UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student: Jessica Rupp PSMT Name: Tiffany Nay

Lesson Plan Title: Comparing Accounts of Lesson Plan Topic: Reading
the Same Topic
Date: Estimated Time: 30-45 Mins Per
Lesson
Grade Level: 4 School Site: Steele ES

1. State Standard(s):

● RI 4.6- Compare and contrast a firsthand and secondhand account of the same event or
topic; describe the differences in focus and the information provided.
● RI 4.6 Identify similarities and differences between two accounts of the same topic.
● RI 4.6 Understand how elements such as focus and information can differ across texts.
● W 4.9.b- Draw evidence from literary or informational texts to support analysis,
reflection, and research.
● SL4.1.c- Pose and respond to specific questions to clarify and follow up on information
and make comments that contribute to the discussion and link to the remarks of others.
● SL4.1.d- Review the ideas expressed and explain their own ideas and understanding in
the light of the discussion.
● L4.4.a- Use context as a clue to the meaning of a word or phrase.
● L.4.6 Acquire and use accurately grade-appropriate general academic and domain
specific words and phrases, including those that signal precise actions, emotions, or states
of being and that are basic to a particular topic.

2. Teaching Model(s):

● Direct
● Kagan
● Lemov
● Questioning: DOK

3. Objective(s):

● Monday (Day1): Students will be able to identify first and second hand texts and tell the
differences.
● Tuesday (Day 2): Students will read, answer questions, and distinguish the differences
between first and secondhand accounts.
 ● Wednesday (Day 3): Students will read, answer questions, and identify elements of a first
hand account.
● Thursday (Day 4): Students will read, answer questions, and identify elements of a
second hand account.
● Friday (Day 5): Students will read a first and second hand account text and write a
compare and contrasting extended response to show their understanding of the unit.

4. Materials and Technology Resources

Monday (Day 1) IReady Tutorial

● Smart Board
● IReady Tutorial from Toolbox lesson 16.
● Indiviual Student Literacy Vocab Books

Tuesday (Day 2) Introduction

● Comparing Accounts of the Same Topic (1 per student)
● Pencils
● iReady Page 245 (1 per student)
● Butcher Paper
● Markers
● 1st and 2nd hand books for library

Wednesday (Day 3)Modeled and Guided Instruction

● Venn Diagram
● The Unsinkable Titanic (1 per student)
● iReady Pages 247 & 250 (1 per student)
● Pencils

Thursday (Day 4) Guided Practice

● Venn Diagram
● The Sinking of the Titanic (1 Per student)
● iReady Page 249 &251 (1 per student)
● Pencils

Friday (Day 5) Independent Practice

● To Space and Back (1 per student)
● Memorable Milestones: Space Shuttle Missions (1 per student)
● Pencils
● iReady Pages 255-257 (1 per student)
● Venn Diagram

5. Instructional Procedures:
Monday (Day 1): Interactive Tutorial

Motivation/Engagement:

1. TW gather students attention to start the lesson. TW ask:

● “What kind of texts tell us information about a past event?” (DOK Level 1)
(Nonfiction text)
2. TW ask students:
● “When researching past events, how can we check that the information we are
reading is accurate?” (DOK Level 2)
-cross check with multiple sources
3. TW ask students, “When I say there are different types of sources, first hand and second
hand sources, predict what you think that may mean? Turn and talk with your partners
about your thoughts.” (Kagan Turn and Talk)

Developmental Activities or Learning Experiences:

1. TW play the iReady Curriculum tutorial for lesson Unit 3 Lesson 16.
2. As a class SW complete the tutorial about the Jupiter Connection.
3. TW add first hand account and second hand account to the vocab chart
4. TW ask the students questions during the tutorial,
-First hand accounts, “What do you notice is the difference between the two passages?”
(DOK Level 2)
-First hand accounts, “In the passage, what are the keywords that tell us this is a first
hand passage?” (DOK Level 1)
-First hand accounts- “How would the passage read if it was a second hand account?”
(DOK Level 3)
5. TW add point of view to the vocab chart from the tutorial.
6. TW facilitate student complete the tutorial as necessary.

Review and Closure:

1. TW have students add first and secondhand account and point of view to their literacy
vocabulary books with their own definitions.

