Candidate:

Lesson Plan Form - LBS 400

Revised 08/05/14
Subject:
Grade level(s):

Date:

Floriberta Estrada
Language Arts
2nd
May 6. 2016
Standard:
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.2.3
Describe how characters in a story respond to major events and challenges.
Production and Distribution of Writing:
CCSS.ELA-LITERACY.CCRA.W.6
Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
others.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.2.1
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers
and adults in small and larger groups.
CCSS.ELA-LITERACY.SL.2.2
Recount or describe key ideas or details from a text read aloud or information presented orally or through
other media.
I. DESCRIPTION OF CONTENT & CONTENT TYPE (Fact, Procedure, Concept, or Principle):
Concept: Students will compare and contrast citing evidence from text.
II. LEARNING OUTCOME (Objective):
Given a Venn Diagram, students will compare and contrast (level of cognition) two characters (content) by
providing a characteristic for each (proving behavior or activity).
DOK/Cognitive Rigor Level: Comprehension
Language Demands (What demands in terms of language does this lesson require of students, particularly
English Learners?):
ELD Standards
A. Collaborative
1. Exchange information and ideas with others through oral collaborative conversations on a range of
social and academic topics
2. Interact with others in written English in various communicative forms (print, communicative
technology, and multimedia)
B. Interpretive
5. Listening actively to spoken English in a range of social and academic contexts.
Vocabulary:
Compare and Contrast
Characteristics
Venn Diagram

III. CURRICULUM CONNECTION (How lesson fits into larger unit sequence): What lesson comes
before this lesson? What lesson comes after this lesson?
Prior to this lesson students have learned to give characteristics of characters. Students were asked for
character traits and a description citing evidence.
In this lesson students will be learn how to compare and contrast two charters from a video and through
modeling from the teacher. After this lesson students will be able to identify two characters and
explain what make them different and what makes them the same, citing evidence from the text.
IV. INSTRUCTION
A. ENGAGEMENT (Motivational Activity):
Anticipatory Set: activate student prior knowledge
Student friendly objective: By the end of our lesson you should be able to identify two characters
with unique characteristics and be able to compare and contrast them.
Purpose: Why are students learning this? Why is it important?
It is important for students to learn compare and contrast because it is a method of assessing
understanding and comprehension of a story.
Treasures video: Compare and Contrast
Students will watch a video that will reinforce how to compare and contrast two characters.
Students will interact with the video.
A. INSTRUCTIONAL SEQUENCE (Teaching Methodology With Student Activities):
Model:
Teacher reads bottom of page 89 (last two paragraphs Then the oldest sheep spoke up)
Teacher thinks aloud: This would be a good time for me to stop and compare Charlotte with
Templeton. According to the passage, Charlotte said that Templeton is always looking out for himself,
never thinking of the other fellow. So I am going to say that Templeton is selfish, because he only
looks out for himself. Now what do I know about Charlotte? Charlotte is holding the meeting because
she wants to help save Wilbur, Charlotte is helpful. So I know that Templeton is selfish and Charlotte is
different, that is how they are different, I am contrasting. Now both animals live in the farm, that is
how they are the same, comparing.
Practice:
Teacher reads pages 90-91.
As we read the text did we learn new information on how these characters are similar and how they are
different?
I am going to give you a minute to think about the character. When you are ready give me a thumbs up.
Students will pair share their findings.
I can tell that Charlotte and Templeton are _________ because they are ________.
I can infer that Charlotte is ________ because on page -- it says _______.
Based on the text, I can infer that Templeton is _________ because on page -- the author states
________.

Sample answers:
I can tell that Charlotte and Templeton are helpful because they are both trying to help Wilbur.
I can infer that Charlotte is kind because she is doing her best to save Wilburs life.
Based on the text I can infer that Templeton is greedy because on page 90 it says that he is only helping
Wilbur so that he can eat his food.
B. APPLICATION ACTIVITY (Practice and/or Reflection): Guided practice (students working with
teacher support on proving behavior or activity)
So now that you have watched the way I compared and contrasted Charlotte and Templeton, and we have
selected some characteristics together, you will o back to your seat and try it on your own.
Students log on to Padlet.com and will find a characteristic that compares or contrasts Charlotte and
Templeton.
C. MATERIALS & RESOURCES: What do you need for the lesson? Make a list.
Venn Diagram
Charlottes Web by E.B. White
Technology: Padlet.com
Video
V. ASSESSMENT STRATEGIES (Methods For Obtaining Evidence Of Learning):
Formative: During Lesson, Check for Understanding, Teacher observation
Teacher will check for understanding throughout the lesson. Teacher will ask questions and listen to
students responses to check for understanding.
Summative: (at the end of the lesson) (Closure, exit slip, ticket out the door, quiz, test) Students will
provide the correct characteristic for each character. Using technology, students will place the
characteristic in the appropriate section of the Venn Diagram.
VI. ACCOMMODATIONS and/or MODIFICATIONS FOR INDIVIDUAL LEARNERS (Content,
Instruction, Practice): How can we provide equal access for all students? (Accommodation)
How will you help struggling learners or differentiate (challenge) high achievers? (Modification)
Modeling will be done throughout the lesson.
Visual aids for struggling learners.
VII. HOMEWORK (if appropriate): N/A