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MTSU TEACHER CANDIDATE

LESSON PLAN FORMAT


TEACHER CANDIDATE Hope Pryor
DATE February 7, 2018
GRADE / CLASS First Grade—ELA
UNIT Dog vs. Cat IRA
LESSON TITLE Compare and Contrast Dog and Cat
DURATION 60 Minutes
CO-TEACHING MODEL One Teach—One Observe

State Content Standards, Common Core, Competency Standards (Include


STANDARDS
Number and Text of the Appropriate Standard)

1.RL.IKI.9 Compare and contrast the adventures and experiences of characters in stories including
written details and illustrations when developmentally appropriate.

LEARNING TARGETS / Clear, Specific, Measurable, Aligned to Content Standards, Student-


OBJECTIVES Friendly Language, I Can Statements (Not Activities)

I Can Statement:

I can compare and contrast the adventures and experiences of characters in Dog vs. Cat using written
details and illustrations.

Set / Hook/Advance Organizer, Multiple Ways to Engage Students,


ACTIVATING STRATEGY Motivator, Essential Question, Connection to Prior Knowledge, Promotes
Curiosity

TTW begin the lesson with our mentor sentence for the week (Dog and Cat missed each other).

TTW ask the students to take out their reading scrapbook and turn to this week’s mentor sentence.

Today, TSW add an adjective to their mentor sentence.

TTW ask a student to remind the class of what an adjective is.

TTW then tell the students that today they will add an adjective to their mentor sentence.

TTW allow the students 2-3 minutes to do so.

When the time is up, TTW have one student from each table share their new sentence with the class.
TTW then ask the students to connect the sentence to the story by telling them to tell their partner why
Dog and Cat missed each other.

When done, TTW tell the students to put away their reading scrapbooks and go to their square on the
carpet.

Strategies, Learning Tasks, Big Ideas, Procedures, Sequence, Higher-


Order Questioning, Differentiation, Active Student Participation, Guided
and Independent Practice, Descriptive Academic Feedback, Academic
INSTRUCTION Language, Modeling, Problem Solving, Based on Data and Teacher
Knowledge of Students-edTPA: Theoretical Principles or Research-Based
Best Practices; Academic Language: Identify Language Function/Support,
Vocabulary/Support, Syntax/Support, Discourse/Support

TTW begin by reviewing this week’s amazing (vocab) words and motions.

 Territories:
 Satisfied:
 Determined:
 Arranged:

TTW then say, “Today we are going to read part of Dog vs. Cat by Chris Gall. This week, our goal is to
compare and contrast the experiences and adventures of characters in stories. Today, we will focus on
the behaviors of Dog and Cat. We will sort those behaviors by same and different on a Venn diagram.”

TTW then ask the students to repeat today’s I can statement as he/she leads.

TTW now begin to read pages 5-12 in the story.

After reading, TTW ask the following questions (will be posted in book with sticky notes):

 What was the problem? Solution?


 From whose point of view is this story told? How do you know?
 Describe the story structure, including beginning, middle, and end.
 What might have happened if the family had gotten two cats instead of a dog and cat?

TTW allow the students to discuss with their partner before sharing whole group for each question
above.

When done, TTW tell the students to go back to their seats and get out their reading scrapbook.

TTW then pull the struggling readers to the small group table to complete the activity.

TTW pass out today’s task (Dog and Cat Venn diagram sort).
TTW tell the students that they will complete a Venn diagram comparing and contrasting the behaviors
of Dog and Cat in the story.

TTW pass out the Venn diagram.

TTW now review the meaning of compare and contrast asking students if they know the definition and
then showing the poster cards to the class.

TTW restate today’s I can statement.

TTW then ask the students how they will be engaged in today’s I can statement when they are working
on today’s task.

TTW then tell the students they have 15 minutes to complete the Venn diagram.

TTW now go to the small group table and have these students glue their behaviors that are provided
(modification).

While students are working, TTW circulate the classroom and support the students at the small group
table.

When the time is up, TTW have the students share their work with their partner. TTW say, “What was
the same and what was different? Do you agree or disagree?”

When done, TTW move to the closure.

Accommodations, Modifications, Support for Diverse Student Learning


MODIFCATIONS /
Needs, Interventions, Extensions, ELL, IEP, 504, Differentiation, Teacher
GROUPING Knowledge of Students

To modify the lesson for struggling readers in the classroom, TTW provide behavior cards to each of the
students. These students will sort the behaviors by dog, cat, and both and glue on their Venn diagram.
These students will also be pulled from their table groups to the small group table.

MATERIALS / Key Instructional Resources and Materials to Engage Students in


RESOURCES / Learning, Aligned with Lesson Objectives and Standards, How
TECHNOLOGY Materials will Support Differentiation

 Dog vs. Cat by Chris Gall


 20 student Venn diagrams
 5 sets of behaviors for struggling readers
 Compare/contrast posters
 Document Camera
 Smart Board

Aligned with Lesson Objective and Standard, Formative / Summative,


Performance Based, Formal / Informal, Used to Monitor Student
Learning, Evaluation Criteria, Periodic Check for Understanding, How will
ASSESSMENT / Data be Collected and Recorded, Plans for Reteaching (Include Type of
EVALUATION/ Assessment and What is being Assessed)-edTPA: Assessment
CLOSURE Adaptations to Meet Learner Needs, Evaluation Criteria
Review, Final Check for Understanding, Renaming Objectives and
learning Targets, Student Reflection, Students Assess their Own
Performance Along With Teacher Evaluation

Assessment/Evaluation:

TTW assess the students’ knowledge and understanding of comparing and contrasting the adventures
and experiences of characters in a story. To assess the students’ knowledge and understanding, TTW
provide students with a Venn diagram to complete individually. Each student should have a minimum of
three behaviors in each column of the Venn Diagram. The assessment will be graded out of nine
possible points, one for each behavior. TTW use this information to determine whether the students
met today’s learning objective.

Closure Review, Final Check for Understanding, Renaming Objectives and


learning Targets, Student Reflection, Students Assess their Own
Performance

Closure:

TTW invite students to reflect upon their work.

TTW begin by restating today’s I can statement.

TTW then ask the students to share with a partner one or more way(s) they were engaged in today’s I
can statement.

TTW then ask 2-3 students to share aloud.

TTW then ask the students to rate themselves on a scale of 1 to 4 on how well they met today’s I can
statement.

TTW pass out a rubric for students to use to rate themselves.

TTW then read the rubric for the students to circle one.

TTW tell the students to hand in their task rubric and get ready for intervention.