the future I would compare hummingbirds to bees instead. I would have them read both articles on these species instead of reviewing books read prior in the week. Additionally, this would be a 2-3 day lesson instead of a 45 minute review. 2. What did your students learn as a result of your teaching? Was that your intention? My students learned how to look at text features and important points within different non-fiction texts to compare and contrast topics. Students realized that even though sea turtles and chickens are two totally separate creatures they share a lot of similar characteristics and natural instincts. They were able to apply this knowledge in determining how to compare and contrast these two creatures using a Venn diagram. They then used the same technique as a reference when looking for comparisons and differences of hummingbirds and chickens. In the future, most students should have no difficulty comparing and contrasting similar topics because they know how to find important facts within the texts. This was my overall intention. 3. Name at least 1 aspect of the lesson that was successful. What caused it to be successful? How did you contribute to this? I feel that the guided practice portion of the lesson was very successful. In my original lesson plan I was not modeling on the white board how to correctly apply facts from the two non-fiction texts on a Venn diagram. I think adding that activity really helped students connect to the overall lesson objective. Furthermore, I had originally decided to have students work in pairs of their own choice and write the answers on the back of the sentence strips. After conversing with my coordinating teacher, she advised

the strategy of already creating titled notecards and setting them up in a Venn diagram kind of formation. This would allow the students to just place the 15 sentence strips in the appropriate location. Students really seemed fully engaged in this part of the lesson. They worked diligently with their partners to come up with the correct answers. They discussed with each other the appropriate places for each sentence strip location and made references to the two books we reviewed in the teacher input portion of the lesson. After reviewing the correct answers with the sticky notes placed on the Venn diagram on the white board, students were able to explain to one another some of the misconceptions certain students were having. For example, one student placed the warm-blooded description under both. Other students explained how sea turtles were not, and that it went under chickens only. Lastly, I feel that my classroom management skills and guided direction giving/modeling helped make this part of the lesson go accordingly as planned. Inappropriate behavior or partner disagreements was corrected immediately which ceased future disobedience and kept complete student focus. 4. Name at least 1 aspect of the lesson that was less successful. What caused it to be less successful? How did you contribute to this? Even though I feel that my guided portion was the most successful part of the lesson, I feel that I should have paired several students with other partners. One set of students were on a lower reading level and had some disciplinary issues. These two students struggled to work together and complete the guided practice activity in a timely manner. Also, as mentioned above I would have probably given students a larger portion of the article to read during independent practice. I feel that students would have had more facts to compare and contrast and may have had higher scores. Some students seemed to struggle to find comparisons of both the hummingbird and chicken because the facts were not blatantly listed in the writing. Students had to think more conceptually about what all birds have in comparison. 5. What changes might make this lesson more successful? Why might these changes help improve the activity? I was unable to give each student a copy of the Chicks to Chickens non-fiction text by Gail Gibbons, so they could compare both texts. We did go over this book during teacher input in great depth but in my

future classroom I would definitely make sure I had multiple copies of whatever non-fiction texts I was having students compare. This would prove if students really completely grasped the idea of finding significant points within the text to compare and contrast similar topics using a Venn diagram because I would make them read two articles during the independent practice. This would make sure that they had not just used memorization to come up with certain facts. Other than this, I feel the lesson went very smoothly and kept students fully engaged.