University of Utah, Department of Special Education: MCE Lesson Plan

Content Area: Reading Grade level: 1-3 Name: Chelsea Barney Date:
3/30/2020
Core Standard(s):
Reading: Literature Standard 2
With prompting and support, retell familiar stories, including key details.

Reading: Literature Standard 9

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Language Objective(s):
By 4/1/2020, students will be able to retell the story I’m Like You, Your Like Me, using three details with 75% accuracy
over one data session.

By 4/1/2020, students will be able to compare and contrast two events in the story I’m Like You, Your Like Me with
75% accuracy over one data sessions.

IEP Goal(s):
Actual: When given a story to read, student will be able to retell the story, using three details from the story with
100% accuracy over five consecutive data sessions.
When given two events from a story, student will be able to compare and contrast those two events with 100%
accuracy over five consecutive data sessions.

Revised (SMART):
By 4/1/2020, student will, when given a story to read, retell the story in order, using three details from the story with
100% accuracy over 5 consecutive data sessions.
By 4/1/2020, student will, when given two events from a story, compare and contrast those two events with 100%
accuracy over five consecutive data sessions.

Instructional Objective(s):
By 4/1/2020, students will be able to retell the story I’m Like You, Your Like Me, using three details with 75% accuracy
over one data session.

By 4/1/2020, students will be able to compare and contrast two events in the story I’m Like You, Your Like Me, using
three details with 75% accuracy over one data sessions.

Behavioral Objective(s):
By 4/1/2020 students will sit at desk for 10 minutes with prompting and support from a teacher over one data session.
By 4/1/2020 students will actively participate in lesson by answering individual questions with prompting and support
from a teacher over one data session.

Key Vocabulary & Key Concepts

Concepts: Retell the story. Understanding how things can be different and the same.

Vocabulary: compare, contrast, alike, different.

Multicultural Strategies Used (including WHY):

Slower speech and pacing: During the lesson I will pace myself on when I should move forward based on if the
students understand the concept or not.
Graphic Organizer: I will have the students use a compare and contrast graphic organizer to help them see the
difference in a different way rather than just listening to it. This is good for the students who would benefit using
pictures to understand a concept or vocabulary rather than words.
Picture Dictionary: This is good for students who benefit learning a vocab word with a picture rather than just the
word.
Repetition: I will repeat the concept of the lesson until the students have shown that they have grasped the
concept. This is important for students who need more than one exposure to a concept in order to understand it.
Think-Pair-Share: After the lesson students will think about the book we just read and fill out a paper about
themselves. They will than pair with a student and share their paper. As they share their paper they will compare and
contrast how they are with their partner. This is will give another example of how to compare and contrast something.
Ample wait time: I will allow appropriate wait time for the student to respond. This is important for students who
have a longer processing time than others. Especially for students who are processing two languages.
Differentiated responses: I will allow students to respond in a way that they can best show their understanding of
the concept. This is important for students who need different ways in responding rather than orally or written.
Nonlinguistic Representations Present (including WHY):

Think-Pair-Share: After the lesson students will think about the book we just read and fill out a paper about
themselves. They will than pair with a student and share their paper. As they share their paper they will compare and
contrast how they are with their partner. This is will give another example of how to compare and contrast something.

Graphic Organizer: I will have the students use a compare and contrast graphic organizer to help them see the
difference in a different way rather than just listening to it. This is good for the students who would benefit using
pictures to understand a concept or vocabulary rather than words.

Picture Dictionary: This is good for students who benefit learning a vocab word with a picture rather than just the

word.
Student Groupings (whole class, partner, small group, etc)
This lesson will be in a small group setting.
Instructional Materials Needed:

Lesson plan, book, graphic organizer, paper to fill out for their picture dictionary, paper to fill out about themselves,

pencils.
Overview of Lesson (including building background knowledge, opportunities for interaction, practice and application,
etc)
Review Behavior
T: “Let’s begin reading group. Let’s review our rules during a lesson. I want calm bodies, eyes on me, quiet voices, and finish our work. What
are our rules?”
S: “repeats rules”
T: “Hands up means…?”
S: “Your turn”
T: “Hands down means…?”
S: “Our turn”
Each student gets tally throughout the lesson if they are following the rules. As well as verbal praise. For every three tally marks, they get a
sticker on their sticker chart. For every two rows of stickers filled up on their chart, they get a prize out of the classroom treasure chest. Third
grade receives a quarter for every three tally marks instead of stickers. At the end of two weeks they get to use their quarters at the class
store.

Background Knowledge
T: Show a picture of a boy and a girl. “Can you tell me how a boy and a girl are the same?” Ask students individually.
S: Students reply with answer.
T: “Great! Can you tell me how a boy and girl are different?” Ask students individually.
S: Students reply with answer.

Lesson Objective
T: “What we just did was compare and contrast a boy and a girl. Does anyone know what compare and contrast mean?”
S: Students reply with answer.
T: “Compare means to see how things are alike. Contrast means to see how things are different. In the book we are about to read, we are
going to compare (see how things are alike) and contrast (see how things are different) people.

Graphic Organizer
T: Hand out Venn Diagram worksheet with a boy and a girl on it. “We are going to compare and contrast a boy and a girl like what we just
talked about. We are going to fill out this diagram as we do so.” Explain to them how to fill out the diagram.

Read I’m Like You, You’re Like Me

T: “Today we are going to read the book I’m Like You, You’re Like Me.” Ask an individual student what the title of the book is. “As I read this
book I want you all to compare (see how the kids are alike), and contrast (see how the kids are different) the kids in the story.”
T: After first page, ask students individually how the kids were alike. After the second page, ask students individually how the kids were
different.
T: Continue reading story and reminding kids to look for ways the kids are alike and different.

Think-Pair-Share
T: Hand out All About Me worksheet. “I want you to fill out this worksheet about yourself. Try your best at spelling, or draw a picture that
answers the question. After we fill this out, you are going to get with a partner and share your answers. As you share your answers, compare
and contrast each other. Look at ways you two are alike, and ways you two are different.

Adaptations/Modifications/Accommodations:

Microphone, larger text, differential responses, extended time, line reader.

Reinforcement Procedures (how will the students know when they are correct in their thinking? What will I say/do?):
The students will receive points (tally marks) for participating, as well as verbal praise. For every three tally marks the
students receive a sticker. Once they have two rows filled out on their sticker charts, they receive a prize from the
treasure chest. Third graders will receive the same point system, however, they will receive quarters instead of
stickers. Every two weeks they can use their stickers at the school store.
Assessment
a. Before lesson: Students are assessed using DibelsNEXT and the Early Steps program to determine what grade
level they are at.
b. During lesson: Students will be assessed on their individual responses, graphic organizer (venn diagram), and
their responses during Think-Pair-Share.

Post Evaluation (complete after you teach the lesson and write what you would change/keep/throw out):
This lesson will need to be two days. There are too many activities to complete for it to be done in the time I have my
reading group.
Follow-up Activities:
I would go over comparing and contrasting things. I will have students complete more venn diagrams.