Full Instructional Plan

Instructional Plan Overview

Name: Amanda Voss
School: Brookside Elementary
Grade Level: 3

Introduction to Content Area
My instructional plan is focused primarily on comparing and contrasting in the
content area of Reading/English Language Arts (ELA). As a class, my students have
been working hard to strengthen their reading skills through reading and analyzing
weekly stories in the Reading Street textbook, applying their new skills through
writing, and demonstrating their knowledge and growth of the material in hands-on
ways. For lesson plans one and two, we use the story, I Wanna Iguana, to practice
comparing and contrasting together. In regards to the final lesson plan, students refer
to Wayside School (a novel series that we have been doing as a read-aloud) to
compare and contrast that story’s details to what our own school is like on a daily
basis. We also incorporate previously acquired reading skills into these lessons, such
as main idea/detail, author’s purpose, visualization, and making predictions.

Common Core State Standards (CCSS) and Grade Level Content

Expectations (GLCE)
Lesson #1:
CCSS.ELA-LITERACY.RL.3.9
Compare and contrast the themes, settings, and plots of stories written by the same
author about the same or similar characters (e.g., in books from a series).
CCSS.ELA-LITERACY.SL.3.1.C
Ask questions to check understanding of information presented, stay on topic, and

link their comments to the remarks of others.
CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and understanding in light of the discussion.

3 – P4.2.2 Participate in projects to help or inform others. (GLCE)

Lesson #2:
Ask and answer questions to demonstrate understanding of a text, referring explicitly

to the text as the basis for the answers.
CCSS.ELA-LITERACY.RF.3.4
Read with sufficient accuracy and fluency to support comprehension.


Lesson #3:
Ask and answer questions to demonstrate understanding of a text, referring explicitly

to the text as the basis for the answers.
Read with sufficient accuracy and fluency to support comprehension.


Brief Description of Lessons
Lesson #1 (2 days): What are words that signal comparing/contrasting in sentences?
Do a “Monster Sort” to practice applying this concept. Read part one of I Wanna
Iguana. Make predictions about the text, discuss the plot, and together
compare/contrast parts of the story. Finish the Reading/ELA block with independent
station work.

Lesson #2 (1 day): Finish reading I Wanna Iguana and make compare/contrast notes
between characters and the rest of events in the story. Students will also compare and
contrast this story to one of Karen Orloff’s other books that we read earlier in the year,
I Wanna New Room.

Lesson #3 (1 day): Review our compare/contrast signal words, examples from the
story we read, touch on main idea/details, and finish with creating foldables
comparing/contrasting Brookside Elementary to Wayside School.

Key Components Addressed in Lesson Plans
Technology
For the area of technology, students will utilize the document camera
throughout the week to see models of activities, work together with the teacher on
some pieces, and demonstrate their understanding and creativity by presenting their
work. This will be used specifically during my post-assessment (foldables) for students
to have a larger visual of what their final products could look like in the end. They also
will have access to both iPads and computers if they would like to participate in
further research on a topic or practice what we’ve learned so far in the content area.

Critical Thinking
Students will be using their critical thinking skills throughout the entire week,
from the pre-assessment to the post-assessment. For the pre-assessment, students
will use critical thinking to define (in their own words) what it means to compare and
contrast, as well as explain when they can use this reading skill. As we read our story
throughout the week and analyze pieces that we can compare and contrast, they will
be critically thinking to break down the text and look at it from different angles. They
will also have the opportunity to apply this to real-world context, specifically during
our post-assessment when they get to compare and contrast our school to Wayside
School. Students enjoy applying their knowledge of new concepts to their own lives;
they frequently let me know how proud they are of themselves for “learning” and not
“memorizing” the new content.

Communication
Communication is a strong piece of our classroom. For this particular week,
students will be communicating not only in quick ways, like through the
think-pair-share times, but also in discussion with their peers and teachers in both
small and large groups. I make an effort to continuously encourage my students to
work as a team and bounce off of others’ ideas, provide deeper thinking, and offer
clarification for one another.

Collaboration
Students will be given a plethora of opportunities to engage in collaboration
throughout the duration of the instructional plan. They will be practicing their
listening and speaking skills together, sharing their own ideas with one another, and
utilizing their peers to delve deeper into the text.

Creativity
Students will be given room for creativity in various parts of the lesson, such as
working with a partner during the “Monster Draw” compare and contrast application,
providing personal examples of compare and contrast words in context, and designing
their foldables at the end of the week.

High-Leverage Practices
The first major high-leverage practice to be incorporated in the instructional
plan is small group work. These particular students have grown a love for stations due
to the more comfortable and relaxed environment with a smaller group of peers. This
takes place as the “You Do” part of each lesson, through reading stations. They have the
chance to work together in different ways through listening to one another’s opinion,
reflecting on their thoughts together, and giving and receiving respectful critiques.
As the teacher, I make it one of my first priorities to build respectful
relationships with my students. This builds trust in me on their part, along with an
overall stronger classroom community. I encourage my students to work each day at
strengthening relationships with their peers by giving them adequate time for
discussion and collaboration, following our new classroom “Class Cup Competition”
guidelines for each team (table group), and giving positive reinforcement for working
together to solve any problems, whether that’s on the playground or in mathematics.
A large majority of my students need consistent reminders to stay on-task. I
emphasize using positive specific praise and verbal reinforcement in those times
when I do see on-task behavior and appropriate choices. In response, I hope that my
students will continue to check their own behavior and actions and model after their
classmates.

