Lesson Plan Format 1

Lesson Plan Number: Lesson Plan 1 Content or ELA Today’s Date: 2/4/23
Subject:
Date to be Taught: 2/21/23 Grade: 3rd No. of 18
Students:
Central Focus of TSW compare/contrast key Lesson TSW describe key details Lesson ___ of 1 of 4
Learning Segment or details between two texts on Focus: from an informational text ___:
Unit of Instruction: the same topic . on the topic of light.
Connection to Prior In 2nd grade, students compared/contrasting important points in two texts. Students have underlined and written
Learning or Previous details from a text. Per conversations with the CT, students have minimal experience this school year comparing two
Lesson texts on the same topic. Students have used note-taking sheets and graphic organizers to organize details from a text.
Data Used to Inform Preassessment: Given an excerpt from the “What is Light?” text, 56% of students were able to identify/describe at
Instruction least 3 details from the text that were significant to the topic. 44% of students could not identify/describe 3 details.
Alignment of Learning objectives stated Content Standard: Formative or Summative How will feedback be
Learning Objectives, behaviorally including criteria: Assessment Strategy: provided to the
Content Standards, students:
and Related Given the text “What is Light?”, RI.3.9 Compare and Formative (formal): TTW Written feedback,
Assessments: students will describe key contrast the most assess students’ completed including actions to
details relating to the topic of important points and key exit tickets, checking for at correct, will be
the text by accurately details presented in two least 3 accurate key details provided on the ticket
identifying and writing at least 3 texts on the same topic. relating to the topic and and returned to
details relating to key points in text. individuals.
the text. Scoring guide: checklist
Academic Learning objective Content Standard: Formative or Summative How will feedback be
Academic Language stated behaviorally including Assessment Strategy: provided to the
Objective: criteria: students:
Given a graphic organizer, RI.3.9 Compare and Formative (formal): TTW Authentic verbal
students will identify key details contrast the most assess students’ graphic feedback will be
from a text by accurately writing important points and key organizers, checking for provided to individuals,
at least 1 key detail relating to a details presented in two one detail relating to a with written actions to
guided question on the graphic texts on the same topic. question on the organizer. correct on the graphic
organizer. organizer.
Description of Terms: key detail, topic, graphic organizer
Academic Language - Function: identify
Demands from your - Discourse: TSW be picking out key details that relate to the topic from the text. TSW will also be writing the
objectives key details to go along with each guided question in the graphic organizer.
Resources and Teacher: SmartBoard, projector, group question cards (6), “What is Light?” online link, graphic organizer, chart paper
Materials Required: Student: “What is Light?” text in readers (18), sticky notes, guided question graphic organizers (18), exit tickets (18)
Accommodations for IEP Academic (1): TSW receive extended time on assignments, questions read orally, directions repeated and clarified,
 Lesson Plan Format 1

IEP students: and the use of text-to-speech and headphones during independent readings.
Use of Technology to Teacher: TTW display the text on the SmartBoard. The TC created a graphic organizer and station cards on Google
Enhance Learning: Docs. Student: TSW fill in a graphic organizer on the SmartBoard and highlight key details in a story on the board.
Lesson Hook, TTW introduce the lesson by stating, “In previous units, you have compared various characters and events in stories.
Motivation, and/or We will be comparing and contrasting two texts on light in our new unit. Today, we will be describing details relating
Instant Activity: to a text about light. I want you to stand up and point to something in this room that creates light.” TTW explain how
the text today will have details that relate to various things that create light.
Content Process/Instructional Strategies/Learning Tasks/Planned Targeted Differentiation: Product:
Information: Supports (including academic language supports):
Key detail- 1. TTW explain that students will be reading the Content (underperforming
important pieces text, “What is Light?” and describing key details students/struggling readers/IEP):
of information relating to the topic of the story. TTW introduce TTW provide 10 students with a
that support the the terms “key detail” and “topic” by making an sticky note on their desk, with an
main topic of a anchor chart on chart paper with students. TTW arrow pointing from the word “key
text first explain the definition of “topic” and then detail” to the word “topic” to show
Topic- the subject explain the definition of “key details.” TTW ask how they relate.
of a text questions throughout.
To identify key Questions: Environment (students with
details, students - What is a topic? How can you find a topic in a behavioral challenges): Students have
first identify the text? What do you think the topic of our text will the option to stand at their desks
topic. The topic be today, based on the title? during the whole lesson or work in a
students will read - What are key details? What are some details quieter spot in the room during
about in this unit that our text might include about light? independent work.
is light.
2. TTW begin reading the text, “What is Light?,”
using the SmartBoard and the online text, while
students follow along in their copy of the text in
their readers. TSW follow along using their
pointer finger while reading.
Topic- light; key 3. After reading pages 1 and 2, TTW stop and ask Content (underperforming
details relate to students questions about what they read, students/struggling readers): TTW
how light travels, focusing on how the pages introduce the topic of will ask prompt questions or start
sources of light, light and key details relating to the topic. TTW with lower-level questions, based on
and the model how to find key details from these pages, Bloom’s taxonomy, for individuals.
importance of by asking students questions, rereading
light. Details will sentences from the text, and underlining
be sentences, and important details using the SmartBoard.
can come Questions:
 Lesson Plan Format 1

explicitly from the - What do pages 1 and 2 mainly discuss?

text. Example - What details do they include about light and
details (pg.1): energy? What are some things in your life that
Light uses energy, create a lot of energy with light?
wavelengths, and - What do you think are the most important
can be powerful. details to underline?
Misconception: 4. TTW continue reading pages 3 through 12, while Content (students in need of a
There is not one students follow along. TTW ask questions after greater challenge): TTW use higher-
specific detail that every two pages, underlining important details order Bloom’s Taxonomy
is important and asking students questions about where to questioning, using at least 3 levels.
within a text. locate key details.
Students will have Questions: Content (underperforming
varying answers, - What do these two pages discuss? students/struggling readers): TTW
as there are - What are some ways from the text that light will ask prompt questions or lower-
multiple key travels? What are some sources of light? How do level questions, based on Bloom’s
details. All details we see light in the classroom right now? Why is taxonomy, to individuals.
must relate to the light important in the world?
text and topic. - What are some key details from these two pages
Students should that relate to the main points (e.g. how light
reread and locate travels, sources of light, reasons why light is
where they found important, etc.)
the
detail/sentence.
Using the page 5. After the reading, TTW explain that students will Process (struggling writers): TTW
numbers on the be completing a station activity with groups. have one higher-level student in the
station cards, TTW place students in 6 groups, with groups of 3 group write the answers, while the
details can be students. TTW explain how each group will be other students find and verbalize
found explicitly in assigned to a station with a question (ex. group 1 their answers.
the text at question 1). These questions will ask students Environment (underperforming
Example answer questions relating to the text, where students students/students in need of a
(#6): Light is have to answer the questions by rereading and greater challenge): Underperforming
important identifying key details. One student in each students are placed in groups 1-3;
because it creates group will write down their answers on the above grade-level students in group
heat and allows station card. TTW model writing one example 6, with a higher-level question
plants to grow. detail on station card one before starting.
Students can 6. For 5-7 minutes, TSW answer the question with Station Cards (1 per
relate their own their group at their station, by rereading and group)
life to #5, to discussing. TTW circulate throughout the
 Lesson Plan Format 1

better understand activity, answering questions from students and

details on the asking questions to the groups. TTW have groups
sources of light. share their question and answers with the class.
Graphic organizer- 7. TSW complete a graphic organizer, with 6 guided Process (IEP): TSW receive extended Graphic Organizer
a tool used to questions, independently. TTW explain that in time to complete graphic organizer,
organize each question, they will identify key details from along with questions reread and
information, the text that answer the questions. TTW clarified. Student can use text-to-
ideas, or details circulate and check that each student could speech on laptop to reread the text.
from a text. identify at least one key detail from the text on Process (struggling writers): TTW
their graphic organizer. have students verbalize their ideas
before writing.
To find details, 8. TTW use the projector and SmartBoard to go Process (struggling readers): TTW
students should over the students key details from their graphic locate the page and reread sections
have reread their organizer for each of the 6 questions. TTW have of the text for students while they try
text, looking for students come up to the SmartBoard to write to explain their answer.
details that relate their answers into the graphic organizer. TTW
to main points on ask questions.
their pages (e.g. - Where did you find your answer? How did you
sources of light). know that was a key detail?
Key details should 9. TSW complete an exit slip, where they describe Process (IEP): TSW receive extended Exit slip
relate to the topic and write three key details from the text, time, directions and questions
and be written in relating to the topic of light. As students finish, reread/clarified, and text-to-speech.
sentence form. TTW complete the checklist at the bottom of the Product (early finishers, need of
exit slip, checking for 3 accurate key details challenge): Students will add more
pertaining to the text and providing individual details to their answers, using more
feedback. TTW collect the exit slips. details from the text.
Connection to High-levels of questioning have proven to foster critical thinking skills in students (Davoudi & Sadeghi, 2015). In this
Research/Theory: lesson, high-level questioning is used to create a challenge for students. For instance, in the station activity, high-level
questions, that have students in need of a greater challenge inferring about details in the text, provide opportunities for
students to think about details from the text in different contexts, such as real-world situations.
Davoudi, M., & Sadeghi, N. (2015). A systematic review of research on questioning as a high-level cognitive strategy.
English Language Teaching, 8(10), 76-90. https://eric.ed.gov/?id=EJ1078735
Lesson Closure: TTW have students review key details from the text by turning to a classmate and describing one key detail from their
exit slip. TTW review how students can identify key details by looking for important information relating to a topic. TTW
close the lesson by stating, “Today, we described key details relating to a text. Tomorrow, we will read a new text about
light and organize the key details specific to each text, by sorting details into a graphic organizer.”

