Marquette University
Lesson Plan Template (REVISED 8/15/13)
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Lesson Title: Lesson 3: Comparing and Contrasting Individually
Date: 10/18/13
Unit Title: Comparing and Contrasting
minutes
Subject/Grade Level/Lesson Duration: Literacy/1st/60
Objectives/Learner Outcomes and Assessments (formal and informal)
1. List the measurable learning outcomes (knowledge, skills, dispositions) that students are
expected to demonstrate as a result of the lesson?
a. I can identify the two main characters of a narrative text (RL.1.3 Describe
characters, settings, and major events in a story, using key details.)
b. I can compare and contrast the adventures and experiences of the two main
characters in a narrative text, which means that I can find similarities and
differences between the normal and out-of-the-ordinary events in the story
(RL.1.9 Compare and contrast the adventures and experiences of characters
in stories.)
2. For each of the above outcomes, what assessments will you use to evaluate each of your
learning outcomes? (Give a brief description)
a. For both of the above outcomes I will use a Venn diagram, completed
individually by each student, to assess students’ understanding of the
strategy comparing and contrasting the adventures and experiences of two
characters in a narrative text. On their diagrams I will expect that students
can identify the two main characters in the text The Town Mouse and the
Country Mouse, by Bernadette Watts, list in the correct circles two
experiences that were different for the characters, and list in the middle one
experience that was the same for the characters. Students should not include
physical differences or similarities of the characters.
b. I will use a rubric (included in Lesson 3 Material document) to give students a
score of 0, 1, 2, or 3 for their Venn diagrams.
Standards Addressed – What Core State Standards or Wisconsin model academic standards
are specifically addressed in the lesson? Please list the number and text of the standard.
a. RL.1.3 Describe characters, settings, and major events in a story, using key details.
b. RL.1.9 Compare and contrast the adventures and experiences of characters in stories.
Materials/Resources/Technology
 SmartBoard – used to display Thinking Chart for The Brand New Kid by Katie Couric,
also used to create whole group Venn diagram for The Brand New Kid
 Text – The Brand New Kid, by Katie Couric
 Text – The Town Mouse and the Country Mouse, retold and illustrated by Bernadette
Watts, North-South Books, New York, 1998
 Venn diagram charts for students (1 per partnership, 1 per student)
 Venn diagram category sheets for ELL and low level readers
 Pencils
Section B: Introduction to Lesson
Purpose – How will you state the purpose of the lesson?
In order to introduce this lesson I will tell students that we are going to continue working
on comparing and contrasting. I will put up the anchor charts for similarities and differences and
for adventures and experiences in order to review the vocabulary that we have been working
on.
Prior Learning – what do the students know? What can they do? What are they learning to do?
How will you make connections to prior learning?
At this point students have been working on comparing and contrasting for two days.
They know the vocabulary similarities, differences, compare, adventure, and experience. They
have worked with Venn diagrams and Thinking Charts although they are still learning to think
across both of these organizers. Today we will be making the connection between the Thinking
Chart and the Venn diagram. I will model for students how we take the similarities that we
marked on the Thinking Chart and place them into the correct spot on the Venn diagram. Then
we will look at differences on the Thinking Chart and place them into the correct spots on the
Venn diagram. Students will then do this same activity on their own as their final assessment for
this lesson segment.
Section C: Content/Procedures/Sequence (Include estimated time for each activity)
Whole Group Thinking
Review all of the vocabulary from previous lessons. Review The
Chart to Venn diagram
Brand New Kid, and pull up Thinking Chart that was created in a
whole group at the end of lesson 2. Remind students that
highlighted items were similarities between the experiences and
adventures of the characters. Pull up Venn Diagram and ask
Outcome a., b.
students where to put similarities? Where to put differences?
20 minutes
Model transferring information from the Thinking Chart to Venn
diagram.
Individual Thinking
Reread the story The Town Mouse and the Country Mouse. Show
Chart to Venn diagram
students the Thinking Chart that I created as a model in lesson 2.
Read through Thinking Chart but do not give specific attention to
similarities and differences. Instructions: each student is to create,
on their own, a Venn diagram comparing the similarities and
differences of the adventure and experiences of the town mouse
and the country mouse. Students should have at least two
differences and one similarity, however they are encouraged to put
more on their diagrams. If students complete their diagrams there
will be a writing activity they can complete using the Venn diagram.
They will need to name the two characters, give one similarity and
one difference. There is then room to draw a picture. I will give
students up to 40 minutes for this activity, although I believe it will
take closer to 25 minutes. If students complete both activities then
they will be allowed to quietly read one of their independent books.
* I will have copies of the Thinking Chart available for students who
appear to be struggling, especially for ELL and low level readers. If
Outcome a., b.
a student needs the chart I will encourage him/her to circle
20-40 minutes
similarities on both sides of the chart (similar to what we did as a
whole class in lesson 2).
Section D: Closure
After all diagrams have been handed in I will congratulate students on working so hard
to learn a new strategy that will help them in their reading. I will encourage them to use this
strategy while reading their independent books.
No independent work will be assigned.