Extension:
1. Students will have a mini competition to come up with the biggest list of examples of
first and second hand accounts.

Tuesday (Day 2): Introduction

Motivation/Engagement:

1. TW review yesterday’s lesson with the students

 2. TW introduce some new nonfiction books to the classroom library and discuss whether
they are first and second hand account texts.

Instructional Procedures or Learning Experiences:

1. Teacher and Students will read Comparing Accounts of the Same Topic (Pg 244) as a
class.
2. TW direct students attention to the 2 illustrated accounts.
3. SW identify differences between the girl’s experience and the boy’s experience.
4. TW ask, “What are the students statements about?” (DOK Level 1)
5. TW ask, “How do we know the difference between the two statements?” (DOK Level 2)
6. SW will read the THINK (pg 245) aloud and explain the Venn Diagram.
7. In partners, SW complete the venn diagram to organize their thinking.
8. TW ask for volunteers to fill out the class Venn Diagram on the board.
9. TW read the TALK prompt on pg 245.
10. SW Hand Up Pair Up Share (KAGAN) their responses to the prompt.
11. TW facilitate a discussion after partner sharing.

Review and Closure:

1. TW ask students to share what they have learned so far about first and second hand
accounts.
2. TW remind students that first and second hand accounts can be of the same events but
describe different focuses as well as have different information they can include.
- “Suppose you marched in a parade and I went to watch you. Then we both wrote
about the event including our thoughts and feelings. How wrote a first hand
account?” DOK Level 1
- “Now suppose we sent our accounts to someone in another town who is writing
about parades. She uses our information in a magazine article. Is her account first
hand or second hand and why?” DOK Level 2

Extension:

● SW write a first hand account of an event they have recently experienced telling what
they saw, heard, or felt.

Wednesday (Day 3): Modeled and Guided Practice:

Motivation/Engagement:

1. TW review the Venn Diagram created as a class yesterday.

2. TW ask, “Who can recall some of the differences between first and second hand
accounts?” (DOK Level 1)

Developmental Activities or Learning Experiences:

 1. TW read aloud the title and tell the students to look at the photograph.
2. TW ask “Does anyone know anything about the Titanic?” (DOK Level 1)
3. TW ask “ Why does the word Unsinkable appear in the title?” (DOK Level 2)
4. SW read the article independently.
5. SW place check marks above unknown words if they are unable to use context clues to
figure out the meaning.
6. TW check for understanding of the text by asking questions.
a. “When and why did the Titanic sink?” (DOK Level 1 and 2)
b. “What did the Carpathia do?” (DOK Level 1)
c. What is the focus of the article (DOK Level 1)
7. TW read aloud both parts of question 1 to the class.
8. SW answer the questions using information they learned from the introduction
9. TW discuss different answers as a class to those questions.
10. TW read aloud question 2.
11. SW work in groups of 4 to use the R.A.C.E (Restate, Answer, Cite, Explain) strategy to
answer the question.
12. Each group will read a part of their RACEd out answers.
13. TW read aloud the WRITE prompt.
14. Individually, SW answer the writing prompt to turn in for formative assessment. (Lemov
Exit Slip)

Review and Closure:

1. TW ask, “What was the learning goal target for the lesson?” (DOK Level 1)
2. TW ask, “ How would comparing this second hand account to a first hand account lead to
a deeper understanding of what happended during the sinking of the Titanic?” (DOK
Level 3)

Thursday (Day 4): Guided Practice:

Motivation/Engagement:

1. TW ask students to recall and summarize the article read yesterday to a partner and then
aloud for the class.
2. TW ask, “Was the text read yesterday first or second hand? How do we know?” (DOK
Level 2)

Developmental Activities or Learning Experiences:

 1. TW will say, “Today you will read another account of the sinking of the Titanic. First,
you will read to understand what the author says. Then you will reread to compare and
contrast this account to the magazine article that you have already read.”
2. TW read aloudn the title and point to the photograph.
a. “Predict what you think the passage will be about based on the title, genre, and
photograph.”
3. SW read the memoir independently.
4. TW ask the students questions to check for understanding.
a. What is happening in paragraph 1 of this memoir? (DOK Level 2)
b. What happened as the boat sank? (DOK Level 1)
c. What was the focus of the memoir? (DOK Level 1)
5. SW will work with a partner to answer items 1-3.
6. When students are finished with the items, discuss correct and incorrect responses.
7. TW read aloud the TALK section to the class.
8. SW have 3 minutes to think about the response and then Round Robin KAGAN
different responses with a partner.
9. TW read aloud the writing prompt.
10. TW ask, “What is prompt asking you to do?” (DOK Level 1)
11. SW write responses and turn in when finished.

