Kayla Feusner

EDU 434
SIOP Writing Lesson Plan
Date: April 10th, 2022
Grade/Class/Subject: 7th Grade Writing/Language Arts
English Proficiency Level: Intermediate
Unit/Topic: Compare/Contrast

Lesson Preparation:
Standards:
CCSS Standards:
W.7.2- Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
W.7.5- With some guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, editing, rewriting or trying a new approach, focusing on how
well purpose and audience have been addressed.
WIDA Standard 2: English language learners communicate information, ideas and concepts
necessary for academic success in the content area of language arts.
Content Objectives: Students will be able to…
- Brainstorm similarities and differences between two things
- Organize their paper using the writing process
- Compare and contrast their topic of choice
Language Objectives: Students will be able to…
- Write a paper comparing and contrasting a topic of their choice
- Describe to a partner the similarities and differences between two things
Materials:
- PowerPoint lesson
- Compare and contrast cards (examples below)
- Whiteboards for each pair
- Dry erase markers and whiteboard erasers
- Pencils
- Pens
 - Computer cart
- Several different graphic organizers and outlines for different stages of the writing
process (below)
Building Background:
This lesson would be taught after already having a lesson on compare/contrast the day before, so
this would serve as an extension to the lesson to create a deeper understanding of
compare/contrast. Students would already have learned about the writing process in class so this
would help refresh their memory on the writing process and the steps in it. After the lesson,
students will be able to compare/contrast different things or topics through oral discussions and
in a short essay format.
Comprehensible Input:
Before the lesson starts, I would read and go over both the content and language objectives with
the students and see if they have any questions before the lesson begins. I would start my lesson
with my PowerPoint from the day before where I taught them about compare/contrast already
and review the content we learned previously. After a brief review, I would partner my class up
and give each partnership a bag of compare/contrast cards, a whiteboard, a dry erase marker and
an eraser. These compare/contrast cards would have two items listed with pictures, such as a
doctor and a teacher or a hippo and a rhino, and I provided some examples at the end of the
document. As a class, we would pull out one of the cards and each partnership has to write 1-2
similarities and 1-2 differences between the two items on the cards. Then, we would share their
ideas as a class and see how many they could come up with while I am writing their answers on
the board. After going through all of the compare/contrast cards, I would collect their materials
and introduce the essay we will be starting in class. I would start by giving an overview of the
assignment and giving each student a copy of the rubric so they have it. After introducing the
assignment and answering any questions the students have, I would display a list of example
topics they can choose in case anyone needs some ideas. Once a student has chosen their topic,
they will need to raise their hand and let me approve of the topic before they start their
prewriting process so that I can make sure the topic they chose has some similarities and
differences. After approving their topic, students are free to pick from 3 different graphic
organizers that will be in separate piles at the front of the classroom so they can pick whichever
style they prefer (the 3 different organizers are shown below). On the first day of the lesson, each
student should have a topic picked out and should have started or finished their graphic
organizer. The next day, students will continue working on their graphic organizer and, if they
finished their organizer, they will move on to the drafting stage of the writing process by writing
out a rough copy of their essay on paper. By the next day, everyone should have a rough draft of
their essay and we will do peer editing where I will pair everyone up with a partner and they
have to fill out a peer editing sheet. After peer editing, they will use the rest of the time to edit
their essay. On the last day, each student must either type or write a final copy of their essay and
turn it in by the end of the class period. Their essay needs to consist of four paragraphs with at
least four comparisons and four contrasts.
Strategies:
Throughout the lesson, students will be practicing their writing skills as they make comparisons
and contrasts with their partners on whiteboards and on their own in their essays. I can monitor
their thinking during the partner and whole group work and make sure everyone understands the
concept of compare/contrast. Most of the writing process will be completed during class so that I
can answer any questions and make sure everyone understands the assignment. During the
prewriting step, I give students three different graphic organizer options so that they can choose
the one that they prefer to use. By having students choose their own topic and make their own
comparisons/contrasts, I am promoting their higher-level thinking skills. I make sure to provide
example topics for students that may have a hard time coming up with something to write about.
I also give them the option of either writing their final copy on paper or typing it on the computer
so each student can choose their preferred method. Through the independent essay, I can make
sure everyone understood the lesson and, if there are students that still don’t understand the
concept, I can provide them with extra support.
Interaction:
The students will have interaction through whole-group discussions and partner collaboration.
The whole-group discussion will happen while we are using the compare/contrast cards and
discussing the answers as a class, having the students explain their reasoning. Then, the partner
collaboration will occur while they are using the compare/contrast cards and discussing the
answers with each other before going over them as a class. They will also collaborate with
partners during the writing process by asking them any questions they have and using peer
editing techniques after their first rough draft.
Practice and Application:
Most of this lesson revolves around writing as the end result is a short essay. They will be
practicing their writing skills while practicing the steps of the writing process and learning how
to communicate their message through writing. Through writing, they also get to practice their
vocabulary and grammar. At the beginning of the lesson, the students will be using
compare/contrast cards and a whiteboard with markers and erasers for each partnership for a
hands-on component to the lesson.
Lesson Delivery:
Before the lesson begins, I will have the language and content objectives written on the white
board at the front of the classroom and we will go over them as a class. I would use PowerPoint
to have the compare/contrast lesson up from the day before to help remind them of the content in
case they need it. At the beginning of the lesson, I will review our lesson from the day before
about comparisons and contrasts to review and prepare for the extension of the lesson. The
students are engaged throughout the whole lesson as we start with partner work and whole-group
discussions, have them peer edit their essays, and independently write their essays. Throughout
the writing process, I will check in with students and make sure everyone is on track while
providing support for any student that needs it. I chose to have them completely write their
essays in class over the course of a week so that they can get immediate answers and feedback
during class. Some accommodations I will provide include multiple graphic organizers so they
can choose the one that works for them, extra time if they need it, providing a separate and quiet
work space if they need it for their writing, and allowing students to write one less paragraph so
they can focus on the content more.

Review and Assessment:

At the beginning of the lesson, I will review what we learned about comparisons and contrasts
the day before and build their background knowledge on the similarities and differences of
different things. There are a few ways I will assess the students including:
- Teacher observations throughout the lesson
- Graphic organizers/outlines filled out during the writing process
- Peer editing paper
- Final copy of their essay

Some compare and contrast card examples

List of potential topics:
elementary v. middle school, fruits v. vegetables, NBA v. NFL, comedy v. drama, fiction v.
nonfiction spring v. fall, excitement v. fear, snowfall v. rainfall, two songs, two authors, two
fictional characters, two historical figures, two Presidents, two movies, two wars, two scientific
elements, two sports two foods
3 different prewriting template options:
Drafting Outline:
Peer editing checklist: