Elementary and Early Childhood Education Lesson Plan Template

Name: Daija Norwood Date: 10/23/19-10/30/19

Course: ECE 4650/ ECE 4410 Lesson Plan #: 2 and 3
Subject Area(s): Comparing and Contrasting (Reading and Social Grade Level/Time Frame: 2nd / 60 minutes
Studies)

Step 1: Identify Learning Context Learning Environment:

Learners
(Classroom
Context)
The learning environment where the learning experience takes place is
very positive and inviting. The walls are filled with colors, decors, and
resources that the students utilize every day. There is a projector at the
front of the room which can have the touch sensor turned on and off.
Beneath the whiteboard are 10 characteristics that each student tries
to demonstrate since they are an IB school. There is also a “Buddy-Up”
chart located at the back of the classroom on a cabinet; this is a way for
students to know who their “turn and talk” partners are for the week.
On the wall behind the door are bookbag hooks as well as a dismissal
chart so students know where to go at the end of the day. On the desk
next to the door there is a bucket with one girl and one boy bathroom
pass along with hand sanitizer. On the back wall, there is a chart that
describes the writing process for the students. There are also various
students’ works hanging up around the room for different subject
areas.

There are desks in the classroom as well as a kidney table and three
other tables. The students sit in cooperative learning groups mainly, but
recently there was a change to the seating, so the desks are arranged in
a “U” formation. The students are allowed to sit at the kidney table to
work as well as sit at the small table with two stools.

In front of the whiteboard there is a carpeted area with the continents

displayed on it. There is also carpet in front of the bookshelves that
display a leveled library. There is also a “Cool Down” corner where
students can go if they are feeling frustrated or overwhelmed. There is
also a director’s chair near the sink that students can sit in and read or
take a look in the mirror to remind themselves who is responsible for
their actions, goals, dreams, etc.

There is technology located in the classroom; there are 10 laptops, 3

desktops and 6 iPads inside the classroom. There are also 2 teacher
laptops; this is almost a one-to-one ratio which is phenomenal. There is

Learner Description
Personal Assets, Cultural,
Assets, Community Assets
(also referred to as Funds of
Knowledge)
also a computer lab for the students to utilize in the school.
Number of students in class:
● Number of males: 11
● Number of females: 8
Learning Needs Number of Supports, Accommodations,
Students Modifications
Students w/ IEPs or 1 Slant board for writing
504 plans
Students w/ EIPs 1 Pull out support during reading block
and visual supports and sentence frames
English learners 7 Pull out support during reading block,
sentence frames to explain their thinking
and various texts to gather information
Gifted 3 Voice and Choice about writing inside
the Venn Diagram or writing a five
sentence paragraph to demonstrate
their knowledge of comparing and
contrasting
Students with gaps in 2 Modeling to show how to fill out
academic knowledge brochure and Venn Diagram and how to
read with prosody
Other learning needs 0 N/A
Personal
My interactions told me that the students enjoy researching topics they
are interested in. Accordingly, I decided to incorporate a research
project in which the students get to choose a region that they are
interested in. In addition, I will inquire about the students’ knowledge
during the beginning of the lesson to also see what additional
background knowledge I can use to connect with the students. I also
had each student compare their region to the Piedmont since we all live
in this region.
Cultural
Some of my students are English language learners, so I used that
information to provide appropriate differentiation strategies during the
lesson such as sentence frames. I also tied in picture visuals so that they
can understand the concepts we are learning about.
Community
I will discuss some of the things that students compare in their daily
lives; I will encourage the students to find things to compare using
evidence from resources or pictures. I want them to not only think