Grouping Strategies
My students are grouped heterogeneously in their tables based on their ability
and levels of effort. Each table (of the four) have a mix of students that are above
grade-level, below grade-level, and around grade-level to ensure a variety of input
available during instruction. I tried to put a leader in each group that will take charge
and help to keep everyone on track.

ELL and Special Population Support
In my class of 24 students, about half are considered English Language Learners.
We have a language specialist in our school that will pull these students a few times a
week to practice English with them. Within our own classroom walls, we do our best
to differentiate instruction for these individuals. For example, I may pull a small group
of them aside to work more intensely on a worksheet or activity. During station work,
we encourage other peers in the groups to help the ELL students read the directions
and/or a passage, write their responses, and answer questions. Some of these students
are granted permission to copy others’ answers to simply better their ability to write in
the English language before doing this step independently.
I have one student with an IEP right now, and a handful that are being tested for
potential special education services in the next few months. The student with an IEP,
along with two others that benefit from more individualized instruction, spend part of
their day with the resource room teacher. When they are in the classroom, we work
one-on-one with them with a different level of material (usually given by the resource
room teacher). I choose to incorporate a large amount of teamwork and discussion
within my instruction to enhance the learning experiences for my ELL students. I
almost always have visual supports on the board or the document camera for these
individuals to have a better grasp of what we’re doing and follow along.

Connection to Real-World/Global Issues
Throughout instruction, students are constantly relating what we’re learning to
their own lives. They must take ownership for their learning and make connections to
how and why the content is important in the real world. The completed work
(foldables) will be hung up in the classroom as reminders for students of how to
compare and contrast, along with why it is important. This is a skill that students
should know how to use in real-life, for example, such as comparing restaurants, pets,
and sports.

Content Area Integration
For this instructional plan, I have integrated our Reading Street literacy program
into the Reading/ELA curriculum. This program is extremely easy to follow
considering it is based directly off of the Common Core State Standards. It additionally
has an online website suitable to both teachers and students. I have also included art
and public speaking into this instructional plan. Students will be designing foldables
(including hand-made pictures) and presenting them to their peers at the end of the
week.

Differentiation
Differentiation is crucial in this classroom setting. We have such a wide range
of abilities, a total of seven different languages spoken, and other factors that tie into
what levels these students learn best at throughout their day. This year in particular,
our group of students is academically extremely low. We have two students above
grade level, and the rest fall anywhere between Kindergarten and mid-second grade.
The first two mentioned can easily become bored if not challenged enough, which can
also lead to outbursts of behavior, and the rest of the students all vary in academic
ability, including the unique needs of our ELL students. My students have a challenging
time demonstrating what they know completely independently when it involves
pencil and paper, so I make an effort to incorporate discussion and small group work
when possible. They seem to thrive on presentation-style assessments, rather than
quizzes and tests, therefore I try to make this happen as much as I can.

Formative Assessments
Specific details regarding the assessments I will use throughout the
instructional plan can be found under the “Assessment Plans” document within the
“Instructional Plan” Google Drive folder. A brief overview is provided below.
❖ Pre-Assessment: Students filled out a worksheet with the following questions:
What does it mean to compare? What does it mean to contrast? When should I
use this reading skill?
❖ Post-Assessment: Students create foldables comparing/contrasting their own
school to Wayside School (the novel series I have been doing as a read-aloud).
In their foldables, they must include their knowledge of the following
questions: What does it mean to compare? What does it mean to contrast?
When should I use this reading skill?

Data Collected and Assessed
About four weeks before beginning my instructional plan, my students had a
brief lesson about compare and contrast. They didn’t have a chance to apply their
knowledge or do much with the concept, other than review examples in the Reading
Street story they were reading that week and follow up with a worksheet. I felt that this
did not give me adequate feedback on whether or not they fully understood the
concept, so to confirm I gave them what is the pre-assessment for this instructional
plan. They had to write what it means to compare, what it means to contrast, give
examples, and explain when they can use this reading skill. The data from this
assessment proved to me that they did not completely understand the meaning of this
reading skill, when to use it, or why it is important to know.

Student Feedback Data

For the student feedback form, a colleague of mine had shared with me a more visual
questionnaire that I used with my students. This was particularly beneficial for my ELL
students to help them better understand what was being asked in each of the five
questions. I have provided two samples of the completed feedback forms I have
received. I have also submitted the specific information in the assigned Google Forms.

Assessment Plan

Name: Amanda Voss

School: Brookside Elementary
Grade Level: 3

Pre-Assessment/Reflection
Our class focuses on delving deeper into the content during reading instruction.
My students are out-of-the-box thinkers and make sure they understand exactly why
they are being taught a certain concept. They enjoy applying what we learn to their
personal lives to better understand it. We have touched briefly on compare and
contrast earlier in the year, but we have not had the chance to go too in depth. Before
going through with my instructional plan, I wanted to see where my students were at
with compare and contrast.
On the whiteboard, I wrote the following questions: What does it mean to
compare? What does it mean to contrast? When can I use this reading skill?
Each student received a piece of paper to write their responses to these
questions independently. Some were nervous that this would be for a grade, but I
assured them that it was solely for me to see what I get to teach them this week! I have
provided a few samples of this pre-assessment.
These assessments showed me that most of my students understood the
general idea of comparing and contrasting, but the application piece was a challenge.
For example, one student initially thought we use this “during a store” and another said
he uses these words during math time. Neither are completely incorrect, but these
students, along with many others, needed more opportunity for practice and
application with compare and contrast. I knew that I didn’t need to do much more
than a quick review of the meaning of compare and contrast and could take more time
to dive deeper with the concept based on the pre-assessments, as well as tie in a few
other reading skills that we’ve been
working on.
After this assessment, my students
gained excitement for what we
would get to do with compare and
contrast. I told them they would
really get to be creative and show
me how hard they work during
reading, and this motivated them
to be well-prepared and focused
during the week.
Lesson #1: Reflection/Assessment
Assessment
All student pairs will hand in their completed Monster Sort activities as exit
tickets for afternoon recess. The information they include in their writing will show
me how well they understand the basis of compare and contrast, in addition to
applying the content in a fun way. I will also check for understanding on how effective
the students are in writing complete sentences with their signal words.

Reflection
My evidence that my students met the objectives/targets for this lesson were
the somewhat successful responses I received from the Monster Sort. Based on the
data gathered, I know that more students understand what it means to compare and
contrast, but we will need further review with putting the signal words in sentences.
Almost all students showed that they understand the meaning of these words, but only
about half were able to successfully put them into appropriate sentences. Students
showed they were engaged by completing their Monster Sort together in pairs in a
timely manner by staying on task. There was nothing particularly challenging for my
students during this lesson, other than writing appropriate sentences. There was a
decent amount of side chatter in the partner pairs. For the students that struggled,
along with the rest, I will do an additional review with the T-chart signal words before
beginning our Reading/ELA block the following day. There were no major surprises,
but if I were to do this lesson again, I would give all students an individual copy of the
T-chart for themselves.

Assessment
As a formative assessment, students will complete graphic organizers to present
their information and overall understanding of comparing and contrasting. This will
allow me to check for understanding within the group and know whether or not we
need more practice with the concept as we move forward.

Reflection
I know that my targets and objectives were met based on my evidence from the
students which were the graphic organizers. The number of students that were able to
apply the concept of compare and contrast was almost doubled from the assessment
on the first lesson. I still have a handful that need more practice, so I will be sure to
continue with pursuing my intended assessment (foldables) for the upcoming lesson.
Students maintained fairly engaged throughout this lesson, and I think the fact that
they enjoy both of the stories we were discussing helped to keep them motivated.
There were no parts that were overly challenging for students. To extend the learning
for those students that met the target, I will allow them to begin on their foldables
independently when I am working together with the class on examples during the
upcoming lessons. There were no major surprises during this lesson, but if I were to
do it again, I would put lines in the graphic organizer to help students keep their
writing straight and more even.

Assessment
The summative assessment for this lesson (since it is the last one in my
instructional plan) was the foldable. This gave students room to be creative with both
writing and art, while simultaneously demonstrating their knowledge and growth in
the content. The information they include in the foldables will show me how well they
understand the basis of compare and contrast, in addition to applying the content to
an interesting and fun topic, Wayside School vs. Brookside Elementary.

Reflection
My evidence that the objectives were met is the foldable that each student
completes and presents. The large majority of my students feel confident in
comparing and contrasting and applying this concept beyond the definition of these
terms. Students showed they were engaged by completing their foldables in a timely
manner by staying on task. All of my students showed that they understand the
foundation of comparing and contrasting, and the large majority were able to apply
this reading skill to compare and contrast Wayside School and Brookside Elementary
in the foldable. Based on the data gathered, I can move onto conclusions in reading,
along with potentially delving deeper into understanding and practicing compound
and simple sentences. No pieces of this lesson were particularly challenging for
students other than grammar and mechanics in the writing part of the foldables. If I
were to teach this lesson again, I would’ve modeled how to appropriately present my
work.

Post-Assessment/Overall Reflection
After reflecting on my pre-assessment data, only 61% of my students were able
to define “compare” and “contrast” and give an adequate explanation for when we can
use this reading skill. Following my instructional plan, 93% of my students were able to
include accurate explanations for those three pieces in their foldables. I checked for
understanding specifically in the foldable flap with the same three questions posed in
the pre-assessment, in addition to their application of signal words in their sentences
comparing Wayside School and Brookside Elementary School. For those few that need
a little more practice, I will have my CT pull them aside next week and work with them
on a more individual basis while I continue students with whole-group instruction.
My students will continue to receive assessments before, after, and during
instruction as we move throughout the rest of the semester. The more practice they
have, the more comfortable and confident they will become in themselves and their
learning.

Post-Assessment Plan/Overall Reflection Continued
Because the large majority of my students were successful in fully
understanding comparing, contrasting, and the application of the content, I will
connect what we’ve learned to the next content I will be teaching, which will be
drawing conclusions. I would like to implement other ways of assessment other than
writing to accommodate for my ELL students. For example, I could do oral
assessments or include assessments with more visuals. I was ecstatic to see that my
students that typically struggle to follow along or refuse to do their work maintained
an expected level of engagement throughout the week. I am continuing to learn what
topics keep them interested and focused, and I will do my best to incorporate those
into instruction as much as possible. For our next content topic of drawing
conclusions, I will incorporate compare and contrast when doing reflections on
various pieces of text that we read. I will also encourage students to observe the text
for signal words for compare and contrast, in addition to comparing and contrasting
stories to read to other pieces that we’ve read or are currently reading.

Elements of the Lesson Evidence that Documents the Elements

I. Standard CCSS.ELA-LITERACY.RL.3.9
District curriculum guidelines, MDE core Compare and contrast the themes,
curriculum, or CCSS settings, and plots of stories written by
the same author about the same or

similar characters (e.g., in books from a
series).
CCSS.ELA-LITERACY.SL.3.1.C
Ask questions to check understanding

of information presented, stay on topic,
and link their comments to the remarks
of others.
CCSS.ELA-LITERACY.SL.3.1.D
Explain their own ideas and

understanding in light of the discussion.
3 – P4.2.2 Participate in projects to help
or inform others. (GLCE)
II. Objectives/Targets and I can I can…
statements “ I can design a T-chart for signal words
What am I going to teach? to use when I am comparing and
What will the students be able to do at contrasting.”
the end of the lesson? “I can participate in a Monster Sort to
What formative assessments are used to demonstrate understanding of how to
inform my instruction? use compare and contrast words.”
What challenges might students “I can explain my thinking of compare
encounter? and contrast scenarios while reading
Why is this concept/target important? part one of I Wanna Iguana.”

At the End:
At the end of the lesson, students will
feel confident in composing
appropriate compare and contrast
sentences using their signal words. They
will also continue to become more
comfortable speaking clearly and
appropriately when asking questions
and explaining their thinking.

Formative Assessment:
As a formative assessment, the students
will hand in their Monster Sort
explanations as exit tickets for
afternoon recess. This will allow me to
check for understanding within the
group and know whether or not we
need more practice with the concept as
we move forward.

Potential Challenges:
I have a handful of ELL students who
will not be capable of writing
independently. I will have my CT work
with these individuals as they will
benefit from being in a small group for
the writing pieces of this lesson.
Another potential challenge is that I
have some blurters in the class. More
times than not, they are giving away
their answers and responses to the rest
of their peers at inappropriate times. I
will plan to be on top of this to prevent
the blurting as much as possible.
III. Lesson Management: Focus and Strategies, Techniques, and Tools:
Organization To ensure participation, engagement,
What positive strategies, techniques and and focus, I will individually
tools will I use? acknowledge students by verbally
What on task, active and focused student expressing specific praise.
behavior will I see?
Student Behavior:
We have recently begun a “Class Cup
Competition” (based off of the Hogwarts
House Cup in Harry Potter) to
encourage each group (“house”) of
students to behave and follow the rules
and expectations of the class as much as
possible. This is based off of a point
system. By the end of the week,
whichever house has the most points
will win a prize. This is a form of
behavior management that helps the
students stay on task.
IV. Introduction: Creating Excitement and Generating Interest (Anticipatory Set):
Focus for the Lesson Target To generate interest for this lesson, I
What will I do to generate interest? will let students have a dance party to
How will I access prior knowledge? “Monster Mash” to get in both the
Halloween and compare/contrast spirit!
What will I have students
practice/review?

V. Input: Setting up the Lesson for Materials:

Student Success ➔ White board and markers
➔ Poster paper
Task analysis: ➔ Reading Street textbook (Teacher
● What information does the learner Edition and Student Editions): I
need? If needed how will it be Wanna Iguana
provided? ➔ Monster Sort activity (paper,
● How is the lesson scaffolded? monsters cut out and laminated)
Higher Level Thinking: Questions to
engage students’ thinking Step-by-Step:
● Remembering I will begin by generating interest with
● Understanding the anticipatory set (as mentioned
● Applying above). Afterwards, we will join on the
● Analyzing carpet.
● Evaluating
● Creating We will work as a class to come up with
appropriate definitions for compare
and contrast as we create a T-chart on
Webb’s Depth of Knowledge
the big poster paper together. I will
● Recall/Reproduction
begin this process by asking students to
● Skills/Concept
think for 30 seconds about where they
● Strategic Thinking
have heard these words before, along
● Extended Thinking
with when we may have used them in
Accommodations: Differentiating to
school prior to this discussion. We will
meet students’ needs
recall these events together.
● Remediation/Intervention

● Extension/enrichment We will create our T-chart together
while using the story I Wanna Iguana as
Methods, Materials and Integrated
a resource, referring to the text for
Technology
examples of signal words for compare
● Instructional techniques
and contrast.
● Engagement strategies

● Materials and Integrated
Compare words: same, similar, both, in
Technology list
common, as well, also

Contrast words: different, differ,
difference, however, but, although,
while, whereas, on the other hand

Once we complete our chart, I will
explain the Monster Sort activity and
show the model I have made. The
expectations will be to draw two
monsters from the pile and compare
and contrast their features. I will go
step-by-step through my explanation of
how I was able to compare and contrast
my two monsters, while also referring
back to the T-chart for signal words we
made previously. (I DO)

Students will go back to their seats and
we will do a Monster Sort together to
ensure understanding of the activity
and expectations. I will guide them
through this while also seeking any
misunderstandings or confusion. (WE
DO)

Once I am confident that students
comprehend the activity and directions,
I will pair them up by drawing popsicle
sticks at random. They will complete an
addition Monster Sort as a partner pair.
Each pair will write 3 comparisons and
3 things they can contrast when looking
at the two monsters they have. (YOU
DO).
VI. Modeling: I Do I will explain the Monster Sort activity
SHOW/TELL (Visual/Verbal Input) and show the model I have made. The
What will I show/demonstrate for expectations will be to draw two
students? What will I tell them? monsters from the pile and compare
HOW/WHAT (Questioning and and contrast their features. I will go
redirecting) step-by-step through my explanation of
How to do as well as What to do how I was able to compare and contrast
my two monsters, while also referring
back to the T-chart for signal words we
made previously.
VII. Checking for Understanding What are some examples of signal
Samples of questions to be asked words for comparing two things in a
Ways in which students will respond and sentence?
be engaged
Formative assessment strategies to be What are some examples of signal
implemented words for contrasting two things in a
sentence?

