Elementary and Early Childhood Education Lesson Plan Template
Name: Reagan, Loryn, Quanisha, Sydney, Krystianna, Josie
Course: ECE 3330
Subject Area(s): Comprehension
Step 1: Identify Learning Context
Learners
(Classroom
Context)
Learner Description
Personal Assets, Cultural,
Assets, Community Assets
(also referred to as Funds of
Knowledge)
Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA Standard(s),
Priorities etc.
Prior Academic Knowledge
and Prerequisite Skills
Date: February 27th, 2019
Lesson Plan #: 2
Grade Level/Time Frame: 5th Grade
A. The learning experience will take place in the Bagwell Education Building, at
Kennesaw State University.
1. Room 238
B. Learning Resources include:
1. Desk
2. Computer
3. SMART Technologies
4. Dry-Erase Board
5. Pull Down Projector Screen
6. Various Anchor Charts
C. Table Arrangement
1. The tables are arranged into 6 groups.
Clustering the tables into small groups promotes cooperation and teamwork.
Encourages interaction of all students. Creates a more personal and safe environment
for students to convey ideas.
Number of students in class:
● Number of males: 0
● Number of females: 24
Learning Needs Number of Students Supports, Accommodations,
Modifications
Students w/ IEPs or N/A N/A
504 plans
Students w/ EIPs N/A N/A
English learners N/A N/A
Gifted N/A N/A
Students with gaps in N/A N/A
academic knowledge
Other learning needs N/A N/A
A. Personal Assets
1. Invite students to share information about family cultures and traditions that
may correlate with the topic.
2. Ask students about their learning style preference to incorporate diversity in the
learning process.
B. Cultural Assets
1. I will offer supports within the lesson to accommodate ELL.
2. Recognize and respect differences in family structure.
3. Create an environment that encourages and embraces culture.
4. Teach students to question and challenge their own beliefs and actions (self
reflection)
C. Community Assets
1. Professor Coffey can provide inspiration as well as information.
2. Visit the communities of the students to find out how they interact and learn in
that environment.
ELAGSE5RL3: Compare and contrast two or more characters, settings, or events in a
story or drama, drawing on specific details in the text (e.g., how characters interact).
A. Prior Knowledge
1.The student has prior knowledge about fiction and non-fiction texts.
2. The student is able to summarize text.
B. Prerequisite Skills
1. Student must know how to decode words to read fluently.
2.Student must know how to compare and contrast two items.
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 Central Focus, Overarching
Goal, Big Idea, or Essential
Question(s)
Learning Objective(s) or
Learning Target(s)
Potential Misconceptions
and/or Developmental
Approximations
Academic Language
Vocabulary
● Words and phrases
with subject specific
meanings that differ
from meanings used
in everyday life (e.g.,
table, ruler, force)
● General academic
vocabulary used
across disciplines
(e.g., compare,
analyze, evaluate)
● Subject-specific
words defined for
use in the discipline
Language Function: the
content and language focus of
the learning task (e.g.,
activities, discussions)
represented by the active verb
in the learning objective(s) or
learning target(s) (e.g., apply,
evaluate, cause and effect,
sequence, hypothesize, infer,
summarize, describe, explain)
Language Supports:
instructional supports that
help students understand and
successfully use the language
function (e.g., sentence
starters, graphic organizers)
Syntax: set of conventions for
organizing information (e.g.,
sentences, graphs, tables);
organizes language to convey
meaning
How do specific details of Soujourner’s life contrast from the beginning of the text to
the end?
A. Lesson Objectives
1. The students will quote accurately from a text when explaining what the text
explicitly says.
2. The students will compare and contrast the beginning of the book from the end
of the book.
3. Students will be able to support their information through the use of key details
from the text.
A. Potential Misconceptions