Lesson Plan Number: Lesson Plan 2 Content or ELA Today’s 2/11/23

 Lesson Plan Format 1

Subject: Date:
Date to be Taught: 2/22/23 Grade: 3rd No. of 18
Students:
Central Focus of Students will compare/contrast Lesson Students will organize key Lesson ___ 2 of 4
Learning Segment or two texts on the same topic Focus: details presented in two of ___:
Unit of Instruction: using key details. texts on the topic of light.
Connection to Prior In this previous lesson, students identified key details from one text on light. Students can read a text and locate specific
Learning or Previous details from a text. Students can use a graphic organizer to organize details from a text. Students have minimal
Lesson experience independently organizing and sorting details into a T-Chart for the purpose of comparing/contrasting.
Data Used to Inform Preassessment: Given two excerpts on light, 50% of students were able to correctly identify and organize 3 details from
Instruction each text under the correct text (Text 1 or 2). 50% of students were unable to sort the 3 details correctly.
Alignment of Learning objectives stated Content Standard: Formative or Summative How will feedback be
Learning Objectives, behaviorally including criteria: Assessment Strategy: provided to the
Content Standards, students:
and Related Given two informational texts RI.3.9 Compare and Formative (formal): TTW Written feedback, with
Assessments: about light, students will contrast the most assess students’ completed actions to correct and
organize key details specific to important points and key T-Chart, checking for at least praise, will be provided
each text by accurately sorting at details presented in two 3 key details accurately on each individual’s T-
least 3 key details from each text texts on the same topic. sorted into the correct Chart.
Academic Language into the correct category on a T- category (Text 1 or 2).
Objective: Chart. Scoring guide: checklist
Academic Learning objective Content Standard: Formative or Summative How will feedback be
stated behaviorally including Assessment Strategy: provided to the
criteria: students:
Given two informational texts on RI.3.9 Compare and Formative (formal): TTW Verbal feedback will be
light, students will identify key contrast the most assess the students’ sticky provided to each
details from each text by important points and key notes, checking for at least 2 student, with
accurately writing at least 2 details presented in two identified key details relating explanations and
details from each text relating to texts on the same topic. to each text. actions to correct on
the topic. Scoring guide: checklist their sticky notes.
Description of Terms: detail, graphic organizer (T-Chart)
Academic Language - Function: identify
Demands from your - Discourse: TSW be using two texts to pick out key details in each text, by underling or highlighting. TSW will then
objectives be writing the key details from both texts in a small group activity and on a T-Chart.
Resources and Teacher: SmartBoard, projector, “What is Light?” text, “Light Bounces!” ReadWorks text online copy, anchor charts
Materials Required: Student: sticky notes, pencils, chart paper, markers, “Light Bounces!” text (18), “What is Light?” (18), checklists (18)
Accommodations for IEP Academic (1): TSW receive extended time on assignments, questions read orally, directions repeated and clarified,
IEP students: and the use of text-to-speech and headphones during independent readings.
 Lesson Plan Format 1

Use of Technology to Teacher: TTW use the SmartBoard to create a T-Chart as a class. The TC used Google to create a T-Chart and a slideshow.
Enhance Learning: Student: TSW use their laptops and ReadWorks to read “Light Bounces!” TSW also write details on the SmartBoard.
Lesson Hook, TTW introduce the lesson by stating, “Yesterday, we read an informational text about light and described key details
Motivation, and/or from the text. Today, we will read a new text about light and organize details from each text into a T-Chart. Similar to
Instant Activity: what we did yesterday, I want you to stand up and point to something that does not create light in the classroom.” TTW
explain how the text today describes how some objects create light and others do not.
Content Information: Process/Instructional Strategies/Learning Tasks/Planned Targeted Differentiation: Product:
Supports (including academic language supports):
Key detail- important 1. TTW review the anchor chart from the prior day, Content (underperforming students):
pieces of information explaining the term “key detail” to students. TTW TTW provide 10 students with a sticky
that support the main have students explain some examples of key details note on their desk, with an arrow
topic of a text from yesterday’s light reading, with a partner. TTW pointing from the word “key detail” to
The topic, or subject, circulate and have students share some of their the word “topic” to show how they
was light. In this case, examples. relate.
key details discussed Questions:
important facts about - What is a key detail? How does it relate to the topic Environment (students with
light, including sources of a text? How did we identify key details in the behavioral challenges): Students have
of light. To identify text? the option to stand at their desks
details, students - What was the topic of our text from yesterday? during the whole lesson or work in a
reread and found key What were some important key details from the quieter spot in the room during
details relating to text about light? How did identifying the details independent work.
guided questions. help us understand more about the topic?
Informational texts 2. TTW introduce the text, “Light Bounces!” to Content (students in need of a greater
discuss facts and students, explaining how it is another informational challenge): TTW use higher-order
information. This text, text about light. TTW ask students to predict some Bloom’s Taxonomy questioning, using
along with yesterday’s, of the details that this text will discuss, based on at least 3 levels.
both discuss facts their knowledge of the topic of light and previous
relating to light. reading. Content (underperforming
- Based on the title, what do you think the topic of students/struggling readers): TTW will
Some details in this the text will be? ask prompt questions or start with
text will discuss things - Our text yesterday discussed some things in your lower-level questions, based on
that do not create light life that create light. Today, we will be reading Bloom’s taxonomy, for individuals.
(ex. trees, walls, about things that don’t create light. What are some
tables, signs, pencils). things in your life (classroom, community, etc.) that
you can see, but do not create light?
There are several key 3. Using the ReadWorks online text for “Light Content (underperforming
details, especially Bounces!”, TTW read the text aloud, while students students/struggling readers): TTW will
relating to objects that follow along on their laptops. TTW ask questions ask prompt questions or start with
 Lesson Plan Format 1

