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Name: Christy Chen School: Saint Gregory the Great Academy Date: 3/22/16
Cooperating Teacher(s): Mrs. Robin Muccia
Primary Subject Area and Grade Level: List the primary content area for this lesson. List the beginning and ending grade levels for
which this lesson is appropriate.
This lesson is for a 6th grade integrated language arts class. Specifically for 6-1 ILA at Saint Gregory the Great Academy.

Interdisciplinary Connections: Provide a listing of the subject area(s), in addition to the primary subject area that is incorporated in this
lesson.
(1a: Demonstrating Knowledge of Content and Pedagogy)
Language Arts- Reading, writing, comprehension
Social Studies- Number the Stars Holocaust, Egyptians articles
Technology- Starboard, Chromebooks, Google Classroom, Nearpod

Lesson Duration: State the approximate time frame for this lesson.
(1e: Designing Coherent Instruction)
Double Period (10:35-11:18- 11:20-12:03)

Relevance/Rationale: Consider how your outcomes and plan will engage students cognitively and build understanding. Why are the lesson
outcomes important in the real world? How is this lesson relevant to students in this class (interests, cultural heritages, needs)?
(1b: Demonstrating Knowledge of Students)
This lesson was designed for students to practice reading comprehension skills. Not only will they be utilizing reading
comprehension skills in language arts, but also in science and social studies. I have designed this lesson so students can see how
they can use these strategies in a variety of ways and subjects.
The book I chose to read aloud to the students is a book that can be easily compared and contrasted with their unit novel Number
the Stars. The book has a lot of good content and also has vocabulary that is higher level then other picture books. Therefore I
believe the students will enjoy listening to a story, but the story will keep them thinking throughout it due to its complexity.
I will again be using a gradual release model, therefore students will see me model the reading skill, they will work together in
groups, and then they will work individually. This model worked last time, and students really enjoy working together and being
able to participate throughout the lesson.

Outcomes/Objectives: What will students know and be able to do as a result of this lesson? Outcomes should be written in the form of

1.
2.
3.

student learning and suggest viable methods of assessment. For teachers of English language learners: What language objectives will be
addressed?
(1c: Setting Instructional Outcomes)
At the end of this lesson you (students) will be able to…
Define the reading strategy: Compare and Contrast
Apply the strategy to informational text (social studies/ science)
Design a graphic organizer that illustrates a contrast and comparison in Number the Stars

Content Standard(s) and/or Common Core Learning Standard(s): For example: (CCSS) 4.NBT.3 Use place value
understanding to round multi-digit whole numbers to any place. Content area teachers should include appropriate English Language Arts
Common Core Standards for Content Areas, if appropriate, in addition to content standards.
(1c: Setting Instructional Outcomes)
R.L.6.3 Reading; Literature- Describe how a particulars story’s or drama’s plot unfolds in a series of episodes.
R.L.6.2 Reading; Literature- Determine a theme or central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
R.L.6.10 Reading; Literature- By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the
grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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Use of Formative Assessment to Inform Planning: Describe your student’s current levels of understanding of the content related to
the outcome for this lesson. What are some of the indicators that let you know that these outcomes and the lesson activities represent the
appropriate amount of cognitive challenge for all students?
(1f: Designing Student Assessments)
Students completed a comprehension pre-test from a Scholastic Comprehension book. I have been working on comprehension
strategies with the students including the ones in the Scholastic Comprehension book. I have completed a problem, solution, a cause
and effect and now I will be working on a compare and contrast strategy with the students. Based on past lessons and the pre-tests I
have been following student progress and paying attention to what students participate and understand the concepts when thinking
more in depth about the text.
In this lesson I will be gathering data through Nearpod. I will have students participate through Nearpod so that I can gather student
answers to incorporate into the anchor chart. I will also have a small exit ticket question quiz on Nearpod for students to complete at
the end of the lesson. Data will also be collected through the individual and group work the students complete on their own through
guided worksheets.

Class Information: Describe any unique characteristics of the class (considerations may include: special needs, language levels, learning
styles, etc.). Describe how other adults (paraprofessionals, volunteers, co-teachers, resource teachers, etc.) will support student learning, if
applicable. Also include any other circumstances an observer should know about.
(1b: Knowledge of Students)
6-1 is the stronger class compared to 6-2. Students in this class do however have IEP’s.
LG has trouble with comprehension of directions, text, readings etc..
MA and AS have the lowest grades in this class and they has trouble following directions, and comprehending the
information.
NR is excelling at comprehension of NTS. He has read it in the past and he contributes good information in discussion.
JM rushes through his work and makes small mistakes.
AS is also one of the weaker students in the class. He does not follow directions for homework, worksheets and has a lot of
questions when given directions.
Many students in this class have trouble reading and following directions; CS, NR, XK, BP.
CS also calls out often and has trouble staying still and quiet during direct instruction.

Overview: Provide a brief overview of the lesson. The overview should provide the observer with a description of the lesson’s content and how
it relates to the larger unit. Include prerequisite knowledge required to meet lesson outcomes and relationship to future learning.
(1a: Demonstrating Knowledge of Content and Pedagogy)
Recent Past Lessons
Students and I have completed lessons on cause and effect, problem and solution comprehension strategies. Students are now also
on Chapter 7 of Number the Stars. They have worked with vocabulary from the text and have just completed a vocabulary chapter
3-4 tests last Friday. After each chapter students are to complete a summary and comprehension questions that detail the main issues
in each chapter.
Present Lesson
Students will complete a do now on the StarBoard that consists of an editing exercise (grammar, mechanics, spelling), and a
analogy.
Students will be introduced to the compare and contrast strategy through a nearpod presentation.
Read Aloud- The Butterfly by: Patricia Polacco. I will ask students questions and complete an anchor chart (Venn Diagram) for
comparing and contrasting two characters.
Group work- Students will work in their group of 4 to complete a Venn Diagram for two articles that they may choose. Articles are
based on informational topics that students are learning about in other subjects.
Individual work- Students will complete their own graphic organizer of their own choice that organizes their reading strategy;
compare and contrast. They will utilize not only the read aloud but their Number the Stars books. They will utilize direct quotes
from Number the Stars to support their comparison or their contrast examples.
Future Lessons
I have been working with the students to complete many comprehension reading strategy mini lessons. They enjoy listening to
stories and they are doing a good job in analyzing the Number the Stars novel. I want to complete a sequencing or summarizing
lesson in the next few weeks.

Technologies and Other Materials /Resources: List all materials, handouts, resources, and technology tools that are needed by the
student or the teacher to execute the lesson. Technologies may include hardware, software, and websites, etc. Materials and resources may
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include physical resources (e.g. books, manipulatives, supplies, equipment, etc.) and/or people resources (e.g. guest speakers, librarian, etc.).
(1d: Demonstrating Knowledge of Resources)
Technology- Starboard, ChromeBooks, Google Classroom, Nearpod Presentation, Video
https://app.nearpod.com/#/?pin=711CDC023BC94D03AF2F0E661FEF8283-1
https://www.youtube.com/watch?v=6pRlaKq3L5I&app=desktop
Books- The Butterfly by: Patricia Polacco, Number the Stars by: Lois Lowry, and Articles based on Science and Social Studies
topics
Charts/ Worksheets- Anchor Chart (Venn Diagram), Venn Diagram worksheet for students to follow along during the read aloud,
multiple venn diagrams for group work, blank paper for individual diagramming work

Grouping Strategy: Describe how you will group students to facilitate learning of the outcomes of this lesson. What is the rationale for the
grouping strategy?
(1e: Designing Coherent Instruction)
Students will work in groups of four during the group work. Students sitting in the very front of the classroom are usually the
students that are struggling more and have the lower grade. Therefore, these students will be mixed up with students further back in
the classroom (stronger academic students). Seats were moved during the beginning of the trimester, and students seem to be
working together nicely. Talkative students were separated.

Academic Vocabulary: What key terms are essential to this content? What terms are essential to develop and extend students vocabulary?
(1a: Knowledge of Content and Pedagogy; 1b: Knowledge of Students)
Compare, contrast, textual evidence, similarities, differences, connections

Lesson Procedures: The procedures should clearly describe the sequence of learning activities and should identify where and how all
materials, technology tools and student-created technology products, and reproducible materials/handouts are utilized in the lesson. Describe the
lesson sequence:
How will the lesson launch?
How will the material be presented?
What questions will be posed to the students? What are the expected responses?
How and when will the teacher model?
What opportunities will there be for guided practice, group work and individual practice?
How and when will you monitor student understanding throughout the lesson?
What opportunities will there be for reflection and closure?
Include approximate time allocations for each portion of the lesson. Be very precise when explaining the teacher and student tasks during the
learning activities.
(1a: Demonstrating Knowledge of Content and Pedagogy; 1e: Designing Coherent
Instruction)

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1.
2.
3.

Post objectives on the blackboard so that students can read them and see them throughout class.
By the end of class you should be able to…
1. Define the reading strategy: Compare and Contrast
Apply the strategy to informational text (social studies/ science)
Design a graphic organizer that illustrates a contrast and comparison in Number the Stars
Do Now Students will complete a do now and once they are finished they will raise their hands. I will call on a student and have
them come up to the StarBoard and correct the sentence. I will ask the student to share with the class what he did and why he did
certain corrections. I will call another student up to complete the analogy. If students are unsure of the words in the analogy I will
have them look it up on their ChromeBooks.
Nearpod Have students sign into Nearpod and go over what Comparing and Contrasting is. Show students to anchor chart and go
over the questions that they should be asking themselves when they read a text. Also tell students that this strategy can be used for
many different topics and many different types of texts.
Read aloud- “Today we will be reading The Butterfly by: Patricia Polacco. Who has read stories by this author before? Based on the
cover of this story what do you think this story is about? Lets look at not only the front but the back. What symbol do you see on the
front cover? What is that symbol called? It is one of your vocabulary words. What does having this symbol on the front cover make
you think the story is about? Why?”
“As we read I want to use the Compare and Contrast strategy that we just spoke about. We will compare and contrast the main
character of this story to Annemarie in our Number the Stars book. I will model for you then I want you to come up with your own
comparisons and differences throughout the book. Be sure to record your ideas or raise your hand to share because after we read we
will be utilizing all the information to organize our thoughts onto a Venn Diagram. What is a Venn Diagram? Many of us wanted to
use this diagram last week. Why is it better to use it for this strategy, rather than the cause and effect strategy?
Start reading the book to the students. “Who do you think this ghost is?” Does the event that occurred to Monsieur Mark remind
you to anything? How does it compare or contrast to the situation in Number the Stars? What does the butterfly represent in the
story? What is it a symbol of? How do you think the girls are feeling? What kind of person do you think Monique’s mother is?
As we read I will model a few comparisons and differences between characters and situations. Students should be recording or
sharing comparisons or differences that they observe or find in the read aloud. I will utilize turn and talk when asking students to
think about the comparisons through the two books.
Group WorkI will show the informational text video to the students so that they can see and hear a model of how to compare and contrast
informational text.
I will pass out multiple readings to the class. Each group will have two readings that they will compare and contrast. They can use
any of the story features to compare or contrast. Each group will have a different reading though. After students are done
completeing their Venn Diagrams, each group will present their work to the class.
Individual Work- If time permits, students will take out their NTS books and compare and contrast Ellen to Sevrine. They will
complete a diagram of their own on blank pieces of paper. If students do not finish they may finish for homework.
Homework: Students will complete their diagrams comparing and contrasting Ellen and Sevrine

Differentiation: Describe how you will differentiate instruction for a variety of learners, including students will special needs, English
Language Learners, and high achieving students to ensure that all students have access to and are able to engage appropriately in this lesson.
Be specific.
(1e: Designing Coherent Instruction)
I will be able to work with students during group and individual work time. Each group will be mixed with higher achieving and
lower achieving students. Each group will get a different reading when they do group work. Students will be able to pick their own
examples out from the text through the read aloud and through the unit novel.

Assessment Criteria for Success:
How and when will you assess student learning throughout the lesson (formative)?
How will you and your students know if they have successfully met the outcomes?
What is the criteria for mastery of the lesson outcome(s)?
Describe any (formative and summative) assessments to be used.
(1f: Designing Student Assessments)
Student learning will be assessed throughout the lesson. I will be able to gauge students’ knowledge through questions and answers
I receive during the read aloud. I will allow students to share examples not only verbally but through nearpod as well. These
answers will be shared with the class and then put onto our anchor chart together. Based on me walking around and guiding the
students I will see which students are grasping the concept and which students are not. At that point I will help students during
group work and individual work. They will be assessed in-group work and then through individual work through diagrams and
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guided worksheets.
Students will know if they met the outcome of the lesson if they successfully completed the anchor chart with the class, the group
work within their groups and the individual diagram work for homework.
If students completed the diagram accurately, and completed the min exit card quiz accurately they will have mastered the lesson
outcomes.

Anticipated Difficulties: What difficulties or possible misunderstanding do you anticipate that students may encounter? How will you
prevent them from occurring?
(1a: Demonstrating Knowledge of Content and Pedagogy)
The picture book is a little longer then the ones I’ve been reading to the students. Students may have trouble with some of the
vocabulary in the book especially since there are multiple French words in the novel. The students may not understand that they
need to be recording similarities and differences throughout the read aloud by themselves even if I do not model it to them.

Reflections: List at least three questions you will ask yourself after the lesson is taught.
1.
2.
3.
4.

(4a: Reflecting on Teaching)
Did the students enjoy the Patricia Polacco book? Was it stimulating enough? Was it the right reading level for the students? Was it
too long?
Were the students able to connect different aspects of the read aloud to NTS (Characters, setting, plot, structure)
How did the students do during group work? Did students work well with the students in their group? How off topic did they get
when working together?
How can I incorporate this strategy into everyday reading with the students?

Lesson Reflection
Name: Christy Chen
School: Saint Gregory the Great Academy
Date: 3/22/16
1. In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do
you know?
At the end of this lesson students should have been able to define the reading strategy (compare
and contrast), apply the strategy to informational texts, and apply the strategy to their unit novel Number
the Stars. I planned 3 parts to my lesson; the read aloud, the group work and the individual work. We did
not have time to do the individual work in class again. However Students did complete individual work
during the read aloud model. Instead of going over the venn diagram with the students all together and
creating it all together, I had the students complete it during the read a loud and then share answers
through nearpod so that we could look at the answers as a whole class. Students did learn what I
intended them to learn. I know this because students were able to complete venn diagrams by
themselves; with their groups and apply the strategy to not only a fiction picture book but to non-fiction
cross curricular articles. I was able to gather data straight from nearpod quizzes and open ended
questions. Students were able to connect the read aloud to Number the Stars they came up with a lot of
ideas and were excited to participate during the lesson. In order to get individual work from students I
assigned a venn diagram for them to do at home that was just like the one we did together during the
read aloud.
Next time I would get total participation through nearpod however I will not show it on the
starboard for the whole class to see. On nearpod I am able to share answers with the students on their
own chromebooks without having to show all the answers students gave. I think this is better because
some students may not have correct answers and if those answers are on the board being shared with the
students they may be confused. Students may also feel embarrassed if their answers are wrong and
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students can see them. I would also leave a little more extra time at the end of the class so that students
can take their time completing the exit ticket quiz on nearpod.

2. If you have samples of student work, what do they reveal about the students’ levels of engagement and
understanding? Do they suggest modifications in how you might teach this lesson in the future?
For this lesson I had students work on venn diagrams together, and I also had them complete one for
homework. I also had feedback straight through nearpod. I can read answers that students gave during a small
quiz or a small short answer participation question. Based on the venn diagrams and presentations that were
presented the day after my observation students showed their understanding and mastery of the topic. Students
were excited to present and their work was detailed and accurate. One group used google to produce their venn
diagram and they created a small slide show for the class. I really liked how that group went above and beyond.
Next time I teach this lesson, I would have students bring it to the next level and create slide shows to guide
their presentations. Based on the data through nearpod 85% of the students correctly completed the exit ticket.
Students were rushed to leave the classroom during that time so it may have effected their answers. However I
am able to see which students had trouble with the quiz and pinpoint them for the next class period to give them
one on one help.
3. Comment on your classroom procedures, student conduct, and your use of physical space. To what extent did
these contribute to student learning?
Classroom management is something that I have struggled with every time I have been observed and on
a daily basis. I believe that during this lesson I was definitely able to control and conduct the class in a better
manner. I tried to wait for students to quiet down before giving directions. When students were not paying
attention I had them repeat other students answers to get them back on task. I think that all the students were
definitely engaged during the lesson. They were engaged during the read aloud, and during the group work. I
think the problem is when there is a transition between one activity and another activity and when we get started
in the beginning of class. I want to try using silent cues to get students to quiet down instead of shouting over
them. I also need to keep practicing waiting till students are all quiet before moving on. I think that it would be
beneficial for the whole class and individual students if after I give directions I have another student repeat the
directions. This will keep students on their toes and ready to listen. It will also repeat the directions so that I
don’t have to keep repeating it throughout the work.
4. Did you depart from your plan? If so, how and why?
Yes I did depart from my plan. I had materials for 4 groups however I forgot that there was actually 5
groups in the class. However, I think that the way it turned out was better then if I had printed out another
article for the students. I had the group that did not have articles research a topic that I chose. They were to
choose articles and to compare the ones they had researched. I gave this task to a group that was more
advanced. They worked a little harder then the other students however I think that these students were able to
work harder and it was more beneficial towards them due to their strengths in ILA and in the topic.

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I also departed from my plan in the fact that I did not create a venn diagram with the students as a whole
class. I had students tell me if they knew how to use it and then I had one student explain it to the class. Once I
knew that 99% of the class knew what it was and how to use it I was comfortable in letting them utilize it
without me wasting time and creating one with them. I did however model my thinking during the read aloud. I
made sure they understood how to find similarities and differences while I read, and I had them record it on
their venn diagram when I pointed out these examples. I think this way worked better because these students
were more advanced and why would I waste time teaching them how to do something they already knew how to
utilize?

5. Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials, and
resources). To what extent were they effective?
I utilized more technology during this lesson. The students enjoy the technology aspect a lot. They are
able to interact with the presentation and they are even able to see the presentation after class is over so it can
help with homework and further understanding of the topic. I also tried to make the lesson co curricular so I
utilized science articles, social studies articles and music articles. I tried to differentiate by giving the group of
girls the more advanced task of doing their own research. I then picked topics that the students were interested
about and allowed them to read those articles. Students were grouped based on classroom behavior. Students
were moved in the beginning of the trimester therefore Mrs. Muccia and I had checked to make sure that they
were not around any other students that would disrupt them. Therefore the groups that the students were
working in were students that would most likely not get off task and most likely work well together.

6. If you had an opportunity to teach this lesson again to the same group of students, what would you do
differently?
I would definitely try to utilize better classroom management strategies.Students need to work on
transitional times therefore I need to find a silent cue for this class that will work. I would differentiate more on
not just the interest level but on the reading level as well. I also want to get into the habit of having students
repeat my directions to the whole class. I want to use more turn and talk during the read aloud and I can utilize
it without having students share their answers to the whole class after. I think that this will allow students to
share their ideas with their classmates but then it will not waste a lot of time.

I spoke with Mrs. Muccia after the lesson. She told me she also liked the different aspects of instructional
delivery that I utilized. She thought the students were engaged throughout the lesson. She said that I need to not
rush at the end of the lesson. I need to give clear directions and make sure the students understand the directions
before moving on. She also said that classroom management takes time to master and to keep working on it.

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