1. If the student has a belief that there will be some things they won’t be able to
master, I will explain all students have something to learn and we can always improve. I
will provide opportunities for students to practice their skills.
2.If the student believes a longer answer will always be better, I will use an
interactive method to promote efficient writing. If you only had the length of a stoplight
to tell someone as much important information as possible about the story, what
would you say?
Academic Language Whole Class Differentiated Supports
Supports
Language function: A. Cornell Note-taking
1. Seek Information 1.Take notes in pairs (one student
2. Inform writes down a comment and passes it to
3. Compare his partner, that student jots down a note
4. Order and passes the paper back)
5. Analyze 2.Provide students with a tape
6. Justify and recording that can be referred back to.
persuade B. Venn Diagram
1. Providing signal words and/or
sentence frames allows students to
recognize the text structure.
C. Timeline
1. Grouping students based on similar
learning style can encourage collaboration
through common work and thinking
practices.
Multiple meaning A. Provide Visual
words: 1. Poster for Multiple Meaning words
1. before that Include: Homophone, Homonym,
2. mine Homograph. (See Appendix)
3. head B. Vocabulary Journal
4. kind 1. Support students in keeping track of
5. stable multiple-meaning words in their
6.stern vocabulary journal.
7. speaker
Academic vocabulary: A. Fill-in-the-Blank Definitions
1. petition 1. Provide students with fill-in-the-
2. lobbied blank definitions to ensure they all have
3.illegal accurate and comprehensible information
4.dictated for new terms.
5.recognition 2. The fill-in-the-blank format allows
6. suffrage the students to listen and think about the
7. snatched new vocabulary as it is discussed in class,
8. aspirations without being sidetracked by trying to
9. omnipotent quickly copy down every word.
10. boasted
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Discourse: how members of
the discipline talk, write, and
participate in knowledge
construction using the
structures of written and oral
language; discipline specific
discourse has distinctive
features or ways of structuring
oral or written language, or
representing knowledge
visually.
Subject-specific A. Highlighting Vocabulary Words in
vocabulary: Context
1. indentured servant 1. Preview unfamiliar vocabulary
2. Quaker before reading a text.
3. Civil War 2. Draw students’ attention to the
4. slavery vocabulary as the text is read aloud or
5. abolitionist discussed in class.
6. Native American 3. Encourage students to mark
7. Underground Railroad vocabulary words with a highlighter.
8. Fifteenth Amendment 4. Point out words to students, and
9. integrated ask them to recall its meaning.
B. Find Words in Context Game
1. Challenge students to find examples
of their vocabulary words on their own in
other resources. Reward students for
every example they locate, turn it into a
class competition, or even set a class goal.
Syntax: A. Building Compound and Complex
Sentences
1. Provide two sentences which can
be connected.
2. Focus on one type of clause at a
time.
3. Provide semantically-related
propositions.
4. Relate two thoughts.
5. Provide additional opportunities for
practice.
6. Sentence Combining improves
syntactic maturity (sentence length)
Discourse: Constructing argument texts
Writing:
1. Cornell Note-taking
2. Venn Diagram
3. Timeline
4. Vocabulary Journal
5. Building Compound and Complex Sentences
Speaking:
1. Timeline
2. Highlighting Vocabulary Words in Context
3. Find Words in Context Game
Reading:
1. Poster for Multiple Meaning words
2. Fill-in-the-Blank Definitions
3. Find Words in Context Game
3. Highlighting Vocabulary Words in Context
Listening:
1. Cornell Note-taking
2. Poster for Multiple Meaning words
Assessment Plan
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Step 3: Design Georgia Performance Corresponding Learning Format of Assessment(s)
Assessment Standard(s) Objective(s) or Learning
Framework Target(s)