When am I able to use this reading skill
in the future?

I will use the “quiet thumb” formative
assessment to continually assess how
my students feel about each component
of the topic.
VIII. Guided Practice: We Do Students will go back to their seats and
What do the teacher and student do we will do a Monster Sort together to
together? ensure understanding of the activity
How will a gradual release of and expectations. I will guide them
responsibility be accomplished? through this while also seeking any
misunderstandings or confusion.
IX. Collaborative (You Do Together) Once I am confident that students
and/or Independent Practice (You Do) comprehend the activity and directions,
What practices will be demonstrated? I will pair them up by drawing popsicle
sticks at random. They will complete an
addition Monster Sort as a partner pair.
Each pair will write 3 comparisons and
3 things they can contrast when looking
at the two monsters they have. I will
flow throughout the classroom and
check in with students as they continue
to work.
X. Closure We will review the “I Can” statements
How will the ‘I can’ statement(s) be on our poster paper on the rug when
reviewed? students finish. I had students give me
How will students be involved? “quiet thumbs” regarding their feelings
What connections to future learning will toward each of the statements provided
occur? so I can briefly assess their confidence
with the content.
XI. Assessment All student pairs will hand in their
What evidence supports that the completed Monster Sort activities as
target(s)/objective(s) were met? exit tickets for afternoon recess. The
What do my students know, understand information they include in their
and are able to do now? writing will show me how well they
What formative assessments will be understand the basis of compare and
used to inform instruction? contrast, in addition to applying the
content in a fun way. I will also check
for understanding on how effective the
students are in writing complete
sentences with their signal words.
XII. Reflection (Questions to consider…) My evidence that my students met the
How do I know that the objectives/targets for this lesson were
objective(s)/target(s) were met? What is the somewhat successful responses I
my received from the Monster Sort. Based
evidence? on the data gathered, I know that more
Based on the data gathered, what will I students understand what it means to
do next? compare and contrast, but we will need
How well did the students further review with putting the signal
perform/respond? How did students words in sentences. Almost all students
show they showed that they understand the
were engaged? meaning of these words, but only about
What evidence do I have? half were able to successfully put them
What aspect of the lesson was into appropriate sentences. Students
particularly challenging for students? showed they were engaged by
What completing their Monster Sort together
will I do to help the student(s) who in pairs in a timely manner by staying
struggled? on task. There was nothing particularly
What will I do to extend the learning for challenging for my students during this
those students who met lesson, other than writing appropriate
target? sentences. There was a decent amount
Were there any surprises? What would I of side chatter in the partner pairs. For
do if I taught this lesson the students that struggled, along with
again? the rest, I will do an additional review
with the T-chart signal words before
beginning our Reading/ELA block the
following day. There were no major
surprises, but if I were to do this lesson
again, I would give all students an
individual copy of the T-chart for
themselves.

Elements of the Lesson Evidence that Documents the

Elements
District curriculum guidelines, MDE core Compare and contrast the
curriculum, or CCSS themes, settings, and plots of
stories written by the same

author about the same or
similar characters (e.g., in
books from a series).
Ask and answer questions to

demonstrate understanding of
a text, referring explicitly to
the text as the basis for the
answers.
Read with sufficient accuracy

and fluency to support
comprehension.
3 – P4.2.2 Participate in
projects to help or inform
others. (GLCE)
II. Objectives/Targets and I can statements I Can…
What am I going to teach? “I can read with accuracy and
What will the students be able to do at the end of fluency to better understand
the lesson? the story.”
What formative assessments are used to inform “I can compare and contrast
my instruction? the themes, settings, and plots
What challenges might students encounter?
Why is this concept/target important? of I Wanna Iguana with I
Wanna New Room.”
“I can extend my thinking by
asking and answering
questions about comparing
and contrasting.”

At the End:
At the end of the lesson,
students will feel confident in
composing appropriate
compare and contrast
statements in I Wanna Iguana.
They will also continue to
become more comfortable
speaking clearly and
appropriately when asking
and answering questions in
front of others.

As a formative assessment,
students will complete graphic
organizers to present their
information and overall
understanding of comparing
and contrasting. This will
allow me to check for
understanding within the
group and know whether or
not we need more practice
with this concept as we move
forward.

I have a handful of ELL
students who will not be
capable of writing
independently. I will have my
CT work with these
individuals as they will benefit
from being in a small group
for the writing pieces of this
lesson.
Another potential challenge is
that I have some blurters in
the class. More times than not,
they are giving away their
answers and responses to the
rest of their peers at
inappropriate times. I will plan
to be on top of this to prevent
the blurting as much as
possible.
III. Lesson Management: Focus and Organization Strategies, Techniques, and
What positive strategies, techniques and tools will Tools:
I use? To ensure participation,
engagement, and focus, I will
What on task, active and focused student individually acknowledge
behavior will I see? students by verbally
expressing specific praise.

Student Behavior:
We have recently begun a
“Class Cup Competition”
(based off of the Hogwarts
House Cup in Harry Potter) to
encourage each group
(“house”) of students to behave
and follow the rules and
expectations of the class as
much as possible. This is
based off of a point system. By
the end of the week,
whichever house has the most
points will win a prize. This is
a form of behavior
management that helps the
IV. Introduction: Creating Excitement and Focus Generating Interest
for the Lesson Target (Anticipatory Set):
What will I do to generate interest? To generate interest for this
How will I access prior knowledge? lesson, I will have students
What will I have students practice/review? pretend they are interviewing
a partner about which one of
the Karen Orloff stories they
like best and why.
V. Input: Setting up the Lesson for Student Success Materials:
➔ White board and
Task analysis: markers
● What information does the learner need? If ➔ Poster paper
needed how will it be provided? ➔ I Wanna Iguana by
● How is the lesson scaffolded? Karen Orloff (in the
Higher Level Thinking: Questions to engage Reading Street
students’ thinking textbook)
● Remembering ➔ I Wanna New Room by
● Understanding Karen Orloff
● Applying ➔ Graphic organizers
● Analyzing ➔ Document camera
● Evaluating
● Creating Step-by-Step:
Students will begin by
interviewing a partner (as
mentioned above) as the
anticipatory set. They enjoy
● Skills/Concept
having the role of being an
“interviewer” and acting
professional. Once they finish
Accommodations: Differentiating to meet
their interviews, we will head
students’ needs
back to the reading carpet and
do a share-out of what their
● Extension/enrichment
partners responded with
Methods, Materials and Integrated Technology
regarding the initial question.
I was planning to have
students write down their
● Materials and Integrated Technology list
answers, but that would have
been too time consuming, so
we did a share-out instead. I
had students share what their
partners said rather than
themselves to show that they
were paying attention during
the interviews.

Following the interview
discussion, we will review our
compare/contrast signal
words T-chart, along with the
storylines of I Wanna Iguana
and I Wanna New Room. I will
have students provide
examples of appropriate
sentences using their signal
words.

I will briefly review graphic
organizers with the students
(they recently filled one out
for another topic a few weeks
ago). Students will head back
to their seats and follow along
as I show an example of my
own model on the document
camera. I will explain my
thinking and emphasize why I
did what I did. I used
examples from different
Reading Street stories we have
read to model the
expectations. (I DO)

After elaborating on my model
of the graphic organizer, I will
give students their own
copies. We will do an example
of compare and contrast
together to ensure
understanding of the
expectations. (WE DO)

My students needed one extra
example together of using
contrasting signal words
appropriately in sentences, so
we made time to do a few
more together.

Once I was sure that my
students were able to finish
the graphic organizers on their
own, I had them work
independently as I floated
throughout the classroom to
give feedback, offer help, and
answer questions. (YOU DO)
VI. Modeling: I Do I will briefly review graphic
SHOW/TELL (Visual/Verbal Input) organizers with the students
What will I show/demonstrate for students? (they recently filled one out
What will I tell them? for another topic a few weeks
HOW/WHAT (Questioning and redirecting) ago). Students will head back
How to do as well as What to do to their seats and follow along
as I show an example of my
own model on the document
camera. I will explain my
thinking and emphasize why I
did what I did. I used
examples from different
Reading Street stories we have
read to model the
expectations.
VII. Checking for Understanding What are some signal words
Samples of questions to be asked that tell us to compare?
Ways in which students will respond and be
engaged What are some of the signal
Formative assessment strategies to be words that help us know
implemented when we’re contrasting two
things?

Why is it important for us to
know how to compare and
contrast?

I will use the “quiet thumb”
formative assessment to
continually assess how my
students feel about each
component of the topic.
VIII. Guided Practice: We Do After elaborating on my model
What do the teacher and student do together? of the graphic organizer, I will
How will a gradual release of responsibility be give students their own
accomplished? copies. We will do an example
of compare and contrast
together to ensure
understanding of the
expectations.
IX. Collaborative (You Do Together) and/or Once I was sure that my
Independent Practice (You Do) students were able to finish
What practices will be demonstrated? the graphic organizers on their
own, I had them work
independently as I floated
throughout the classroom to
give feedback, offer help, and
answer questions.
X. Closure We will review the “I Can”
How will the ‘I can’ statement(s) be reviewed? statements on our poster
How will students be involved? paper on the rug when
What connections to future learning will occur? students finish. I had students
give me “quiet thumbs”
regarding their feelings
toward each of the statements
provided so I can briefly
assess their confidence with
the content.
XI. Assessment As a formative assessment,
What evidence supports that the students will complete graphic
target(s)/objective(s) were met? organizers to present their
What do my students know, understand and are information and overall
able to do now? understanding of comparing
What formative assessments will be used to and contrasting. This will
inform instruction? allow me to check for
understanding within the
group and know whether or
not we need more practice
with the concept as we move
forward.
XII. Reflection (Questions to consider…) I know that my targets and
How do I know that the objective(s)/target(s) were objectives were met based on
met? What is my my evidence from the
evidence? students which were the
Based on the data gathered, what will I do next? graphic organizers. The
How well did the students perform/respond? How number of students that were
did students show they able to apply the concept of
were engaged? compare and contrast was
What evidence do I have? almost doubled from the
What aspect of the lesson was particularly assessment on the first lesson.
challenging for students? What I still have a handful that need
will I do to help the student(s) who struggled? more practice, so I will be sure
What will I do to extend the learning for those to continue with pursuing my
students who met intended assessment
target? (foldables) for the upcoming
Were there any surprises? What would I do if I lesson. Students maintained
taught this lesson fairly engaged throughout this
again? lesson, and I think the fact that
they enjoy both of the stories
we were discussing helped to
keep them motivated. There
were no parts that were overly
challenging for students. To
extend the learning for those
students that met the target, I
will allow them to begin on
their foldables independently
when I am working together
with the class on examples
during the upcoming lessons.
There were no major surprises
during this lesson, but if I
were to do it again, I would
put lines in the graphic
organizer to help students
keep their writing straight and
more even.

Elements of the Lesson Evidence that Documents the

Elements
District curriculum guidelines, MDE core Compare and contrast the themes,
curriculum, or CCSS settings, and plots of stories written by
the same author about the same or

similar characters (e.g., in books from a
series).
Ask and answer questions to

demonstrate understanding of a text,
referring explicitly to the text as the
basis for the answers.
Read with sufficient accuracy and

fluency to support comprehension.
3 – P4.2.2 Participate in projects to help
or inform others. (GLCE)
II. Objectives/Targets and I can statements I Can…
What am I going to teach? “I can compare and contrast within the
What will the students be able to do at story I Wanna Iguana.”
the end of the lesson? “I can demonstrate understanding of
What formative assessments are used to the story by asking and answering
inform my instruction? questions.”
What challenges might students
encounter?
Why is this concept/target important? “I can read with fluency to show I
comprehend what is happening in the
story.”

At the End:
At the end of the lesson, students will
feel confident in composing
appropriate compare and contrast
statements in various scenarios. They
will also continue to become more
comfortable speaking clearly and
appropriately when presenting in front
of others.

As a formative assessment (also the
post-assessment for the instructional
plan), students will design foldables to
present their information and overall
understanding of comparing and
contrasting. This will allow me to check
for understanding within the group and
know whether or not we need more
practice with the concept as we move
forward.

I have a handful of ELL students who
will not be capable of writing
independently. I will have my CT work
with these individuals as they will
benefit from being in a small group for
the writing pieces of this lesson.
Another potential challenge is that I
have some blurters in the class. More
times than not, they are giving away
their answers and responses to the rest
of their peers at inappropriate times. I
will plan to be on top of this to prevent
the blurting as much as possible.
III. Lesson Management: Focus and Strategies, Techniques, and Tools:
Organization To ensure participation, engagement,
What positive strategies, techniques and and focus, I will individually
tools will I use? acknowledge students by verbally
What on task, active and focused student expressing specific praise.
behavior will I see?
Student Behavior:
We have recently begun a “Class Cup
Competition” (based off of the
Hogwarts House Cup in Harry Potter) to
encourage each group (“house”) of
students to behave and follow the rules
and expectations of the class as much
as possible. This is based off of a point
system. By the end of the week,
whichever house has the most points
will win a prize. This is a form of
behavior management that helps the
IV. Introduction: Creating Excitement and Generating Interest (Anticipatory Set):
Focus for the Lesson Target To generate interest for this lesson, I
What will I do to generate interest? will ask students how their lives would
How will I access prior knowledge? be different if they owned a pet iguana.
What will I have students They will think for 30 seconds about
practice/review? this idea, then share their thoughts with
a partner. After sharing, they will
compare and contrast what would be
the same and what would be different
if they had a pet iguana for a review.
We will do a brief share-out. I will
encourage students to use complete
sentences and appropriate talking
voices.
V. Input: Setting up the Lesson for Student Materials:
Success ➔ White board and markers
➔ Poster paper
Task analysis: ➔ Reading Street textbook
● What information does the learner (Teacher Edition and Student
need? If needed how will it be Editions): I Wanna Iguana
provided? ➔ Colorful paper for foldables
● How is the lesson scaffolded? ➔ Coloring supplies
Higher Level Thinking: Questions to (student-provided)
engage students’ thinking ➔ Document camera
● Remembering
● Understanding Step-by-Step:
● Applying
● Analyzing I will begin by generating interest with
● Evaluating the anticipatory set (as mentioned
● Creating above). I will bring the students to the
carpet for further review on comparing
and contrasting. We will begin on the
carpet with a discussion-based review
on signal words for comparing and
● Skills/Concept
contrasting with the t-chart we made
earlier in the week. Students will
provide examples on how to compare
Accommodations: Differentiating to
and contrast using these words with
meet students’ needs
the whole group.

● Extension/enrichment
We will then, following discussion and
Methods, Materials and Integrated
review, refer back to what we
Technology
previously read in I Wanna Iguana. The
original intention was to read part two
of I Wanna Iguana considering the
● Materials and Integrated
textbook breaks it in half and
Technology list
recommends reading it on two
separate days, but we had an
abundance of time leftover the day
prior and chose to read the second half
to give us more time for our
assessment at the end of this lesson.

When referring back to the whole
story, I will have students share
examples of comparing and contrasting
between characters, situations, and
events in the story. I will also
encourage them to relate pieces of the
story to their personal lives.

After our discussion, I will do a big
reveal of what the next step will be,
now that I have confirmed we are
confident enough in compare and
contrast to move forward. I will have
students do a drumroll and take out my
model foldable. I will briefly explain
what I did in my foldable, along with
what I will expect them to do.

Students will head back to their seats
and I will use the document camera to
make a larger visual of my foldable. I
will model my visual and thoroughly
explain each component of the foldable
in addition to the instructions. I will ask
for clarification as I go through my
explanation to ensure that my students
understand the instructions. (I DO)

I will move forward by calling up teams
(table groups) that have been
demonstrating exceptional behavior to
pick out their colored paper first from
the front table. Once all students have
their paper, we will work together to
fold it correctly into a pamphlet-style
foldable. This was going to be done
with partners, but I decided to make
this an individual project to promote
creativity, imagination, and utilize this
piece as the post-assessment since
they’ll be putting in exceptional effort
and time to complete this..