Step 2: Identify Georgia Standard (s) of
Curricular Excellence, WIDA Standard(s),
Priorities etc.
Prior Academic Knowledge
and Prerequisite Skills
Central Focus, Overarching
Goal, Big Idea, or Essential
Question(s)
Learning Objective(s) or
Learning Target(s)
Potential Misconceptions
and/or Developmental
Approximations
about the ways things are similar, but I want them to think about the
way things are different as well.
ELAGSE2RI9: Compare and contrast the most important points
presented by two texts on the same topic
SS2G1: Locate and compare major topographical features of Georgia
and describe how these features define Georgia’s surface.
a. Locate and compare the geographic regions of Georgia: Blue Ridge,
Piedmont, Coastal Plain, Ridge and Valley, and Appalachian Plateau.
The students had a pre-assessment that required them to determine
what it means to compare and contrast items, so this lesson will
activate that prior knowledge and provide students with a means to
apply that information to compare and contrast the Georgia regions.
The students will also need to have some prerequisite skills of
understanding how to find similarities and differences. They will also
need to understand how to use text features in order to fill out their
graphic organizers.
What defining features help us distinguish the five Georgia regions?
The students will compare two Georgia regions based on landforms,
plants, and animals.
● The students may say a landform belongs to a region that it
does not belong to.
If the students place a landform in the wrong region, I will
provide students with a video about landforms and where they
are located.
● The students may only compare or only contrast .
If the students do one and not the other, I will provide a visual
support for how a Venn Diagram is created using an anchor
chart.
Academic Language Academic Language Whole Class Supports Differentiated Supports
Vocabulary Language function: Anchor Chart with an The teacher will have the
● Words and phrases Example students read the “I Can”
with subject specific Compare and Contrast statement. The teacher
meanings that differ will then ask the students
from meanings used to turn and talk about
in everyday life (e.g., what they do when they
table, ruler, force) compare items and
● General academic contrast items.
vocabulary used
across disciplines
(e.g., compare,
analyze, evaluate)
● Subject-specific
Turn and Talk
words defined for
use in the discipline Multiple meaning words: Bold The teacher will provide
examples of each word
Language Function: the ● Bold digitally. Then, the teacher
content and language focus of ● Diagram will describe which word is
the learning task (e.g., ● Model being referred to during
activities, discussions) the lesson.
represented by the active verb
in the learning objective(s) or
learning target(s) (e.g., apply,
evaluate, cause and effect,
sequence, hypothesize, infer,
Diagram
summarize, describe, explain)

Language Supports:
instructional supports that
help students understand and
successfully use the language
function (e.g., sentence Model
starters, graphic organizers)

Syntax: set of conventions for

organizing information (e.g.,
sentences, graphs, tables);
organizes language to convey
meaning
Academic vocabulary: Model The teacher will model
Discourse: how members of ● Compare how to use a Table of
the discipline talk, write, and ● Contrast Contents and apply the
participate in knowledge ● Similarities academic vocabulary to
construction using the ● Differences the topics.
● Table of
structures of written and oral Contents
language; discipline specific
discourse has distinctive Subject-specific Video The teacher will show the
features or ways of structuring vocabulary: https://jr.brainpop.com/so students a BrainPop Jr.
oral or written language, or ● Details cialstudies/geography/lan video about landforms. It
representing knowledge ● Region dforms/ will discuss the different
visually. ● Landform landforms and the regions
they can be found in.
Syntax: Sentence frames The students will be
provided with sentence
● The Piedmont frames to use in their
region and Venn Diagram or 5
(favorite region)) sentence paragraph. They
are similar will also have an anchor
because they chart that will have the
both have the appropriate vocabulary.
same (plants,
animals,
landforms)
_____.
Anchor Chart
● The Piedmont
region and
(favorite region)
are different
because the
Piedmont region
has _____ and
(favorite region)
has ____.
● (The
Piedmont/favori
te region) have
(animals, plants,
landforms)
_____ just like
the ______
region which
means they are
similar.
● (The
Piedmont/favori
te region) have
(animals, plants,
landforms)
_____ unlike the
_____ region
which means
they are
different.

