Dr.

Beckett
READ 3226, Spring 2019

Lesson Plan Template

Subject: Central Focus (Unit/Theme):

ELA Comparing genres

Essential Standard/Common Core Objective: Anticipated date to be taught:

RL.5.9 Compare and contrast stories in the same genre 3/21/19
on their approaches to similar themes and topics.

Daily Lesson Objective:

Tip: This is what you are teaching TODAY. This will drive this lesson; be sure it is addressed throughout the plan,
is assessed, and is included in the Closure. AKA – your end goal

The student will be able to compare and contrast the topic, theme, and events of two fairy tales by creating a venn
diagram.

21​st​ Century Skills:

Communication and Collaboration​- Students will work in partners to create their venn diagrams, and they
must collaborate with each other on the creation of their venn diagram.

Prior Knowledge:

Students have background knowledge on fairy tales and fables through studies of fiction genres.
Students have compared and contrasted texts prior to lesson.

Activity Description of Activities and Setting Time

Teacher Says: ​“We’ve been working on comparing/contrasting stories 5 min
in the same genre, today we are going to do some more work with it,
this time with fairy tales or folktales.”
“To start we are going to look at two pictures of different fairy tales,
and you guys are going to compare and contrast them”
1. Focus and Review
Teacher will display two images depicting different fairy tales

Teacher says: “​Can anyone raise their hand and tell me what fairy tales
these are? () That’s right! Now we are going to compare and contrast
them by having an X/O talk with a partner. To do an X/O talk, first
 Dr. Beckett
READ 3226, Spring 2019
draw a tic-tac-toe board like this. One person will choose to be X, and
the other O. The first person to go will come up with one way that the
two fairy tales on the board are similar or different, and if it is right,
they get to put an X. The second person’s turn, they have to say a
similarity or difference that is something different than what their
partner came up with. If they say something new, they get to make an
O, if they repeat something that has been said already, their partner gets
to make another X. *Teacher calls on student to explain what they’re
doing* Thumbs up if you understand? Okay, now turn to a partner at
your table and make your X/O chart, we will work for around five
minutes.”
students will create X/O chart where they come up with similarities
and differences.
2. Statement of Objective
for Student
Tip: “The student will be
able to …” Rephrase the “At the end of this lesson, you will be able to compare and contrast the
daily objective in topics and themes of two folktales.”
“student language” if
needed. This may just be
repeated from above.
“Today we are going to compare two folktales, The Dog and… 5 min
Remember comparing means to find similarities and contrasting means
to find differences.
With these folktales, we are going to focus on comparing the themes
3. Teacher Input
and the topics. Someone remind me what a theme is in a story. Now
what is a topic?”
Teacher will read first story aloud while students follow along on their
own copies.
Teacher will have folktales and venn diagram on slides, as well as give 10 min
out paper copies to students.
Teacher will read stories aloud while students follow along. Students
will be given one min to turn and talk about similarities and
differences, and then the teacher will bring them back.

Teacher says: ​“Now we are gonna fill out our venn diagram, here is
4. Guided Practice
how it will work. In the middle, for the similarities, we need to include:
the genre, theme, and topic. In the outside circles, we need to include
the events and characters that are different in each story.
Raise your hands and tell me what you think the theme is that they both
share? What about the topic?
Now raise your hands and tell me the different events that occur in the
stories.”
 Dr. Beckett
READ 3226, Spring 2019

Teacher will show the similarities and differences on the completed

5. Independent Practice
6. Assessment Methods
of all objectives/skills:
Tip: Identify methods as
formal and/or informal.
7. Closure
Tip: This should bring
lesson full circle and
address the Daily
Objective
venn diagram as the class identifies them.
Teacher will play read aloud versions of two fables, then students will 20 min
create their own venn diagrams with a partner. Students will be given
worksheet that they will fill in together.
The worksheet will focus on the genre, topic, and theme for the similar
portion, and focus on the events of the story for the differences portion.
The venn diagram that the students complete will serve as a formal assessment.
Mastery of the objective will be if students accurately identify the topic, theme, and
genre of the story, and give an accurate description of the events of both stories.
2 min
“You guys have done a great job comparing and contrasting these
stories today. Comparing and contrasting the themes and topics in
stories can help you identify and understand the themes of a story more
easily, and will help you comprehend the story better. Turn in your
venn diagrams to me before you leave, and we will continue working
on comparing tomorrow.”