I will emphasize the expectations and
do the first section or two with my
students to make sure they are
following along and once again,
understand what they should do on
their own foldables. (WE DO)

Once I am confident that my students
can move on independently, I will flow
throughout the classroom and check in
with students as they continue to work.
Once students are finished, they will
practice how they will present with
another student that completes the
foldable around the same time. From
here, I will begin calling students up to
present their foldable. I gave students
the option to present their foldable
under the document camera or walk
around the class and show it. I realized
that some may be more comfortable
presenting in one way over another. I
also made an effort to review the
expectations of respect while a
classmate is speaking or presenting.
(YOU DO)
VI. Modeling: I Do Students will head back to their seats
SHOW/TELL (Visual/Verbal Input) and I will use the document camera to
What will I show/demonstrate for make a larger visual of my foldable. I
students? What will I tell them? will model my visual and thoroughly
HOW/WHAT (Questioning and explain each component of the foldable
redirecting) in addition to the instructions. I will ask
How to do as well as What to do for clarification as I go through my
explanation to ensure that my students
understand the instructions. (I DO)
VII. Checking for Understanding What are some signal words that tell us
Samples of questions to be asked to compare?
Ways in which students will respond and
be engaged What are some of the signal words that
Formative assessment strategies to be help us know when we’re contrasting
implemented two things?

Why is it important for us to know how
to compare and contrast?

I will use the “quiet thumb” formative
assessment to continually assess how
my students feel about each
component of the topic.
VIII. Guided Practice: We Do Once all students have their paper, we
What do the teacher and student do will work together to fold it correctly
together? into a pamphlet-style foldable. This was
How will a gradual release of going to be done with partners, but I
responsibility be accomplished? decided to make this an individual
project to promote creativity,
imagination, and utilize this piece as
the post-assessment since they’ll be
putting in exceptional effort and time
to complete this..

I will emphasize the expectations and
do the first section or two with my
students to make sure they are
following along and once again,
understand what they should do on
their own foldables. (WE DO)
IX. Collaborative (You Do Together) Once I am confident that my students
and/or Independent Practice (You Do) can move on independently, I will flow
What practices will be demonstrated? throughout the classroom and check in
with students as they continue to work.
Once students are finished, they will
practice how they will present with
another student that completes the
foldable around the same time. From
here, I will begin calling students up to
present their foldable. I gave students
the option to present their foldable
under the document camera or walk
around the class and show it. I realized
that some may be more comfortable
presenting in one way over another. I
also made an effort to review the
expectations of respect while a
classmate is speaking or presenting.
(YOU DO)
X. Closure We will review the “I Can” statements
How will the ‘I can’ statement(s) be on our poster paper on the rug when
reviewed? students finish. I had students give me
How will students be involved? “quiet thumbs” regarding their feelings
What connections to future learning will toward each of the statements
occur? provided so I can briefly assess their
confidence with the content.
This section did not make it into the
video due to recess, but it was
completed later in the afternoon once
all students finished their foldables.
XI. Assessment The summative assessment for this
What evidence supports that the lesson (since it is the last one in my
target(s)/objective(s) were met? instructional plan) was the foldable.
What do my students know, understand This gave students room to be creative
and are able to do now? with both writing and art, while
What formative assessments will be used simultaneously demonstrating their
to inform instruction? knowledge and growth in the content.
The information they include in the
foldables will show me how well they
understand the basis of compare and
contrast, in addition to applying the
content to an interesting and fun topic,
Wayside School vs. Brookside
Elementary.
XII. Reflection (Questions to consider…) My evidence that the objectives were
How do I know that the met is the foldable that each student
objective(s)/target(s) were met? What is completes and presents. The large
my majority of my students feel confident
evidence? in comparing and contrasting and
Based on the data gathered, what will I do applying this concept beyond the
next? definition of these terms. Students
How well did the students showed they were engaged by
perform/respond? How did students completing their foldables in a timely
show they manner by staying on task. All of my
were engaged? students showed that they understand
What evidence do I have? the foundation of comparing and
What aspect of the lesson was contrasting, and the large majority were
particularly challenging for students? able to apply this reading skill to
What compare and contrast Wayside School
will I do to help the student(s) who and Brookside Elementary in the
struggled? foldable. Based on the data gathered, I
What will I do to extend the learning for can move onto conclusions in reading,
those students who met along with potentially delving deeper
target? into understanding and practicing
Were there any surprises? What would I compound and simple sentences. No
do if I taught this lesson pieces of this lesson were particularly
again? challenging for students other than
grammar and mechanics in the writing
part of the foldables. If I were to teach
this lesson again, I would’ve modeled
how to appropriately present my work.

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Instructional Plan Overview

Common Core State Standards (CCSS) and Grade Level Content

Ask questions to check understanding of information presented, stay on topic, and

Explain their own ideas and understanding in light of the discussion.

Ask and answer questions to demonstrate understanding of a text, referring explicitly

Read with sufficient accuracy and fluency to support comprehension.

Ask and answer questions to demonstrate understanding of a text, referring explicitly

Read with sufficient accuracy and fluency to support comprehension.

Name: Amanda Voss

Lesson #1: Reflection/Assessment

Elements of the Lesson Evidence that Documents the Elements

the same author about the same or

Ask questions to check understanding

Explain their own ideas and

V. Input: Setting up the Lesson for Materials:

Elements of the Lesson Evidence that Documents the

District curriculum guidelines, MDE core Compare and contrast the

curriculum, or CCSS themes, settings, and plots of

stories written by the same

Ask and answer questions to

Read with sufficient accuracy

Elements of the Lesson Evidence that Documents the

the same author about the same or

Ask and answer questions to

Read with sufficient accuracy and

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