ELAGSE5RL3: Compare and
contrast two or more
characters, settings, or events
in a story or drama, drawing
on specific details in the text
(e.g., how characters interact).
The learning objective for this
standard is recognizing more
than one character in a story
and being able to identify
similarities and differences
between them. Also,
identifying the significance of
the roles the characters have
to each other.
1. Pre-assessment: This will be a performance
task where the students will compare and
contrast two characters from a book they
just read as a class, 2 people they have
learned about in social studies, etc. for the
teacher to see how well they compare and
contrast people and characters.
2. Formative assessment: This will be an exit
ticket. After the lesson has been taught and
expanded on the students will answer a
few questions regarding the lesson and
turn them into the teacher at then end, so
they can see where the class stands.
3. Summative assessment: The students will
be assessed at the end of the lesson
through a summary writing where they will
show whether they have or have not
learned and understood the standard and
learning objective.

Type of Assessment Format of Assessment (e.g., Supports, Evaluation Criteria

Pre-assessment
Formative assessment(s)
Summative assessment(s)
quiz, test, checklist, KWL Accommodations,
chart, performance task) Modifications
(Differentiated
Assessments, Culturally
Relevant Assessment)
Performance Task The teacher is
accommodating the
students by giving them
more freedom and more
of a choice in what they
choose to write about.
Exit Ticket This will not be a grade,
instead the teacher will
look at the student’s
responses and evaluate
what area needs more
attention and focus versus
others and continue the
lesson that way. The
students will also for
themselves what they
understand and what they
do not.
Summary Writing This will be the last part of
the assessment process
where the teacher will be
taking a full assessment of
the student’s
understanding by having
them write a summary on
the comparison of the
characters. It can be
differentiated by picking
different characters or
providing points that need
to be hit in the writing.
How will you know or
measure if the students
have met the learning
objective(s) or learning
target(s)?
The teacher will be
evaluating the student’s
work by seeing what
they have included, if
they know what
compare/contrast is,
etc.
For this part of the
assessment the teacher
will use a checklist of
information they will be
looking for in the exit
ticket responses.
For this last part of the
assessment process the
teacher will be using a
rubric to grade and
evaluate the student’s
writing pieces.

4

Summarize the results of the pre-assessment data and explain how it will drive your instructional practices.
Step 4: Create Materials Needed
Learning
Activities
Technology Connection
Supporting Diverse Learners
Culturally Responsive
Teaching
Research and Theory, or
Principles of Child
Development
Instructional Strategies and
Learning Tasks (include
activities, discussions, or other
modes of participation that
engage students to develop,
practice, and apply skills and
knowledge related to a specific
learning objective(s) or
learning target(s). Learning
tasks may be scaffolded to
connect to prior knowledge
and often include formative
assessments)
Pre-Assessment Data Summary
Teacher Resources
- weebly
- laptop
- Sojourner Truth: Ain’t I a Woman? by Patricia C. McKissack
- white board
- venn diagram chart
Student Resources:
- paper
- pencil
- venn diagram
Smart board or Ipads can be included in the lesson for the students to follow along as
they are reading. They can also highlight or mark important information on the smart
board for the whole class to see.
Our weebly will be used as an intro to the lesson. We are starting this next class
meeting.
● I will support my students who struggle with compare and contrast by having
them practice sorting through compare and contrast statements first before
using them in a reading text example.
● Reading instructions and questions/answers to those students who need it
● Scaffolding with questions when necessary
● visual aids
Students assets are incorporated into the lesson because the students get to use their
community and culture backgrounds in their assessments when they get to provide
their own examples.
Explicit instruction on the compare-contrast text structure can help students
understand this structure and support their comprehension of compare- contrast
texts. Once students understand this structure, compare-contrast texts can be used to
help young students make connections between new content and their own
background knowledge and experiences.
Dreher, M., & Gray, J. (2009, October). Compare, Contrast, Comprehend: Using
Compare-Contrast Text Structures With ELLs in K-3 Classrooms. The Reading Teacher,
63(2), 132-141.
Introduction
1. Write the names of two characters from two different stories on the
board.
Tip: select characters that all all students are familiar with such as
characters from recent read-alouds, literature circles, etc.
2. Ask students to think about some of the ways in which we can
compare and contrast these two characters (physical traits, interests,
personality traits).
3. Discuss some similarities and differences between these two
characters.
4. Tell students that today we will listen to a story and compare and
contrast the main character. How Sojourner Truth differs from the
beginning of the story to the end.
Explicit Instruction/Teaching Modeling
1. Distribute lined paper to each student and tell them to use this paper
to take notes on the specific character from the beginning of the text
to the end as they listen to the story.
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 2. Tell students that the story is Sojourner Truth. Instruct students to
pay close attention to the main character and take notes on how she
compares and contrasts from the beginning of the text to the end.
Make a prediction based on what you know about the beginning of
Sojourner Truths life, what her life will be like in the end of the book.
3. Teacher will show the weebly to give an overview of the story.
4. Ask the students to think about this question: compare and contrast
Sojourner Truth’s life from the beginning of the book to the end of
the book.