Discourse: Modeled Venn Diagram The students will be

 provided a Venn Diagram
The students will engage to record their
in research in which they comparisons of features
synthesize all of their from their favorite region
information about their to the Piedmont region.
favorite region and the They will also be given an
Piedmont region using anchor chart to see how
landforms, plants and they should fill out the
animals. They will have to Venn Diagram.
compare and contrast the
two regions. The student
will then be given a Venn
Diagram to fill out their
information.

Summative with Venn

Diagram selecting three
aspects of the region
(landforms, plants,
animals) to compare and
contrast (at least 6
differences--3 on each
side of the Venn Diagram,
and 3 similarities).

Writing: The students will write the information they researched about
their favorite region in the brochure. The students will also write their
compare and contrast facts in their Venn Diagram.

Speaking: The students will engage in discussions with their peers

about the meanings of the language function. They will also engage in
discussion when they are sharing their favorite region brochures.

Listening: The students will listen to the BrainPop Jr video because it

will explain the subject-specific vocabulary. The students will also
listen to the teacher model how to fill out their brochure and their
Venn Diagram.

Reading: The students will read various texts about their favorite
region as well as the Piedmont region.

Step 3: Design Assessment Plan

Assessment
Framework Georgia Performance Corresponding Learning Format of Assessment(s)
Standard(s) Objective(s) or Learning
Target(s)
ELAGSE2RI9 The students will Pre-Assessment:
Compare and contrast
the most important compare two Georgia Picture Interpretation: The teacher will
points presented by regions based on have the students complete a picture
two texts on the same landforms, plants, and interpretation worksheet to see if the
topic animals. students know the location of the Georgia
regions and three major rivers. The teacher
SS2G1 Locate and will see how many questions the students
compare major
answered correctly.
topographical features
of Georgia and
Turn and Talk: The teacher will ask the
describe how these
students if they know any similarities or
features define
Georgia’s surface. differences between two of the regions.
a. Locate and compare The teacher will listen to their responses
the geographic regions and record potential misconceptions on
of Georgia: Blue paper. This will help the teacher gauge the
Ridge, Piedmont, academic gaps that need to be addressed
Coastal Plain, Ridge during the lesson.
and Valley, and
Appalachian Plateau. Formative Assessment:
Tap In/Tap Out: The teacher will tap the
space in front of the student on the table
while they are reading. The teacher will
listen to the students read to themselves
about their selected region. This will help
the teacher determine who may need
additional support with a different leveled
text.

Favorite Region Brochure: The teacher will

have the students conduct research and fill
out a brochure on their favorite region in
Georgia. They will have to include features
such as landforms, animals, plants,
weather, interesting facts and why
someone should visit the region. The
teacher will look at the students’ brochures
to determine if they have included the
appropriate information. The teacher will
determine if some students may need
further support with different texts or more
explicit instruction.

Summative Assessment:

Type of Assessment Format of Assessment (e.g.,
quiz, test, checklist, KWL
chart, performance task)
Pre-assessment Picture Interpretation
Turn and Talk
Formative assessment(s) Tap In/Tap Out
Favorite Region Brochure
Summative assessment(s) Self Assessment
Self-Assessment: The teacher will ask the
students to rate their ability to perform the
task stated in the learning target using their
thumbs. The scale the teacher will use will
be thumbs up, thumbs to the side and
thumbs down. The teacher will take notes
on which students were thumbs down in
order to provide one-on-one conferencing.
Venn Diagram: This will be the students’
final work. The students will write at least
three facts in each circle. The student will
have 3 similarities and 6 differences total.
The teacher will review their Venn
Diagrams and grade them based on the
evaluative criteria.
Five Sentence Paragraph: This will be the
students’ culminating task once they get to
informational writing skills. The students
will take their Venn Diagram and write at
least five sentences comparing the two
regions. The teacher will then review their
paragraphs and grade them according to a
rubric.
Supports, Evaluation Criteria
Accommodations, How will you know or
Modifications measure if the students
(Differentiated have met the learning
Assessments, Culturally objective(s) or learning
Relevant Assessment) target(s)?
Students can use the Checklist
word bank to fill out the
picture interpretation and
can listen to their peer in
order to give them ideas
about how they can
compare and contrast
their regions.
Students can use the Anecdotal notes
various texts in order to
fill in their brochure.
Students can use sentence Thumbs Up/Side/Down
 frames to write their At least three
Venn Diagram paragraph in order to commonalities and at
compare and contrast least 6 differences (3
5 Sentence Paragraph their regions. for each category)
Rubric
At least one similarity
and at least 2
differences for
paragraph
Pre-Assessment Data Summary
The pre-assessment I gave the students asked them to label the five Georgia regions as well as the
three major rivers. Then, at the end the students were to turn and talk to their neighbor about
ways in which they can compare or contrast things in their life. Based on the assessment given,
majority of the students could not placed the rivers and regions in their appropriate spot. This tells
me that the students need to work on locating these regions as well as the location of each of the
three rivers. This data did not come as a surprise to me because the students have not been
discussing what they are seeing. However, this information is what drove my instruction. I decided
to scaffold and provide a bit of a challenge for the students by having them write a five-sentence
paragraph about the similarities and differences between the regions.

Step 4: Create Materials Needed Teacher Resources:

Learning
Laptop
Activities
Mini Whiteboard
Checklist
Rubric
Venn Diagram with examples
Anecdotal Record Folder
Brochure Example
Venn Diagram Pocket Chart
Pocket Chart Phrases

Student Resources:
Pencils
Crayons
Venn Diagram
Georgia, My State Geographic Regions Books
Brochure Template
iPad or Laptop
Headphones
Symbaloo https://www.symbaloo.com/home/mix/13eP2D7WAM
LapBook
Checklist
Technology Connection I, the teacher, will use my laptop in order to model how to research
using Symbaloo to drive instruction in order to deliver the lesson with
various texts in one place for my different leveled learners.

The students will use technology to enhance their learning by using

Symbaloo to research their favorite region along with the Piedmont
region. They will also use technology to enhance their learning by
watching a video to learn some of the subject-specific vocabulary.

Supporting Diverse Learners

● I will support my student with a 504 by differentiating the
process by providing my student with a slant board so that
they can see the words they are writing.
● I will support my student who has an EIP by differentiating the
content by allowing them to use various text media for extra
support in understanding what they are reading and
researching.
● I will support my students who are English learners by
differentiating the process by providing an anchor chart for
them to see how they are expected to complete their
assignment and sentence frames.
● I will support my students who are gifted by differentiating the
product through the use of voice and choice where they will
be able to choose the way in which they want to demonstrate
their mastery of the skill to compare and contrast.
● I will support my students who have gaps in academic
knowledge by differentiating the process by providing
examples of a brochure and Venn Diagram, so they can see
what they are working towards.

Culturally Responsive My interactions with the students throughout the week told me that
Teaching
the students enjoy researching topics they are interested in.
Accordingly, I decided to incorporate research on a region of their
choice, so that they can enjoy learning about the features of that
region. In addition, I will inquire about the students’ knowledge during
the beginning of the lesson while they turn and talk to see what
additional background knowledge I can use to connect with the
students. I also provided appropriate differentiation strategies during
the lesson such as sentence frames and anchor charts; I also tied in a
video for visual and auditory learners.

Research and Theory, or According to Berger (1991), when working with gifted students, it is
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)
beneficial to modify the process, content or environment to give them
something challenging to do in order to meet the learning target.
According to Masten (2012), when working with English Learners, it is
also important to make lessons visuals so that they can organize their
work and better understand the content.
According to Subban (2006), when working with all students, it is
important to differentiate learning for all students so that they are
able to receive the information in a way that is appropriate to them.
According to Krashen, if you do not administer instruction at a level
that is one step above or on level to each individual, it will not be
comprehensible to the students.
According to Nieves (2018), when working with all students, it is
important to embed voice and choice as well as plan small groups in
order for students to receive differentiated instruction.
Before:
I will open up the lesson by presenting students with two images of
landforms (mountain and coast) to have the students discuss
similarities and differences. Then, I will transition into a conversation
about what compare and contrast means. The students will turn and
talk with their Buddy Up partner about what compare means. Then,
they will share their response with the whole group. The students will
then turn and talk about what contrast means and share whole group.
After they finish sharing, I will remind them that we have been
focusing on Georgia Regions in social studies, and we will now be
comparing and contrasting how they are similar and different.
Q: How would you compare two items? Webb’s Depth of Knowledge
(Skill/Concept, Level 2)
Q: How would you contrast the same two items? Webb’s Depth of
Knowledge (Skill/Concept, Level 2)
During:
I will present the learning target in the form of an essential question:
How can I use nonfiction text features to locate research? To ensure
they understand the target, we will dissect the sentence to focus on
what “research” means, as well as review that “nonfiction text
features” are things such as titles, photographs, captions, etc. I will
explain to them that we are going to research a chosen region using
nonfiction text features to find information faster. With that
information they will then compare their chosen region to the
Piedmont region (where we live) and fill in a graphic organizer and
Venn Diagram.

I Do:
Day One:
I will model looking for information using the Table of Contents. I will
then turn to the page with the information I am looking for. I will read
about that section and write the information I find into the
appropriate box on the graphic organizer. If I read about the different
animals that live in the region, should I place it in the animal box or
interesting facts box? I should place it in the box titled animals because
I am learning about the animals of that region. Then, I go back to the
table of contents and find another section to read about.

Day Two:
I will model how I took the information from my graphic organizer and
put it in the brochure. I will also model how to fold the brochure once
it is completed and colored.

Day Three:
I will show the students an anchor chart with an example of a Venn
Diagram, explaining what each section means. I will model how to look
for similarities and differences between the regions of Georgia.

We Do:
Day One:
I will go to Symbaloo and find the section about the Piedmont region. I
will have each student select the tile that has the yellow square and
says Piedmont on it. I will ask the students to collectively find a
landform, animal, plant, interesting fact, and weather for the region. I
will then demonstrate writing the information they will need for their
Venn Diagram to compare their region to the Piedmont region. We will
go back and forth until we have filled in the entire graphic organizer. I
will ask them the following questions:
Q: Can you describe the landform in this region? Webb’s Depth of
Knowledge (Recall, Level 1)
Q: Can you describe the animals and plants in this region? Webb’s
Depth of Knowledge (Recall, Level 1)
Q: Can you list interesting facts or reasons why you should visit this
region? Webb’s Depth of Knowledge (Recall, Level 1)
After the students answer those questions, I will give them their own
graphic organizer for them to research their own region in Georgia.

Day Two:
Before I give the students their brochures, I will have the students
review the checklist they will be assessed on the next day. I will display
the example brochure and walk the students through the information
placed in it. Then, I will ask the students to look at the checklist and
identify on the brochure if the criterion has been met. Doing this will
ensure that the students are exposed to the checklist ahead of time
and know the expectations for them.

Day Three:
I will present students with the Venn Diagram pocket chart to have
students help place cards with phrases on them in the correct space
while referencing my graphic organizer. We will discuss why some of
the cards are on one side and not in the middle and how that relates
to comparing and contrasting. I will note that each card is simply a
phrase, but then also model how I can turn the phrases in my Venn
Diagram into sentences using sentence frames and the appropriate
vocabulary.

You Do:
Day One:
I will then ask the students to research the region of their choice using
their Lapbook, Symbaloo and the region books. They will take the
information they find and write it into their graphic organizer until
they have completed each box. Each box should have at least two facts
in them. As they finish their graphic organizer, I will ask each student
to start brainstorming the ways their region compares to the Piedmont
region.