block light, that throughout, focusing on key details from the text lower-level questions, based on
students can relate to and differences between the previous passage. Bloom’s taxonomy, for individuals.
their own experiences - Do all objects produce their own light? How do we
and communities. For see objects that do not make their own light?
instance, students - What type of objects block light? Can you think of
might recognize that any objects outside our school that might block
trees in their local park light? Explain what happens when they block light.
create shadows.
In this text, key details 4. After reading, TTW place students into pairs. Each Process (struggling writers): TTW have Chart Paper
relating to light focus pair of students will get a piece of chart paper and one higher-level student partner with (with key
on how some objects a marker. Using the new text on the topic of light, a struggling writer to write the details
do not produce their partners will list as many key details as possible answers, while the other student finds described)
own light. Light will from the text, in 10 minutes. TTW circulate, and verbalizes their answers.
bounce off, or reflect providing feedback and answering questions, as
off, objects and create students use their text to identify key details
shadows. Key details relating to the topic.
will relate to these - What are some key details relating to the text?
ideas in this text. Why is that an important key detail to discuss?
What new information did you learn about the
topic from this text?
All key details should 5. TTW have each pair of student share one key detail
relate back to this from their list with the class. TTW create a list on
specific text and the the board of key details from the text, having some
topic of light. students come up to write their details.
6. TTW explain that students will be using information
learned from both texts on light, by organizing key
details into a T-Chart.
Graphic organizer- a 7. TTW display a T-Chart on the SmartBoard,
tool used to organize explaining how it is a graphic organizer, where
information, ideas, or students can organize details from two texts. TTW
details from a text. model an example for students by having a
A T-Chart is a type of volunteer describe one key detail from “What is
organizer that has two Light?” and another student describe one key detail
categories where from “Light Bounces.” TTW write each detail on the
details can be listed respective side of the T-chart, showing students
from each text. how it organizes details from each specific text.
8. TTW pass out a T-chart and 6 sticky notes to each Process (struggling writers): TTW have
student. TSW identify and write 3 key details from students verbalize their ideas before
 Lesson Plan Format 1

“What is Light?” and 3 key details from “Light writing them on the first sticky note.
Bounces!” on the sticky notes, with one detail Process (IEP): TSW receive extended
written on each sticky note. TSW then organize the time for the T-Chart, directions and
details into the T-Chart by sticking each detail to questions reread/clarified orally.
the correct side of the chart (Text 1/Text 2). Student can use text-to-speech and
headphones on a laptop.
To find key details, 9. TSW can use their two texts to help them complete Product (early finishers, need of T-Chart with
both texts can be used their T-Charts individually. TTW circulate, challenge): Students will be given two sticky notes
as resources by answering questions and individually conferencing additional sticky notes, where they
rereading. Underlining with students. As students finish, TTW check their can identify two additional details and
and thinking back to completed sorts with a checklist, checking for at organize them into the T-Chart.
the guided least two identified details per text and 5 correctly Process (struggling readers/IEP): The
questions/chart paper sorted details. students can refer to their completed
are also strategies. guided questions/chart paper.
Example answers: 10. TTW review the student’s identified and sorted Content (students in need of a greater
Some objects produce details, by creating a T-Chart on chart paper for challenge): TTW use higher-order
their own light, but both texts with the students. Bloom’s Taxonomy questioning, using
many objects do not. - Which key details did you describe for “What is at least 3 levels.
Some objects block Light?” Which key details did you describe for
light, like trees in a “Light Bounces!”
community. - Are any of these details similar to one another?
How? Are any of them different?
Connection to As discussed by researchers, Lin and Bates (2014), teachers need to get to know their students backgrounds and life
Research/Theory: experiences in order to provide learning experiences that draw on prior knowledge. The TC learned that this group of
students come from diverse backgrounds, as many students are open-enrollment or have moved from different cities. In
this lesson, the TC used this knowledge by choosing a text and specific questions that focus on examples of light in the
students’ communities, relating to key details in the story. This will aid in students’ understanding of key details, as they
will have first-hand knowledge of examples, leading to higher comprehension of the text and essential strategy.
Lin, M., & Bates, A. (2014). Who is in my classroom? Teachers preparing to work with culturally diverse students.
International Journal in Early Childhood Education, 5(1), 27-41.
Lesson Closure: TTW have students review the key details learned from each of the two texts on light by sharing and discussing one key
detail from each text with a neighbor. TTW review how students have described key details from both texts and
understand details specific to each text. TTW close the lesson by stating, “Today, we organized key details for two texts
on light. Tomorrow, we will be distinguishing between similarities and differences among the key details.”
Lesson Plan Number: Lesson Plan 3 Content ELA Today’s Date: 2/12/23
or
Subject:
Date to be Taught: 2/23/23 Grade: 3rd No. of 18
 Lesson Plan Format 1