Guided Practice/Interactive Modeling

Connection to the Arts
1. Draw a Venn Diagram on the board and write beginning Sojourner
Truth over one circle and end Sojourner Truth over the second circle.
2. Ask students to think about the similarities between the beginning
and end. Remind students to consider all aspects of the character
such as: their personality traits, physical traits, interests.
3. Ask the students to compare Sojourner Truths mentality at the beginning
of the book to the end.
4.
Call on students to share their answers, one answer for each section
in the Venn Diagram.
5. Write students answers on the Venn Diagram on the board.
Independent Working Time
1. Distribute Compare and Contrast Venn Diagram Chart to each
student.
2. Have students fill out the rest of the chart on their own.
3. Tell students to reference specific examples from the story as they
fill out their chart.
4. Ask students to compose a paragraph describing the differences in
Sojourner Truth’s life. Then prompt the students to write one
paragraph describing the similarities. Justify your response to the
similarities and differences in Sojourner Truths life with information
from the text.
5. Remind students to use the Venn Diagram as a resource.
N/A

Higher Order Thinking
Questions (HOTQs)
Re-teaching, Re-Engagement,
Practice
Evaluate - make a prediction based on what you know about the beginning of
Sojourner Truths life, what her life will be like in the end of the book.
Analyze- Compare and contrast Sojourner Truth’s life from the beginning of the book
to the end of the book.
Synthesis- Compose a paragraph describing the differences in Sojourner Truth’s life.
Evaluate -Justify your response to the similarities and differences in Sojourner Truths
life with information from the text.
Analyze-Compare Sojourner Truths mentality at the beginning of the book to the
end.
Re-teaching strategy: Having the compare and contrast statements already written out
and having the students who did not understand organize them into a venn diagram.

Extensions This lesson can be extended for the students by having them relate it to other
subjects. For example, in a science lesson they can compare and contrast rocks and
minerals, or freshwater and saltwater.
Lesson Closure This lesson will be brought to a close by having the students share with one another in
a small group and then a few volunteers for a whole class what they learned from this
lesson and how they will use it in future readings, or how it can benefit them as
readers and learners.
Step 5: Post-
Instruction Lesson Implementation (Be sure to address both whole class and small group or individual learners)
Reflection
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 ● What went well and why? What worked extremely well for this lesson was having the pre-assessment be a
good judge of the real lesson. This gave more than ample enough information for the teachers to see what the
student’s already understood and what needed more attention.
● What did not work well and why? In the future there needs to be a much more clear character for the
assessments. It seemed there was too much freedom and the student’s work was a little scattered, so in the
future changing to where all the students are writing about the same characters.
● How did the learning environment and materials work together to support student learning? Learning
environment and materials worked fine together because the student’s were able to focus and work well this
way and with these items.
● What improvements and changes would you make if you were to teach the lesson again and why? Definitely
being more straightforward and clear with the students in the future because if there is freedom that is fine
but there needs to be boundaries as well.
● What did you learn about yourself as a teacher? We learned that being a teacher can be difficult at times, if
something does not go exactly as planned that is okay, just keep it moving and improvise if need be.

Learning Theories/Research Base

Explicit instruction clearly played a role in this lesson because in the beginning phase, such as the introduction and the
pre-assessment the students needed more clear directions and explanations. If they had clear instructions, the
assessments might have had higher scores. In the future, to utilize explicit instruction more the teacher should try using
an anchor chart or a T-chart to visualize and represent the difference between compare and contrast and have examples
of each clearly represented for the students.

Assessment Analysis
From the assessments I saw a pattern of students comparing simple things; such as, both characters are boys, instead
of broadening their answers. Overall, there was much more improvement from pre-assessments to summative showing
the students made improvement.
From the feedback from the lessons and assessments the teacher will be able to make adjustments o the lesson; such
as, emphasizing what to look for in comparison and contrasts. Students needed a more clear explanation of what the
teacher was looking for. The teacher can also analyze what worked well to implement it again in future lessons and
share with other teachers.

Appendix:

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 References
Dreher, M., & Gray, J. (2009, October). Compare, Contrast, Comprehend: Using Compare-Contrast Text Structures With ELLs in K-3
Classrooms. The Reading Teacher, 63(2), 132-141.