Lesson Plan #1
Number the Stars Compare and Contrast
INTASC Standards: 1
Laura Grogan
EDUC 2100 Public School Practicum
March 17, 2014
Lesson Plan – utilizing PDSA Model
(TIP Model for Technology Integration when applicable)
Instructor: Michelle Adkins/Laura Grogan
Date(s): Monday, March 3rd- Thursday, March 6th
Grade Level: 4th/5th grade Walk to Read
PLAN:
Concept/Topic to Teach:
Fourth and fifth grade level reading/writing analysis and comprehension.
Number the Stars by Lois Lowry
Common Core Content Standards/Benchmarks addressed:
Reading Standards Grade 4
#1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing
inferences from the text.
#3: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a
character’s thoughts, words, or actions).
Writing Standards Grade 5
#1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are
logically grouped to support the writer’s purpose.
b. Provide logically ordered reasons that are supported by facts and details.
c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).
d. Provide a concluding statement or section related to the opinion presented.
Speaking and Listening Standards Grade 5
#1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and
elaborate on the remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from
the discussions.
NET Standards-Students to be addressed:
Communication and Collaboration: Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
Students Will:
interact, collaborate, and publish with peers, experts, or others employing a variety of digital environmental
media.
Communicate information and ideas effectively to multiple audiences using a variety of media and formats.
Specific Learning Objective:
Mrs. Adkins fourth and fifth grade Walk to Read class will discuss, categorize, compare, and contrast the main
characters, Annemarie and Ellen, from Number the Stars to the completion of a Venn Diagram.
Mrs. Adkins fourth and fifth grade Walk to Read class will compose a compare and contrast essay on the main
characters, Annemarie and Ellen, from Number the Stars to the compare and contrast rubric.
Technology Integration:
Interactive white board and pen: We will be using the Interactive White Board and Pen to engage students. This
will provide an opportunity for students to use the new technology and they practice their skills with other students.
Together we will create a Venn Diagram on the Interactive White Board.
Assessment(s) to be used:
Exceeds
Expectations
4
Writes Complete
Paragraphs
Organization
Comparison and
Contrast
Punctuation
Legible
Approaching
Expectations
2
Below Expected Level
1
Writes cohesive
paragraphs with topic
sentences and
introduction and
conclusion.
Paragraphs have logical
order and progress from
one point to the next.
Paragraphs include five
high level Contrasts and
five high level
Comparisons.
Writes paragraphs with
some cohesion
No topic discerned in
each paragraph.
No central idea or theme
A single theme is present
in each paragraph.
Ideas are on the same
subject but disorganized.
No organization of ideas
Paragraphs include four
high level Contrasts and
four high level
Comparisons.
Uses beginning and end
punctuation as well as
contractions and proper
nouns correctly
Neat and legible
Makes a few errors in
punctuation
Paragraphs include at
least three mid to low
level Contrasts and at
least three mid to low
level Comparisons.
Many sentences have
punctuation errors.
Same mistakes made
frequently.
Difficult to read
Paragraphs include less
than three Contrasts and
Comparisons.
Comparisons and
Contrasts are low level.
Half or more of
sentences are incorrectly
punctuated.
Several spelling errors in
each paragraph. Usually
uses general words with
few descriptive phrases
or details
Repeats the same type
of sentence or type of
subject frequently
Writing is mechanical
without interest for
writer or reader.
Many misspelled words.
Simple words are used
with minimal vocabulary.
Spelling and Word
Choice
No spelling errors. Uses
interesting words and
phrases in every
paragraph
Sentence Structure
Uses a variety of simple,
complex, and compound
sentences
Gets the reader’s
attention and holds it
Voice
Meets
Expectations
3
Some stray marks and
cross overs
Few difficult words
misspelled. Contains
some descriptive words
Uses a few complex or
compound sentence
Shows some personal
interest in the topic
Illegible
Uses only simple
sentences
Target (performance goal – end of unit):
4th and 5th grade Walk to Read students will be able to:
Identify similarities/comparisons and difference/contrasts between Annemarie and Ellen
Draft an essay explaining high level Contrasts and Comparisons between Annemarie and Ellen.
Practice technology skills with the interactive white board and pen.
Materials needed - including software/hardware:
Interactive white board and pen
Venn Diagram Handout
Venn Diagram screen shot
Compare and Contrast Essay Rubric
Number the Stars by Lois Lowry
Key Vocabulary specific to content and technology tool(s):
Interactive white board and pen
Venn Diagram
Bloom’s Taxonomy
High level thought
Essay
Contrast
Comparison
Character Bank
DO:
Anticipatory Set (lead in or introduction of content; motivation and engagement of students):
4th and 5th grade Walk to Read students began reading Number the Stars by Lois Lowry on February 22nd. As a class
they have read through Chapter 6: The House By The Sea. On Monday, March 3rd Mrs. Adkins gave the students a
character bank where the students can describe the characters and their personalities. The students are aware that
Ms. Grogan is going to speak to the students about what makes Annemarie and Ellen similar and different.
Step-by-Step Procedures:
THE TEACHER WILL:
Mrs. Adkins:
Monday, March 3rd
Step 1: Hand out the Character Bank.
Step 2: Explain how students can describe the characters
on the character bank.
Step 3: Continue discussing what is happening in the
book.
th
Tuesday, March 4
Step 1: Continue class discussion on the reading.
Step 2: Remind students that on Wednesday, Ms. Grogan
will be discussing what makes Annemarie and Ellen
similar and different.
Step 3: Remind students to bring their character banks to
class on Wednesday.
THE STUDENT WILL:
Monday, March 3rd
Step 1: Students will begin to fill out the character bank.
Tuesday, March 4th
Step 1: Students will continue to fill out the character
bank.
Ms. Grogan:
Wednesday, March 5th
Wednesday, March 5th
Step 1: Explain what meaningful comments and
questions are. Refer to Mrs. Adkins commenting poster
and Bloom’s Taxonomy.
Step 2: Give an example of lower level learning, “What
color is Ellen’s hair? What color is Annemarie’s hair?”
Step 3: Give an example of higher level learning, “How
different and how similar are Ellen and Annemarie’s
feelings toward the Nazi soldiers?”
Step 4: Explain what a Venn Diagram is and post the
Venn Diagram screen shot on the interactive white board.
Step 5: Label the circles, Annemarie and Ellen.
Step 6: As an example, ask for a characteristic of Ellen
and of Annemarie and write them on the interactive
white board.
Step 7: Hand out Venn Diagrams for students.
Step 8: Tell students, “With your reading partners,
discuss and record what characteristics Annemarie and
Ellen have in common and what makes them different.
You will have 10 minutes.”
Step 8: Draw sticks for areas to work.
Step 9: Allow 10 minutes to brainstorm.
Step 10: Bring group together and allow open discussion.
Step 11: Draw sticks to call on groups for discussion.
Step 12: Groups will come to the interactive white board
to write their findings on the Venn diagram.
Step 13: As a class we will discuss whether we believe
the class findings are similar or different.
Step 14: Introduce the comparison and contrast writing
assignment along with rubric.
Step 13: Explain how the rubric will be used to grade the
comparison and contrast essays.
Step 14: Excuse students.
Step 1: Students will go to drawn area to work.
Step 2: Students will brainstorm characteristics of
Annemarie and Ellen and discuss what makes them
similar and what makes them different.
Step 3: Drawn students will write characteristics of
Annemarie and Ellen on the interactive white board with
the interactive pen.
Step 4: Students will pack up belongings and head back
to their regular classrooms.
Thursday, March 6th
Thursday, March 6th
Step 1: students will hand in their compare and contrast
essay.
Step 1: Gather and grade the compare and contrast essays
according to the attached rubric.
Applications (for students with lower skills – differentiated instruction); look for how technology tools may
assist:
Discussion is led by the class and at their pace. The teacher will draw names to encourage everyone to participate.
Extensions (for students with higher skills – differentiated instruction); look for how technology tools may
extend learning:
Discussion is led by the class and at their pace. The teacher will draw names to encourage everyone to participate.
The teacher will ask for a deeper meaning and/or reasoning from students that are highly engaged and active in the
class discussion.
STUDY:
Results – How did students perform?
DiscussionI was very pleased with the class discussion. All of the students participated and I only needed to draw names
because I do not know all of the 5th grade student’s names. The students created and identified many valuable
similarities/comparisons and differences/contrasts for Annemarie and Ellen.
Venn DiagramI was happy that the students were familiar with a Venn Diagram and I didn’t need to spend much time explaining
how to use it. The students followed along adding information from the class discussion to their personal Venn
Diagram. This was an effective tool that helped the students categorize, compare, and contrast Annemarie and
Ellen. This also showed to be helpful for students as they prepared their essay.
EssayThe homework /reinforcement for this lesson was a Compare and Contrast Essay. The essay was to explain high
level Contrasts and Comparisons between Annemarie and Ellen. All of the students created an essay that was basic
skill to above proficient for 5th grade writing standards. The rubric was absolutely necessary for grading these
essays. The class is grouped together for their reading level but their writing skills and levels are varied.
TechnologyI was happy that the students got the chance to use the new technology and write with the interactive pen. This is a
new tool for the students and teachers.
Reflection/Evaluation: What worked? This describes how you determined the extent to which students have
attained the instructional objectives/learning goals. What instructional strategies were effective? (TIP, Step 7)
DiscussionI believe that the discussion went well but we could have spent more time on this area of the lesson. I would have
liked to have spent the entire 50 minutes discussing what things make Annemarie and Ellen similar and different. I
would have liked more time to discuss what things have a deeper meaning than the color of their hair.
Venn DiagramI think that this was a great way to document the class discussion. I would suggest always having some type of
document students can record their findings on. This diagram gave the students a document to reference when they
wrote their essay.
EssayAlong with allowing more discussion time, this is where I would change the lesson. I needed more time to explain
the assignment and the rubric. The students were familiar with a rubric but I didn’t get the time to explain what I
really expected. I was happy that we spent the time in discussion but I needed more time to accurately describe the
assignment.
TechnologyMany of the students had not had the chance to use the new interactive pen. This made it necessary to explain how
to hold the pen and the force needed to actually draw on the board. Many students were afraid of pushing too hard
on the board and it required many reminders that they would not hurt it. After 20 minutes and in order to save time,
I chose to write for the students. I felt that it was important to add technology in all of my lessons but I had to
decide that the content was more important.
ACT:
Closure (Reteach/reflections/relevance/review – What needs to happen next? Do certain concepts need to be
retaught? (TIP, Step 7)
My mentor-teacher and I have decided to work off of this lesson with a follow up Compare and Contrast Essay.
After completing Number the Stars the students will be reading some of the American Diary series. The students
will chose a character from Number the Stars and a character from the American Diary series. Students will then
create a Venn Diagram and draft an Essay. After choosing the characters they want to compare and contrast we
will discuss the Venn Diagrams in class. We will allow an entire class period for discussion. This will give the
students the opportunity to discuss differences and similarities that our meaningful and meet higher level thinking
and thought. My mentor-teacher and I will provide students another day of preparation for their essay and be able
to explain the essay requirements and rubric more thoroughly.