Jillian Caspary

Comparing and Contrasting Characters

October 2, 2018
Lesson Plan Format
I. Content and Standards:
Standard - 3R3: In literary texts, describe character traits, motivations, or feelings, drawing on
specific details from the text. In informational texts, describe the relationship among a series of
events, ideas, concepts, or steps in a text, using language that pertains to time, sequence, and
cause/effect.

Standard - 3RF4: Read grade-level text with sufficient accuracy and fluency to support
comprehension.

II. Prerequisites: The students will be familiar with the story “Pop’s Bridge” because we read it
aloud as a class the previous day. Students will need to know what a venn diagram is and why
we use it.

III. Instructional Objective: Students will be able to compare and contrast two characters from
the story “Pop’s Bridge” by organizing their information into a venn diagram using 5 specific
details from the story.

IV. Instructional Procedures:

Before: I will tell the class, “Please take out your Journey’s textbook and open to page 122 in
the book. Today we will be re reading the story we read yesterday. We will be reading the story
popcorn style. I am going to start reading and then I am going to call on someone to continue.
Please make sure you are following along in your books and paying attention”. Then I will read
the first paragraph in the story and call on a child to continue reading. They will read the next
paragraph and call on a classmate to continue reading. (15 minutes)

During: I will show the class a slide on the smartboard with the question of the day, which
states “What does compare and contrast mean? What do we use to compare and contrast?”.
Give the class one minute to think about their answers and then call on three students to
answer. Then tell the class they will be working with a partner to fill in a venn diagram
comparing and contrasting the narrator’s father with Charlie Shu’s father. Show the class the list
of assigned partners on the board. Give the class 15 minutes to work with their partner. Tell the
students to go back to their desk (20 minutes).

After: Once the students are seated, I will tell them that we are going to go over their venn
diagrams. I will call a few students to come up to the board to write in the venn diagram. Then I
will tell the students, “Check what you have written in your notebook. If there is an answer you
have not written down then please add it to yours” (10 minutes).

V. Materials and Equipment: The Journey’s textbook is where the story “Pop’s Bridge” is
located. We will read the book all together. The kids will be making their own venn diagram in
their notebook labeled “READING”. The smart board will be used to display the question of the
day and the venn diagram which students will be writing at the end of the lesson.

VI. Assessment/Evaluation: I will check students reading notebooks to make sure their are 5
details within in the venn diagram.

VII. Differentiation: Struggling students will be given a venn diagram with lines in it, instead of
having to create their own in their notebooks. Four students will be at the back table with me to
work in a small group on this activity. I will ask them to re read specific parts in the story and
ask guided questions to aid their comprehension and ability to fill out the chart. Some students
will have an individualized checklist at their desk to follow the step of the lesson and help them
stay on task.

VIII. Technology: The smart board will be used to show students the question of the day and to
review their answers after the activity.

IX. Self-Assessment: I will make sure that the students participated in the lesson and that they
were able to write 5 details in the appropriate spot on the venn diagram. I will see if I followed
my plan accordingly and if the time schedule was appropriate. I will judge if my accomodations
for struggling students worked well. I will see what could be done better or what I could change.