University of South Alabama
Department of Leadership and Teacher Education
Author
Grade Level
Standard(s)
List the full standard with
its number.
Student Learning
Objective(s)
List all objectives for the
lesson. Objectives must
be measurable,
observable, and based on
lesson content.
Must include conditions,
performance, and criteria.
K-6 Teacher Education Lesson Plan Format
Vital Information
Brittany Stanchio Subject(s) ELA-Reading
5th Grade Central Focus Compare/Contrast
Characters
RL.5.3 Compare and contrast two or more characters, settings, or
events in a story or drama, drawing on specific details in the text (e.g.,
how characters interact).
W.5.9a Apply Grade 5 Reading standards to literature (e.g., "Compare
and contrast two or more characters, settings, or events in a story or a
drama, drawing on specific details in the text [e.g., how characters
interact]").
Using evidence from the novel, the student will compare and contrast
two characters, 80% of the time. (RL5.3)
While comparing and contrasting two characters from the novel,
students will record their answers on the venn diagram, 100% of the
time. (W.5.9a)
Justification for Goals and Objectives
Prior Academic
Knowledge and
Conceptions
What knowledge, skills,
and concepts must
students already know to
be successful with this
lesson?
What prior knowledge
and/or gaps in knowledge
do these students have
that are necessary to
support the learning of the
skills and concepts for this
lesson?
Common Errors
What are common errors
or misunderstandings of
students related to the
central focus of this
lesson?
How will you address
them for this group of
students?
Character Traits
Interactions
Vocabulary from the Novel- Specific vocabulary the students may be
unfamiliar with will be addressed in the attached powerpoint
Background Information-Places, books, and movies mentioned in
each chapter will be addressed in the powerpoint attached.
Students may not understand the concept of how to identify character
traits.
Students are unfamiliar with the vocabulary terms (See powerpoint
attached).
Students should be familiar with the plot, of the novel (previous
chapters).
Students know the characters, in the story.
Students may be unfamiliar with the background knowledge
discussed in the chapters of the present lesson: See Powerpoint
attached.
Students may confuse the main characters and character traits.
The teacher will provide multiple examples through instruction, one-
on-one, and small groups; as needed. The students will also be
allowed to refer to the character traits sheet the teacher provided them
with on the first lesson of the week.

Instructional Strategies and Learning Tasks

Description of what the teacher (you) will be doing and/or what the students will be doing.

Launch Today, we will dig deeper into Wonder, to see what will happen next.
1 Minutes Stay tuned to find out
How will you start the
lesson to engage and
motivate students in
learning? State the
objective in student terms.

2
Instruction 1.) Quickly review the previous chapters with the students.
25 Minutes 2.) Have the students get out their novel journals to answer the quick
check questions at the end of the chapters.
What will you do to
engage students in 3.) Remind students of any vocabulary or background knowledge they
developing understanding may be unfamiliar with that are listed in the chapters to be read.
of the lesson? 4.) Read chapters to students, from the novel, Wonder.
How will you link the new 5.) Ask questions throughout the chapter or as you hear students gasp,
content (skills and as if they are able to make a personal connection with what is
concepts) to students happening in the novel.
prior academic learning
and their personal/ 6.) Once the two chapters have been read to the students (read aloud
cultural and community style), the students will be instructed to answer the two quick check
assets?
questions, independently.
What will you say and do? 7.) The teacher will walk around to keep students focused and on task.
What questions will you 8.) Once students have finished the quick check questions, teacher will
ask? How will you
monitor students and introduce the venn diagram and index card, giving explicit instruction
provide feedback? on exactly how she wants the students to fill it in.
9.) Tell students: Today we are glue the paper plates together to
How will students engage
with one another? create a venn diagram. On the diagram, you will compare and contrast
any two characters from the novel. You must provide specific detail
How will you determine if from the novel, when you are comparing and contrasting the two
students are meeting the
intended learning characters. Then on your index card you will write 1-2 sentences
objectives? comparing yourself to your favorite character from the novel.
10.) Ask students: Does anyone have any questions before we begin?
I will walk around to assist you as you work. However, this is an
independent assignment. If you finish early, you may begin decorating
your plates, but only if you have finished with everything else. (Give
students time to respond and write the answer as you write it.)
11.) During this time the teacher will walk assisting students and
keeping them on task.
12.) The teacher will walk around the room observing to ensure
students conversations stay on task.
13.) Regain students attention to wrap up the lesson.

3
Independent 1.) Once the two chapters have been read to the students (read aloud
Practice style), the students will be instructed to answer the two quick check
questions, independently.
25 Minutes 2.) After modeling the steps of how to fill in the venn diagram and the
index card, have students work independently on the assessment.
How will you give
students the opportunity
to practice so you can
provide feedback?

How will students apply

what they have learned?

How will you determine if

students are meeting the
intended learning
objectives?

Closure Tell the students: Today you learned how to compare and contrast two
characters, from Wonder, while providing evidence of how you got to
1 Minutes your conclusions. You also picked your favorite character, from the
novel, and compared yourself to that character, writing which traits
How will you end the
lesson? both of you have in common and how you two are alike in many ways.
This helped you gain a deeper understanding of how to analyze
Restate the objective and characters, their actions, and how their actions can affect their traits.
make life connections.

Differentiation/ Whole class: The teacher will model the skills and demonstrate the
Planned Support completion of a character on the Character Map organizer. The
How will you provide teacher will allow students to help complete the Character Map
students access to
learning based on organizer.
individual and group
needs? Groups of students with similar needs:
If the teacher notices a few students struggling with a skill, she will
How will you support
students with gaps in the gather the students to provide additional support on that skill (small
prior knowledge that is groups).
necessary to be successful
in this lesson? Individual students: During reading intervention time, the teacher will
meet with individual students to provide additional support (one-on-
one support). The teacher may also provide the student with additional
questions, to prompt the student and guide him/her in the right
direction.
Joshua- Extra time to complete assignment, Teacher Support,
Assignment may be shortened
Tia-Extra time to complete assignment, Teacher Support, Assignment
may be shortened
What Ifs The teacher may followup with additional lessons, if the students are
What might not go as not able to meet the objectives.
planned and how can you
be ready to make
adjustment?

4
Resources and
Materials
What materials does the
teacher need for this
lesson?
What materials do the
students need for this
lesson?
Language Function
What language function
do you want students to
develop in this lesson?
What must students
understand in order to be
intellectually engaged in
the lesson?
Content Specific
Terms
What vocabulary do
students need to support
learning of the learning
objective for this lesson?
Use of Language
What specific ways will
students need to use
language (reading,
writing, listening and/or
speaking) to participate in
learning tasks and
demonstrate their
learning for this lesson?
Students Abilities
What are your students
abilities with regard to the
oral and written language
associated with this
lesson?
Support
How will you support
students so they can
understand and use the
language associated with
the language function and
other demands in meeting
the learning objectives of
the lesson?
The book Wonder, by R.J. Polacio
Sharpies, Expo Markers, Eraser, White board, Anchor Chart-
Vocabulary, Background Information, New Characters, Chapter
Quick Check Questions, Discussion/Written Response Questions
Novel Journals
Pencils
Academic Language Demands
Check all that apply:
Analyze Argue Describe Evaluate
Explain Interpret Justify Synthesize
Compare/Contrast Construct Examine Identify
Locate
Flattering- full of compliments
Deformed- not having the normal/natural shape or form
Glaring- highly obvious or inescapable look
Scolded- give someone a piece of ones mind
The students will listen as the teacher reads the book and thinks
aloud.
Students write their responses to the comparisons in the appropriate
spaces of the character map organizer.
Students will use evidence from the novel and their notes to
demonstrate how they come to a conclusion of specific character
traits.
During the turn and talk activity, students will discuss their thoughts
about the characters and their traits.
Students are able to listen to the read aloud, participate in class
discussions, and record ideas on paper in order to meet the learning
objectives.
The teacher will provide model by demonstrating the use of language
in a lesson. The student will be provided with the opportunity to
practice the language through discussions.
5
 Assessments
Describe the tools/procedures that will be used in this lesson to monitor students learning of the lesson
objective(s). Attach a copy of the assessment to this document.

Type of Assessment Informal

(Formal or Informal)

Description of the The teacher will collect the paper plate venn diagram, which are to be
Assessment completed during independent practice, and grade them according to
the rubric attached.
Modifications to the The assessment can be modified by providing a character traits list for
Assessment students to use as a reference of words. The use of these words may
help the student understand character traits and compare/contrast two
characters. The student may be prompted with questions, such as,
What part of the novel (or story) helped you understand what type of
person this character is? If necessary, the number of responses may
be minimized, as well.
Evaluation Criteria The informal assessment provides written evidence of whether or not
What evidence of student the student was able to compare and contrast at least two characters in
learning (related to the
learning objectives and the novel and provide supporting evidence from the novel.
central focus) does the The informal assessment also provides written evidence of whether or
assessment provide? not the student was able to compare and contrast themselves to a
character in the novel, as well.