Lesson Title: Comparing and Contrasting (Nelson Mandela)

Grade and Subject: Reading

Date: 2/26/2016
1. LESSON PLAN LEARNING OUTCOMES AND PROCEDURE
Essential
Name 1-3 essential questions for the lesson. Essential questions relate to the
Question(s) /
most important intellectual and conceptual knowledge you intend students to
Central Focus
learn from this lesson. These questions should guide your instruction and
reflect your learning objectives.

Learning
Objective(s)

How do different authors present ideas on the same topic?

How does text evidence support my analysis?
Include (in a bulleted format) all of the learning objectives of the lesson.
Learning objectives must be clear. They are also measureable and should be
linked to students cultures/identities, personal and academic needs, learning
standards, and assessments. Objectives for excellent lesson plans should
also be linked toward advancing students skills/proficiencies, intellectual
development, identity development, and agency.
By the end of the lesson, students should be able to:

CCGPS or GPS
Standard(s)

Identify the similarities and differences in both text.

Create a Venn diagram illustrating the similarities and differences in
both text.
Include the number and texts all of the aligned state adopted learning
standards and/or Common Core State Standards for your specific discipline.
ELAGSE7RI3: Analyze the interactions between individuals, events, and
ideas in a text (e.g., how ideas influence individuals or events, or how
individuals influence ideas or events).
ELAGSE7RL1: Cite several pieces of textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text.

Introduction to
Lesson

In a narrative format describe how you plan to capture the interest and
excitement of the learning. In other words, what is the hook/engaging
activity for the lesson to activate thinking?
The introduction should tie directly into the lessons objectives and standards
and should promote intellectual advancement. This is a good opportunity to
layer multimodal forms of texts (short and powerful excerpts of prihe student,
image, video, and sound). Include the length of time intended for the
introduction.
1. Students will watch a video explaining how to compare and contrast
two different texts that are written about the same topic.
2. The teacher will then ask the students what it means to compare two
things.
3. The teacher will then ask the students what it means to contrast two
things.

Instructional Strategies & Learning Tasks that Support Diverse Student Needs

Body of
Lesson

Using a chronological structure, write out each detailed step of the lesson.
Walk the reader through your instructional plan. You should include what you
will model, explain, or demonstrate and your varied/differentiated instructional
approaches toward these ends. Include notes on how you will transition
between activities and manage the class. Be as detailed as possible and
include a clear view of the students and teachers roles in the process. Pay
special attention to the variation of interaction patterns in the classroom
(teacher-student, student-student, etc.) and how often whole class/individual
instruction/cooperative learning takes place. Include the length of time
intended for this part of the lesson. Include language supports for academic
language embedded in the learning task.
1. The teacher will then inform students that they will be reading another
text about Nelson Mandela after which they will be comparing the text
from the previous lesson to the text from todays lesson.
2. After reading the text, students will be given a sheet with discussion
questions. They will work with a partner to discuss and answer the
questions.
3. After students are finished answering the discussion questions, the
teacher will go through the discussion questions with the class, calling
on individual students to share their responses and facilitating
discussions when necessary.
4. Students will then be told that they will be comparing and contrasting
Nelson Mandelas memoir to the article written about Nelson
Mandela.
5. Students will be given a Venn diagram to record their information
comparing and contrasting of the two texts.

Closure

Learning
Supports:
Differentiation,
Modification(s)
and
Accommodation(s)

In a narrative format, explain how students will summarize and/or share what
they have learned to prove they know and understand the learning
standards, objectives, and vocabulary. Include any next steps for future
lessons that you foresee. Include the length of time intended for this part of
the lesson.
Summarizing Activity:
1.

Students will share their completed Venn diagram, explain to the

class the information that they recorded while comparing and
contrasting the two text.

In a narrative or bulleted format, describe how you give instructional support

for your students with special needs (IEP, special education, ESOL,
struggling readers/writers, students with exceptionalities). In all lessons, you
want to make it impossible for students to fail. Describe the modifications and
accommodations toward this goal.
The teacher will provide support and scaffolding for students who have been
identified as having IEPS and 504 plans by helping them to formulate
grammatically correct and complete sentences as well as guide them in
verbalizing and writing their ideas and answers to discussion questions.

Students will work together in pairs and in groups heterogeneously. This will
allow for students with 504 plans and IEPs to gain knowledge and ideas from
their peers.
Formal and
Informal
Assessment

In a narrative format, describe how you plan to assess students learning

formally AND informally. As you are doing this, state any formative and/or
summative assessments. The assessment should be tied to all other parts of
the lesson plan. The assessment should provide evidence of student
achievement on each learning objective.
Formal Assessment: Test on Nelson Mandela Unit.
Informal Assessment: Compare and contrast Venn diagram.

Academic Language

2. RESOURCES
Language
Identity a key learning task for practicing this function.
Functions
Identify the purpose for which the language is being used, with attention to
goal and audiencethe one verb from the learning standards (ex.
demonstrate, argue, explain, justify, define etc). This section should briefly
explain what tasks students are expected to perform and what they are
expected to do with language.
Students will demonstrate their understanding of the language function by
completing the Venn diagram using grammatically correct, complete
sentences.
Vocabulary

How will students demonstrate (reading, writing, listening, and/or speaking)

their understanding of vocabulary in relation to the language function listed
above?
Students will demonstrate their understanding of vocabulary by using words
appropriately and in the right context when completing their graphic
organizers.

Syntax or
Discourse

How will students demonstrate (reading, writing, listening, and/or speaking)

their understanding of the syntax/discourse?
Students will demonstrate their understanding of the syntax/discourse by
using complete sentences with no grammatical or punctuation errors in their
written work.

Materials

In a bulleted but detailed list, name all of the materials that will be used in this
lesson. Attach all handouts (used to support your instruction), presentations,
copies of text used and assessment materials.

VCR
Computer with internet access
Nelson Mandelas autobiography Long Walk to freedom

Technology

Weve lost our greatest son. South Africas Nelson Mandela dies
at 95
Compare and contrast Venn diagram

Briefly describe the technological resources (including the use of

multimodality) that will be integrated into this lesson. Justify the choice of
technology.
Computer with internet access. This technology will be used to play the
compare and contrast video. This technology is being used to facilitate
students who are visual learners.