Students:
Central Focus of Students will compare/contrast Lesson Students will distinguish Lesson ___ of 3 of 4
Learning Segment or two texts on the same topic using Focus: between similarities and ___:
Unit of Instruction: key details. differences among key
details from two texts.
Connection to Prior In the previous lesson, students identified and sorted details that were specific to two texts on light, by sorting them into
Learning or Previous a graphic organizer. Students answered questions relating to how the details were similar and different; however,
Lesson students have not been explicitly taught how to distinguish between key details from two texts.
Data Used to Inform Preassessment: Given two excerpts on light, 44% of students were able to identify at least 2 similarities and 2
Instruction differences among details in the two texts. 56% of students were unable to identify two similarities and differences.
Alignment of Learning objectives stated Content Standard: Formative or Summative How will feedback be
Learning Objectives, behaviorally including criteria: Assessment Strategy: provided to the
Content Standards, students:
and Related Given details from two texts, RI.3.9 Compare and Formative (formal): TTW assess Verbal feedback will
Assessments: students will distinguish between contrast the most students’ completed be provided to the
similarities and differences among important points and recording/sorting sheet, whole group. Written
Academic Language key details from two texts on the key details presented checking for 8 details sorted as feedback, with
Objective: same topic by sorting each detail in two texts on the “similarity” or “difference” with actions to correct, will
card as either a “similarity” or same topic. 80% accuracy. be provided on the
“difference” with 80% accuracy. Scoring guide: answer key recording sheet.
Academic Learning objective stated Content Standard: Formative or Summative How will feedback be
behaviorally including criteria: Assessment Strategy: provided to the
students:
Given two details, students will RI.3.9 Compare and Formative (formal): TTW assess Verbal feedback will
identify details as a “similarity” or contrast the most the students’ detail cards, be provided to the
“difference” by highlighting the important points and checking that each detail is whole class, with
details in each text and placing key details presented identified on the correct poster actions to correct and
both detail cards under the correct in two texts on the (“Similarity” or “Difference”). praise for each
category on each poster. same topic. Scoring guide: checklist individual.
Description of Terms: key detail, similarity, difference
Academic Language - Function: identify
Demands from your - Discourse: TSW be highlighting key details that are similarities or differences in two texts. TSW verbally discuss
objectives detail cards that are similarities or differences and place them under “similarity” or “difference” on posters.
Resources and Teacher: SmartBoard, projector, two posters, “What is Light?” and “Light Bounces!” online texts, online wheel
Materials Required: Student: laptops, readers, “Light Bounces” paper copy (18), detail cards (2 per student, 36 total), recording sheets (18)
Accommodations for IEP Academic (1): TSW receive extended time on assignments, questions read orally, directions repeated and clarified,
IEP students: and the use of text-to-speech and headphones during independent readings.
Use of Technology to Teacher: The TC created an online spinner, with details from the texts, to use on the SmartBoard for the sort activity.
 Lesson Plan Format 1

Enhance Learning: Student: TSW come up to the SmartBoard to spin for a key detail that is similarity/difference.
Lesson Hook, TTW introduce the lesson by stating, “Yesterday, we identified and organized details from two texts on light. Today, we
Motivation, and/or will be distinguishing between similarities and differences among the details and two texts. Before we look at similarities
Instant Activity: and differences, I want you to turn to your neighbor and discuss one thing that is the same between you two and one
thing that is different.” TTW have some students share their similarities and differences aloud.
Content Information: Process/Instructional Strategies/Learning Tasks/Planned Targeted Differentiation: Product:
Supports (including academic language supports):
Key detail- important 1. TTW review the term “key details” with students by
pieces of information explaining the definition on the anchor chart from
that support the yesterday. TTW use the projector to review key
main topic of a text details that students organized from the two texts
the prior day, on the graphic organizer. TTW have
some students read key details from the T-Chart.
Questions:
- What is the topic of our texts that we have been
reading? What is a key detail? What were some key
details from “What is Light?” What about from
“Light Bounces!”? How did organizing the details
help you understand the information in the texts?
Similarity-something 2. TTW create a new anchor chart that will be used for Content (underperforming students): TTW
that is similar or today’s and tomorrow’s lesson. TTW write the terms provide 10 students with a sticky note on
alike between two “similarities” and “differences” on the chart. TTW their desk, with the phrase, “Similarities- Are
things ask students to describe each term, referring to they the same? Differences- How are they
Difference- some of the examples students made in the different?”
something that is introduction. TTW explain how there could be
different between similarities and differences among two text, even if
two things they are written about the same topic.
- What are similarities? What are differences?
To identify 3. TTW model how to identify key details as a similarity Environment (emotional/behavioral
similarities/ or difference, by looking at two excerpts from their challenges with focus): Students will be
differences, students two readings, “What is Light?” and “Light Bounces!” allowed to stand at their desks throughout
need to be able to TTW display both texts on the SmartBoard. TTW the lesson. Students also have the option to
identify key details in describe how a key detail from “What is Light?” move to a quieter spot in the classroom for
a text. discussed how there are many sources of light. TTW better focus.
Given a key detail, reread the text and highlight where the text states Content (students in need of a greater
students will look at the information. TTW ask students if both texts challenge): TTW use higher-order Bloom’s
the first text and described this key detail. TTW reread a paragraph Taxonomy questioning, using at least 3
reread and underline from “Light Bounces!” and highlight where it levels.
 Lesson Plan Format 1

to find where it discusses many sources of light. TTW explain how Content (underperforming
discusses that detail. both of these texts discuss this information, so it is a students/struggling readers): TTW will ask
If the second text similarity. TTW model an example with a difference, prompt questions or start with lower-level
also has this key where only one text has the key detail. questions, based on Bloom’s taxonomy, for
detail, it is a - How might you identify details that are similar or individuals.
similarity among the different between two texts? What are some Process (struggling
texts. If only one text strategies you can use? readers/IEP/underperforming): TTW provide
has the detail, it is a - How would I find the key detail “Light carries students with prompting.
difference. energy.” in the first text? Is this detail in both texts?
Strategies to assist: How do you know?
rereading, - Why is the detail “When light is blocked, it creates
highlighting, shadows.” a difference between the two texts?
underlining,
chunking a text
Examples of 4. TTW have students complete a think-pair-share, Process (underperforming students): TTW
similarities: Both discussing similarities that they remember among provide prompt questions and/or locate
texts discuss sources the two texts. TTW then have students do a think- specific paragraphs in the text for students to
of light, light carrying pair-share about differences that they remember focus on when identifying details.
energy, and the sun from the two texts. TTW have students come up to Process (struggling readers/IEP): TTW reread
creating its own the board to find the details in the texts. the text on the board to students, to assist in
light. - How did you know those key details were identifying where they found the detail. TTW
There are several similar/different? Where did you find that also provide prompting.
differences, information in both texts? If that detail was not Environment: (Emotional/behavioral
especially relating to written in the first text, would it still be a similarity? challenges) TTW specifically choose partners
reflections, shadows, Why? during the think-pair-share.
and wavelengths.
If students cannot 5. TTW give each student two cards with a key detail. Process (IEP): TSW receive extended time to Detail
remember whether a TSW have to identify the key details as a “similarity” identify their detail cards, along the cards
detail was in both or “difference” between the two texts. TSW will use cards/directions reread and clarified orally. sorted on
texts, or only one, their laptops and readers as resources to assist The student can use text-to-speech and each
they need to use them in identifying the details. TSW reread their text headphones on a laptop to reread the text. poster
their strategies, like and locate where it discusses each detail. As Process (underperforming students): TTW
rereading, students identify their first card, they can move individually conference with students to
underlining, and around, placing it on the correct poster in the discuss their detail and steps to take to
chunking to help classroom, labeled either “similarity” or identify it as “similarity” or “difference.”
them locate the “difference.” TSW complete this with both of their
details. detail cards, putting their names on the back.
While students may 6. After all key details have been identified, TTW
 Lesson Plan Format 1

not know the name review both posters with the class, asking students
“chunking,” questions about how they identified the key details
skimming or reading as either a similarity or difference.
only parts of the text - What strategies did you use to identify the details as
is a strategy to assist. a “similarity” or “difference”?
Example: “Some 7. TTW give students a similarity and difference sort Process (struggling writers): TSW have an Sorting
objects do not make paper. TTW explain how students will be extended period of time to write or will be sheet
their own light” is a distinguishing between key details, as either a given the option to number the details and
detail from text 2, similarity (in both texts) or a difference (only in one). go back to write them after the activity.
“Light Bounces!”. TTW use a spinner on the board, that has eight key Product (early finishers/students in need of a
Some students might details written on the spinner. One student will spin greater challenge): TTW have students write
infer in the first text and a key detail will pop up (ex. Light carries their own similarity and difference detail
that all objects do energy). Students will use their prior knowledge of from the text on to their sorting sheet.
not make light; the stories, their texts, and T-Charts to distinguish Process (IEP): Extended time, directions and
however, it is only the detail as either a similarity or difference questions reread and clarified orally
explicitly stated in between the two text. TSW write the detail next to Process (IEP): Students can use text-to-
text 2, making it a the correct category on their recording sheet. TSW speech and headphones to read.
difference. repeat this process for all eight key details.
8. As students finish sorting their eight words, TTW
check their sort using an answer key and checklist,
checking for at least 80% accuracy with sorting.
Most key details can 9. TTW have students highlight in the texts on the
be found explicitly in SmartBoard where they found each detail, showing
sentences in the how they were able to distinguish between details.
text.
Connection to As discussed by Johnson and Johnson (2009), the Social Interdependence Theory and cooperative learning research
Research/Theory: supports the use of informal cooperative learning, as it gives students the opportunity to “cognitively process” new
information throughout a lesson (p. 374). In this lesson, students participate in think-pair-shares and multiple turn and
talks to process small chunks of information.
Johnson, D. W., & Johnson, R. T. (2009). An Educational Psychology Success Story: Social Interdependence Theory and
Cooperative Learning. Educational Researcher, 38(5), 365–379. http://www.jstor.org/stable/20532563
Lesson Closure: TTW have students discuss with a partner the steps they can take to distinguish between key details as “similarities” or
“differences.” TTW explain that students can reread and highlight information in a text to determine similarities and
differences. TTW close the lesson by stating, “Today, we learned how to distinguish between similarities and differences
in two texts. Tomorrow, we will continue compare and contrast the texts using key details in a Venn diagram.”
Lesson Plan Number: Lesson Plan 4 Content ELA Today’s Date: 2/14/23
or
Subject:
 Lesson Plan Format 1

Date to be Taught: 2/24/23 Grade: 3rd No. of 18

Students:
Central Focus of Students will compare/contrast two Lesson Students will compare and Lesson ___ of 4 of 4
Learning Segment or texts on the same topic using key Focus: contrast similarities and ___:
Unit of Instruction: details. differences between two
texts using key details.
Connection to Prior In the previous lesson, students learned to identify and distinguish between details that are similarities or differences
Learning or Previous from the two texts on light. Students have not described their own similarities and differences by putting them in a
Lesson Venn diagram. Students will need more practice making deep comparisons, rather than surface-level.
Data Used to Inform Preassessment: Given two excerpts on light, 39% of students were able to describe two similarities and two differences
Instruction between the texts, using details from both texts. 61% of students were unable describe two of each.
Alignment of Learning Learning objectives stated Content Standard: Formative or Summative How will feedback
Objectives, Content behaviorally including criteria: Assessment Strategy: be provided to the
Standards, and students:
Related Assessments: Given two texts about light, RI.3.9 Compare and Formative (formal): TTW assess Written feedback,
students will compare/contrast key contrast the most students completed Venn with actions to
Academic Language details between two texts by important points and diagrams, checking for 3 correct and praise,
Objective: accurately describing at least 3 key details presented similarities/differences. will be provided on
similarities and 3 differences in a in two texts on the Scoring guide: rubric* the Venn diagram
Venn diagram. same topic. to individuals.

Academic Learning objective stated Content Standard: Formative or Summative How will feedback
behaviorally including criteria: Assessment Strategy: be provided to the
students:
Given a partner discussion, RI.3.9 Compare and Formative (formal): TTW check Verbal feedback will
students will identify key details contrast the most for at least one accurate written be provided to
that are similarities/differences important points and similarity or difference on their individuals, with
between two texts by writing at key details presented sticky notes and an accurate actions to correct
least one accurate similarity or in two texts on the explanation to each partner on their sticky
difference from two texts and same topic. stating why it is a key detail that notes.
verbally explaining why they is similar/different.
identified them. Scoring guide: checklist
Description of Terms: compare, contrast, key detail, similarity, difference
Academic Language - Function: identify
Demands from your - Discourse: TSW be picking out key details in two texts that can be compared/contrasted. TSW will then write
objectives these similarities or differences on a sticky note and verbally discuss why they are similarities or differences.
Resources and Teacher: SmartBoard, projector, “What is Light?” and “Light Bounces!” online texts, anchor chart
Materials Required: Student: laptops, readers, “Light Bounces” paper copy (18), Venn diagrams (18), checklists (18), rubrics* (18)
 Lesson Plan Format 1

Accommodations for IEP Academic (1): TSW receive extended time on assignments, questions read orally, directions repeated and clarified,
IEP students: and the use of text-to-speech and headphones during independent readings.
Use of Technology to Teacher: The TC created a Google slideshow with stories and a Venn diagram. TTW will use the underlining feature on
Enhance Learning: the SmartBoard to show similarities/differences. Student: TSW come up to the SmartBoard to underline details.
Lesson Hook, TTW introduce the lesson by stating, “Yesterday, you were distinguishing between similarities and differences in two
Motivation, and/or texts. Today, we will continue looking at similarities and differences by comparing and contrasting them in a Venn
Instant Activity: diagram. I want you to turn to a partner and tell them as many similarities that you remember between the two texts
from yesterday.” TTW have a few students share aloud.
Content Information: Process/Instructional Strategies/Learning Tasks/Planned Targeted Differentiation: Product:
Supports (including academic language supports):
Key detail- important 1. TTW review the anchor chart on similarities and Content (underperforming students): TTW
pieces of information, differences from yesterday, pointing out the provide 10 students with the sticky note
supporting the topic definitions of both and asking students to verbally from yesterday on their desk, with the
Similarity-something share some details that were similarities or phrase, “Similarities- Are they the same?
that is alike between differences from the two texts yesterday. Differences- How are they different?”
two things Questions:
Difference- something - What is a similarity? What is a difference? How can
that is different you find similarities and differences among key
between two things details in two texts?
Students have already 2. TTW explain a new pre-made anchor chart, Environment (emotional/behavioral
been comparing and explaining what it means to compare and contrast challenges with focus): Students will be
contrasting similarities two texts. TTW explain the definitions of compare allowed to stand at their desks.
and differences. Now, and contrast, along with “signal words” for both
they create their own. similarities and differences that will help students
Compare- to tell how compare and contrast two texts. TTW then briefly
two or more things are introduce the idea of making a “deep comparison,”
similar. Signal words: rather than a “general comparison,” when
both, alike, same comparing two texts.
Contrast- to tell how - When you are comparing something, what are you
two or more things are doing? What about when you are contrasting two
different. Signal things?
words: different, - What do you think it means to make a “general
unlike comparison”? What about a “deep comparison”?