Review and Closure:

1. TW ask, “How can comparing and contrasting the accounts deepen their understanding of
the sinking of the Titanic?” (DOK Level 2)
2. TW ask, “What are the different things we learned from reading the two different
accounts?” (DOK Level 1)

Friday (Day 5): Independent Practice

Motivation/Engagement:

1. TW tell the students to talk with a partner about what the difference between a first hand
and second hand account are.

Developmental Activities or Learning Experiences:

1. TW say, “Today you are going to read firsthand and secondhand accounts of the same
historical event. You will also compare the two accounts in terms of their focus and the
information that is presented.
2. TW read aloud the titles of the two accounts and then encourage the students to preview
the texts, paying close attention to the photographs and the genres.
3. SW read each text independently and then complete the Think and Write sections.
4. If students struggle to read and understand the passage, use scaffolding such as Question
the Text, Vocab Supports, and Read Aloud.
Questions for support
a. “Based on the titles and the photographs with captions, what do your predict each
account will be about?” (DOK Level 2)
b. “Who is the author of To Space and Back?” (DOK Level 1)
c. “What is the first passage mostly about?” (DOK Level 1)
d. “What is the second passage mostly about?”
e. “ Do you have any questions?”
5. After the students have finished with the reading and answer questions ask the following
questions for discussion.
a. “Which details in the excerpt from To Space and Back explain why Sally Ride
write, “I find myself wishing we’d hurry up and get into orbit?” (DOK Level 2)
b. “Summarize “Memorable Milestones: Space Shuttle Missions.” Include at least
two key details that tell more about the main idea.” (DOK Level 2)
c. “Explain the sequence of events described in To Space and Back that made up the
space shuttles launch and entry into Earth’s orbit.” (DOK Level 2)
d. How are the details about Sally Ride’s personality in “Memorable Milestones”
different from those in “To Space and Back?” (DOK Level 3)
6. After students have a good understanding of both the texts, have students complete the
extended writing response as a Summative grade for the Unit.
7. TW remind the students to use what they read and details from the Venn Diagram to
support their writing.

Review and Closure:

1. SW respond to the learning target prompt on page 257.

2. SW Turn and Talk (Lemov) their responses with a partner, then small groups, and then
whole class.

6. Accommodations, Modifications and Differentiations for Diverse Learners:

Monday (Day 1):

● Accommodations: Allow students to sit closer to Smart Board
● Modifications: After each page/vocabulary word, pause and ask if any student
needs clarification of that page/vocabulary word. Do not move on until all
students are ready.
● Differentiations: Pairing by ability

Tuesday (Day 2):

● Accommodations: Provide Larger Print Size.
● Modifications: Pair students together to allow for assistance during worksheet
activities.
● Differentiations: Pairing by ability.
 Wednesday (Day 3):
● Accommodations: Provide Larger Print Size. Write for students oral answers.
● Modifications: Pair students together to allow for assistance during worksheet
activities.
● Differentiations: Grouping by ability.

Thursday (Day 4):

● Accommodations: Provide larger print size. Write for students oral answer.
● Modifications: Pair students together to allow for assistance during worksheet
activities.
● Differentiations: Pairing by ability.

Friday (Day 5):

● Accommodations: Provide larger print size. Read text aloud to students. Help
students with outline of written response.
● Modifications: Accept shorter paper.
● Differentiations: Pairing by ability.

7. Assessment and Evaluation of Learning:

a. Formative:
● Circulate the room to check for understanding
● DOK questioning
● Turn in exit slip work sheets at end of lessons.

b. Summative:
● SW turn in written response paper at the end of the unit.

8. Homework Assignment:
● Finish any work not completed in class.

9. Reflection:
a. Strengths:
b. Concerns:
c. Insights: