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Media Enhanced ASSURE

Lesson Plan Template


Name:
Kathleen Reilly

Subject & Name of Lesson:
Reading/ English Language Arts
Comparing Characters Through Reporting
Grade Level:
5th

Length of Instructional Period (minutes)
120 minutes
(A)NALYZE LEARNERS

Context of Learning:
1. Number of Students: 23
2. No. of Males: 14 No. of Females: 9
3. Age Range: 10 yrs. 11 yrs.
4. Mental, Social, Physical, Social Notes:
1 IEP (ADHD)
ELL Students (Uzbek and Spanish)
5. Background: Students have read The Great Debate prior to this lesson. This story
is about two students who are running for Student Body President. This lesson
relates a to a real-world connection, the current election, and allows the students to
take the role of the reporter.
6. Learning Styles
Visual: 50%
Auditory: 25%
Kinesthetic: 25%

The learning environment is student-centered. Students sit at collaborative work stations
(tables) and have access to 1:1 devices. This makes a technology infused lesson easier to
implement. During direct whole group instruction, the lights will remain on and students
should sit in groups for easy collaboration between peers. During independent work on the
articles, lights will dim, students can choose to work wherever they will be most productive
(back table, on the rug, in a corner, etc.). Classical music will play as they write.

(S)TATE OBJECTIVES

Lesson Objective:
1. By the end of this lesson, the students will create a newspaper article/report in order to
compare two characters to clearly inform readers who they should vote for.
2. By the end of this lesson, the students will use a graphic organizer to compare two
characters from a text.

Academic Standards and Performance Indicators:


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.5.2 Write informative/explanatory texts to examine a topic and convey ideas and
information clearly.
SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically
and using appropriate facts and relevant, descriptive details to support main ideas
or themes; speak clearly at an understandable pace.

http://mdk12.msde.maryland.gov/instruction/curriculum/reading/index.html

Technology Standards and Performance Indicators
4a Students know and use a deliberate design process for generating ideas, testing
theories, creating innovative artifacts or solving authentic problems.
6d Students publish or present content that customizes the message and medium
for their intended audiences.

http://www.iste.org/standards


(S)ELECT, MODIFY, & DESIGN LEARNER RESOURCES

Equipment, Devices, & Materials:


1. 1 laptop/per student Each student is creating their own individual article, therefore
individual computers/tablets are required
2. The Great Debate Text used to compare characters, the students will be reporting
on these characters
3. Headphones with Microphone For learners that want to record audio for their
article
4. Promeathean Board/SMART Board To display model and create and display success
criteria for the assignment
5. Venn Diagram Students will be given the option between a digital Venn Diagram or
a paper version.
Online Resources:
1. Flipchart To guide learners through thinking and display the created success criteria
2. Wixie To provide templates to create an article and an audio option
3. Padlet Page To encourage collaboration around key vocabulary
4. BrainPop Video: https://www.brainpop.com/english/writing/debate/ - this video
will engage learners and have them more easily visualize a debate and what it looks
like.
5. Sample Article: http://www.timeforkids.com/news/candidates-big-night/461426
Create a real-world connection for students and describes how the objective is
meaningful to their own lives.

(U)TILIZE MATERIALS & (R)EQUIRE LEARNER RESPONSES

Differentiation

In order to best assist students in the creation of their newspaper report, a combination of
choice and support will be provided. Students with special needs will be provided with a
pre-created layout for their article and sentences starters to help organize their thoughts
while writing. English Language Learners will be provided pictures for key vocabulary
(debate, president, vote, etc.) and will be given sentence starters, as well as, the opion to
record their learning given that their auditory processing develops more quickly than their
ability to express through writing. Auditory learners can record their voice to compare
characters and report on the topic. Creating their own article will motivate Kinethesetic
learners. Visual learners can also portray thinking with images, text, and graphs in their
article. Gifted and Talented students will be expected to connect this debate to the
presidential debates in the conclusion of their article.