Example: Both texts 3. TTW model an example of how to compare and Content (students in need of a greater
talk about how contrast two texts, by making “deep comparisons.” challenge): TTW use higher-order Bloom’s
dancers and football TTW read two texts on the topic of “athletes,” Taxonomy questioning, using at least 3
players can be having students focus on an essential question levels.
 Lesson Plan Format 1

different age levels. (“Do both texts say this?”) to help them with Content (underperforming
(Similarity) comparisons. TTW read “Dancers” and “Football students/struggling readers): TTW will ask
Deep comparisons will Players,” asking students questions throughout. prompt questions or start with lower-level
be specific details in TTW then have students participate in a think-pair- questions, based on Bloom’s taxonomy, for
the text that expand share, comparing the similarities between the two individuals.
on the topic. (Ex. What texts. After 4 min. of partner discussions, TTW ask
makes them both students about their similarities, modeling with
athletes?) Surface- students how to make their comparisons “deep
level would only state comparisons,” using more detail. TTW highlight
that both texts deal key details from each text that are similar as they
with the same topic. discuss. After modeling this for students, TTW
have students come up and underline their own.
- How could we compare these texts? What are
some similarities? How can we make that a deeper
comparison? What details say that from the text?
- Why would “They are both athletes.” be too
general? How could be expand on that?
Students know how to 4. TTW have students now practice contrasting the Process (IEP): TSW receive extended time
highlight and identify two texts. TTW provide students with one example to identify, along the cards/directions
details in a text. They of contrasting two details in the text by reread and clarified orally. The student can
must find details that underlining them on the board. TTW then have use text-to-speech/headphones to reread.
state the same or students use the “Dancers” and “Football Players” Process (struggling writer): TTW provide
different things. text and a sticky note to write down one similarity sentence starters on the sticky note. TSW
and one difference between the two texts. first verbally state their answer.
Possible answer: 5. TTW have students then pair up with a neighbor to Process (underperforming
Football players have state their similarity and difference that they students/struggling readers): TTW
different roles from wrote and to explain how they know it is a individually conference with students to
dancers, like a similarity or difference. TTW have students discuss provide support when writing/discussing
quarterback, but for 1 minute and then move to another partner to their similarity/difference before they
dancers only have share. TTW have students repeat this process at 4 place it on the Venn diagram.
different styles of times. TTW circulate as students do this,
dance. See I found it in completing a checklist on if each student wrote
these two sentences. two and explained how they knew.
- Why is that a similarity/difference between the
two texts? Where did you find it in the text?
Students might begin 6. TTW have students come up to the Venn diagram Content (students in need of a greater Sticky
to use signal words in on the SmartBoard to place their sticky notes challenge): TTW use higher-order Bloom’s notes on
their responses, such under either “Dancers”, “Football Players”, or Taxonomy questioning, using at least 3 the class
 Lesson Plan Format 1

as, “Both texts say…”. “both.” TTW have some students share their levels. Venn
Students have only details, explaining how they found their detail. diagram
been introduced to - Where did you find that similarity/difference in the
this concept. text? How can we expand on that example more?
The students answers 7. TSW now compare and contrast both light texts Process (underperforming
should be specific, independently by creating their own Venn students/struggling readers/struggling
with details, rather diagrams. TSW now use the two light texts from writers): TTW prompt students and provide
than just saying “Both the previous lessons to compare/contrast those them verbal sentence starters (ex. Both
texts talk about light.” texts. TTW explain the directions on the texts…).
Venn diagram: SmartBoard, by showing students an example of Process (IEP): use of headphones/text-to-
difference sections how their Venn diagram should be set up. TTW speech, directions reread and clarified,
(“What is Light?” or explain how students should have at least 3 key questions read orally/reread
“Light Bounces!”) or details under each section of the Venn diagram (3
similarity (“Both”). similarities and 3 differences under both texts).
Key details on the 8. TSW create their Venn diagram on a poster. TSW Product (students in need of a greater Venn
Venn diagram should use their texts as a resource to assist in identifying challenge): Students will compare/contrast Diagram
be organized in the key details to compare/contrast. TTW circulate, 4 similarities/4 differences, using a
correct section (ex. answering questions and prompting students. As differentiated rubric
details from only students finish, TTW check their work using a Product (early finishers): Students will be
“What is Light?” rubric, checking for at least 3 similarities and 3 encouraged to expand on their details in
should be under that differences. TTW provide feedback on the the Venn diagram by adding more detail
section”. student’s Venn diagram and rubric. from the text or adjectives.
Connection to As discussed by researchers Johnson and Johnson (2009), it is important for a teacher to provide support while
Research/Theory: students are participating in cooperative learning. In this lesson, the TC has students working in pairs to discuss
identified similarities and differences. While the TC is circulating, TSW have consistent support, as needed, to further
conversations and prompt students to expand on their answers.
Johnson, D. W., & Johnson, R. T. (2009). An Educational Psychology Success Story: Social Interdependence Theory and
Cooperative Learning. Educational Researcher, 38(5), 365–379. http://www.jstor.org/stable/20532563
Lesson Closure: TTW have students review how they compared/contrasted the two texts by having some students share their Venn
diagrams, with their similarities and differences. TTW review how students identify key details in a text and
compare/contrast them by organizing similarities and differences into a Venn diagram. TTW close the lesson by stating,
“You learned how to compare and contrast two texts on the same topic, using key details. Next week, you will
complete a final assessment on this and we will continue comparing/contrasting other texts in the future.”