Day Two:
I will ask the students to read more about their interesting fact with
the resources provided on Symbaloo and texts. I will also ask the
students to pull out their graphic organizers. They will then be given a
brochure to transfer their information from their graphic organizer to
the brochure. The students will be able to color and draw pictures as
 well to highlight the region of their choice.

Day Three:
I will ask students to compare and contrast the Piedmont region to the
region they selected. I will ask them to include at least 3 differences for
the Piedmont region, at least 3 differences for their region, and at least
3 similarities between their region and the Piedmont. If time permits, I
will also ask the students to turn their Venn Diagram into a 5-sentence
paragraph minimum with at least 2 differences and at least one
similarity between the regions. When the students are finished with
their Venn Diagram or paragraph, they will reference the Checklist in
order to make sure they have all the criteria.

After:

To close the lesson, I will have the students self-assess themselves on

how well they feel they know the learning target using the thumbs
up/thumbs sideways/thumbs down. Then, I will have them rejoin me
as a small group. I will pose the following question: “What are some
categories I can use to compare regions of Georgia?” I will ask them to
turn and talk to their neighbor and tell them some of the categories
they can use to compare the regions of Georgia.

Q: Can you apply what you have learned today in order to compare
and contrast two categories to one another? Webb’s Depth of
Knowledge (Extended Thinking, Level 4)
Q: Can you investigate and cite evidence to support your
comparisons? Webb’s Depth of Knowledge (Strategic Thinking, Level
3)

Connection to the Arts I would incorporate visual art by allowing the students to draw
pictures and color their brochures in order to show the defining
features in the region they selected.

Higher Order Thinking

Questions (HOTQs) 1. Q: How would you compare two items? Webb’s Depth of
Knowledge (Skill/Concept, Level 2)
2. Q: How would you contrast the same two items? Webb’s
Depth of Knowledge (Skill/Concept, Level 2)
3. Q: Can you describe the landform in this region? Webb’s
Depth of Knowledge (Recall, Level 1)
4. Q: Can you describe the animals and plants in this region?
 Webb’s Depth of Knowledge (Recall, Level 1)
5. Q: Can you list interesting facts or reasons why you should visit
this region? Webb’s Depth of Knowledge (Recall, Level 1)
6. Q: Can you apply what you have learned today in order to
compare and contrast two categories to one another? Webb’s
Depth of Knowledge (Extended Thinking, Level 4)
7. Q: Can you investigate and cite evidence to support your
comparisons? Webb’s Depth of Knowledge (Strategic
Thinking, Level 3)

Re-teaching, Re-Engagement,
Practice
If the students are unsuccessful in meeting the learning target by the
end of the lessons, another strategy I could implement for reteaching
would be to create a visual of a Venn Diagram with hula hoops. I would
then have the students place pictures and words associated with one
region on the left side of the hula hoop. Then, I would have the
students list features of another region on the right side of the hula
hoop. After that, I would have the students look to see which features
are listed on both sides of the hula hoop; I would then have them
move those similar items to the middle, overlapping area of the hula
hoops. Then, I will explain that is how they know what features are
similar in each region and which features are not shared in common
with one another. Another strategy I could use would be to use have
the students only compare one aspect at a time. For example, I could
have the students only compare the animals, plants or landforms.

Extensions For students who successfully meet the learning target, I will further
extend and engage them in learning by having them compare and
contrast other texts or use different criteria for comparisons such as
character traits, authors’ purpose, etc.

Lesson Closure To close the lesson, I will ask the students to come back together as a
small group; I will ask them the following questions:
Q: Can you apply what you have learned today in order to compare
and contrast two categories to one another? Webb’s Depth of
Knowledge (Extended Thinking, Level 4)
Q: Can you investigate and cite evidence to support your comparisons?
Webb’s Depth of Knowledge (Strategic Thinking, Level 3)
In addition, I will also restate the learning target and ask the students
to self-assess how they feel about them being able to meet the
learning target.