Instructional Activities
1. Preview: The teacher will preview The Great Debate so that he/she knows which
similarities and differences there are between the two main characters.
2. Prepare: The teacher will need to prepare a Flipchart and a Wixie template for
students to use for their articles to guide them if they choose. Additionally, he/she
will need to create a Padlet page for lingering questions and collaboration.
3. Engage the learners with a BrainPop video to drive current debates and sharing a
recent article. https://www.brainpop.com/english/writing/debate/ - this video will
engage learners and have them more easily visualize a debate and what it looks like.
4. Students will discuss the idea of a debate and define the term. Collborate with
peers to define key vocabulary.
5. Explain to students that today they will be comparing the two characters Celia and
Mario by writing a newspaper article. In the article students must compare the
characters and convey why one character should be chosen for Student Body
President. Share Objective and inform students of their end result
6. Students will look at a model article (presidential debate)
http://www.timeforkids.com/news/candidates-big-night/461426 -Create a real-
world connection for students and describes how the objective is meaningful to
their own lives.
7. Students will highlight the comparing/contrasting facts and on a Padlet wall share
ideas about what makes a great article. Collaboration to share ideas and create
success criteria for self-assessment
8. Direct students to use a Venn Diagram to compare the characters in The Great
Debate students may use Wixie if they would prefer to use a digital graphic
organizer or they can draw their own. Provide choice to motivate learners to use a
graphic organizer digitally or by hand.
9. Students will begin writing their article on Wixie and can use a pre-created layout or
create one of their own. For students who are more Auditory, they can choose to
record their voice on the Wixie and provide key points and images on the layout
page. Provide a layout for student with IEP and sentence starters for ELL learners.
For ELL learners, provide pictures for key vocabulary (debate, president, vote, etc.)
Auditory learners can record their voice to compare characters and report on the
topic. Creating their own article will motivate Kinethesetic learners. Visual learners
can also portray thinking with images, text, and graphs in their article.
10. Reconvene in whole group to self assess their success against success criteria.
11. Publish and Share articles with the class in a Gallery Walk. Provide Post-its to
students to leave feedback. Allow 10 minute reflection and discussion of how each
project met the given objectives.

EVALUATION

Assessment
Students will be evaluated on their individual articles. They must share similarities and
differences between characters, use a catchy introduction, include a conclusion, and use
best-written expression. In order to evaluate their performance, I will use a lesson-specific
rubric to assess their ability to compare/contrast and express themselves in writing. Using
a lesson specific to this assignment will allow me to better align the assessment with the
success criteria. The rubric will be formed using success criteria. With the class we will
have created success criteria to align with this rubric so that students can self-assess as
they work.

In order to evaluate the effective use of technology, students should have a completed,
typed newspaper article created in Wixie. The article should be formatted to fit the page
and the layout should look like a newspaper article. For those who chose to report through
audio, images should be present in the article and the audio should clearly articulate the
speakers main points still addressing the objective. The technology can be rated effective if
students are clearly and in an organized way able to convey their ideas creatively.
Follow Up
For future lessons, students will reflect and assess their choices in this lesson. Did a
paper or Wixie graphic organizer work best? Did speaking or writing work best for
the presentation of learning? In upcoming lessons students will continue to
compare/contrast. Using the choices from this lesson they will be able to pick the
method that works best for them in organizing their thoughts. Secondly, students will
present next on different settings. They will utilize Wixie again to create a postcard
explaining which location is better suited for a specific character.

Debriefing/ Lesson Summary/Meaningful Closure

At the closure of the lessons students will gage their success using the class-created success
criteria. After, students will complete a gallery walk looking at other student devices and
leaving feedback on a post-it. Lastly, students should reflect at the conclusion of the
assignment about the choices they made during the lesson. How did they choose to present
their information? Did this choice allow them to demonstrate success? What real world
connections did they make? This reflection will guide students in future learning choices
when utilizing Wixie and technology for upcoming lessons.

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