8. Assessment Results of
all objectives/skills:
Students were able to earn 4 points on their assessment, one point for correctly
identifying and recording the theme, topic, genre, and events.
75% of students achieved mastery of the objective (4/4 points)
15% of students achieved near mastery of the objective (¾ points)
10% of students did not meet the objective (earning 2/4 points or less on the
diagram)

Targeted Students Modifications/Accommodations Student/Small Group Modifications/Accommodations

This is an ELL and Special Education cluster, so A small group will be pulled to complete venn diagrams with
many students struggle with reading and writing. teacher’s assistance and supervision at the back table.
Teacher will provide completed version of venn
diagrams on slideshow, so that struggling students
can see the words and not struggle to write them
without a reference.

Materials/Technology:
SmartBoard Slideshow
Blank venn diagrams
Copies of four texts
Read Aloud videos of fairy tales
Reflection on lesson:
Overall, my lesson was fairly successful. A majority of the class met the objective. The students were engaged
 Dr. Beckett
READ 3226, Spring 2019
with my lesson; they completed their venn diagrams successfully and worked pretty productively with their
partners. I pulled a small group to work with on the venn diagrams, consisting of some of the ELL and special
education students who struggle to read and write. These students ​can d​ o the work, it just takes a lot of
persistence and teacher prompting to get them to work, so sitting with them and helping them made their work
a lot more manageable. I had to consider a lot of accommodations for my students, as they are an ELL and EC
cluster, and they need specific help with literacy. For example, I went step by step through the venn diagram,
and displayed each sentence on the slides during my guided practice because I was told that many of my
students would not be able to write a sentence that I simply said aloud, or write it themselves. Another thing I
did was start off the lesson comparing and contrasting two fairy tales out loud. I did this because it allowed
them a chance to understand the concept of comparing and contrasting without having to read and write.
Positive aspects of my lesson were my classroom management. The first IMB lesson I taught, my classroom
management was not very successful, and students did not really engage well with my lesson; they were not
listening, off task, etc. My clinical teacher commented that classroom management was something I should
work on, so for this lesson, I was really focused on my classroom management techniques. I used specific
attention getter techniques, gave clear expectations for learning, and gave directions for the lesson ​before​ I let
students get to work. I think doing these things made me improve a lot in my classroom management.
Something I feel that I need to continue working on is the timing of my lessons: giving them wait time to think
and also providing an appropriate amount of time for students to complete work. I struggled with how long I
should let them do work, and I didn’t pause enough when I asked questions. This is something that I am going
to be conscious of when I continue into student teaching. Changes I would make, if I was to teach the lesson
again, would be to tell students, “you will have ___ minutes to do this” and give a lot of wait time when I ask
questions. This gives them a baseline for when they need to complete their work, and ensures that they are
managing their time. Giving wait in between my questions is helpful to student learning because it allows them
to really consider and deliberate about their answers. This is good because it makes them participate rather than
me simply calling on someone else quickly and moving on.
A difficulty that I had was trying to create a lesson based on the curriculum that was given to me. My clinical
teacher gave me the teacher input and guided practice from her teacher workbook, and then I had to go out and
find another two fables for independent practice. I didn’t have complete freedom in that way because I had to fit
my plan around this specific lesson, and I didn’t have a lot of creativity. Also, the way that the lessons in the
book were structured didn’t exactly follow the template of our lesson plans, so I had to adjust the resources and
tasks I was given to fit my needs.
Although I struggled at some points in creating and implementing this lesson, I feel that it was educational for
me to do it this way. When I am in my own classroom, there may be times where I am given the resources and
told to teach them, and I will have to plan my lessons around that rather than coming up with a completely new
lesson on my own.