Teacher: Miss Perry

Grade: 2

Date: February 11, 2016

Day: 4 of 4

Subject: Language Arts

Time: 45 minutes

Cognitive Level(s) of Lesson: (Refer to Blooms Taxonomy) Analysis, Application,

Comprehension, Knowledge
Objective
Students will be able to:
Learning: read about two different topics to compare and contrast
Behavior: by reading one of their classmates very own nonfiction chapter books that they have been
working on during Writers Workshop, as well as filling out a Venn Diagram to display the similarities
and differences
Condition: after the teacher shares her own nonfiction chapter book and demonstrates how to write
the similarities and differences on the Venn Diagram using the Smart Board.
Common Core Standards addressed:
CCSS.ELA-LITERACY.RI.2.9
Compare and contrast the most important points presented by two texts on the same topic.
CCSS.ELA-LITERACY.RI.2.6
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
CCSS.ELA-LITERACY.RI.2.5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes,
electronic menus, icons) to locate key facts or information in a text efficiently.
CCSS.ELA-LITERACY.SL.2.1.A
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics and texts under discussion).
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.
Instructional Strategies: (Opening, Presentation, Guided Practice, Closure)
Opening
1. The teacher will have a Venn diagram displayed on the Smart Board before she calls the
students over to the carpet to begin Readers Workshop. (Anticipatory Set)
2. The teacher will remind the students that they have been working on comparing and

contrasting nonfiction books with a partner during Readers Workshop.

3. The teacher will have the class restate the teaching point all together. Nonfiction readers can
read about two different topics to compare and contrast.
4. The teacher will ask the students why this skill is important. Anticipated Responses: It makes
us better readers. It helps us understand our books better, etc.
5. The teacher will state that today they will continue to practice comparing and contrasting by
using our classmates very own nonfiction chapter books that they have been working on in
Writers Workshop. (Purpose Setting)
Presentation
6. The teacher will ask the students to watch how she reads her very own nonfiction chapter book
which is all about pandas and tigers.
7. The teacher will remind the students that not only can they compare and contrast two different
books; they can also compare and contrast chapters within one book. (Input)
8. The teacher will call on a student to help find the similarities and differences between pandas
and tigers.
9. While the teacher and the student work on finding the similarities and differences (modeling),
the teacher will ask the students to turn and talk to a partner to find one fact that makes pandas
and tigers similar and one that makes them different.
10. The teacher will go around to different partners and ask what similarities and differences they
found. (Checking for Understanding and Individual Assessment)
11. The class will work together in order to fill out the Venn diagram displayed on the Smart
Board to be left as an example throughout the lesson. (Modeling and Classroom Organization)
12. Before sending the students back to their seats, the teacher will remind the students to read the
whole book first before filling out the Venn diagram. She will also remind the students that
their facts about the two chapters should only be coming out of the book.
13. The class will repeat the teaching point all together. Nonfiction readers can read about two
different topics to compare and contrast.

Guided Practice
14. The teacher will pass out the nonfiction chapter books that each student has been working on
during Writers Workshop.
15. The teacher will make sure that the students do not get his/her own chapter book that they
wrote.
16. Once the teacher has made sure each student has a book and it is not his/her own book, she
will pass out a Venn diagram to each student.
17. She will ask each student to turn to the table of contents on their classmates book in order to
find out what the two chapters are about in the nonfiction book.
18. She will ask the class to label their Venn diagram according to what the two chapters are in the
book they received. (Individual Assessment)
19. Once the teacher has walked around to see that each student has labeled their Venn diagram,
they will be asked to begin reading their classmates nonfiction book.
20. Throughout the lesson, the teacher will state that many students are finding more than one
similarity, as well as many differences. She will also restate that we are comparing and

contrasting in one book rather than two separate books. (Input)

21. If any student finishes early, they will be asked to write on the back of the Venn diagram about
one of the chapters they read in their classmates nonfiction book and what they would like to
learn more about on that topic. (Alternative Assessment)
22. Once the whole class starts to finish up, they will be asked to work in their groups to share
their Venn diagrams as well as which classmates book they have. (Individual Assessment)
23. The teacher will give each student a sticky note, and they will be asked to write their favorite
part about their classmates nonfiction book and stick it on the table of contents page. The
teacher will clarify that the comments they are writing to their classmates must be positive.
Closure
24. The teacher will collect each students Venn diagram and state that they will be made into a
booklet as a classroom resource. (Formative Assessment)
25. Students will come back to the rug and two students will be able to share the similarities and
differences they found in their classmates nonfiction chapter book. (Individual Assessment)
26. The teacher will tell the class that each student has worked so hard on their nonfiction chapter
books and she is so proud of their hard work.
27. The teacher will state that the students will be using the skill of comparing and contrasting for
the rest of their lives.
28. Before returning to their seats, the class as a whole will repeat the teaching point. Nonfiction
readers can read about two different topics to compare and contrast. The teacher will also ask
why this skill is important. Anticipated responses: We can use it in two different books or in
one book. It helps us become better readers, etc. (Summary of Major Points)

Assessment: (Formative, Individual Measurability, Summative)

Formative:
- Formative assessment will take place in step 24, when the teacher will collect each students
Venn diagram and state that they will be made into a booklet as a classroom resource.
- Alternative assessment takes place in step 21, if any student finishes early, they will be asked
to write on the back of the Venn diagram about one of the chapters they read in their
classmates nonfiction book and what they would like to learn more about on that topic.
(Alternative Assessment)
Individual Measurability:
- Individual Measurability takes place in step 25 , students will come back to the rug and two
students will be able to share the similarities and differences they found in their classmates
nonfiction chapter book
- Individual Measurability takes place in step 22, once the whole class starts to finish up, they
will be asked to work in their groups to share their Venn diagrams as well as which classmates
book they have.
- Individual Measurability takes place in step 10, the teacher will go around to different partners

and ask what similarities and differences they found.

Summative:
- No summative assessment is needed at this time.

Differentiation: (Varying Content, Varying Process, Varying Product)

Content:
- The Venn diagram will be useful for visual learners.
- The use of the Smart Board will be useful for visual learners.
- By meeting on the rug and reading the teachers nonfiction book and listening to how to label
the Venn diagram will be useful for auditory learners.
- The groups sharing what they found in their classmates nonfiction chapter books will be
useful for auditory learners.
Process:
- Step 11 : The class will work together in order to fill out the Venn diagram displayed on the
Smart Board to be left as an example throughout the lesson. (Modeling and Classroom
Organization)
Product:
- Students who are struggling will be assisted by one of the teachers walking around throughout
the lesson.
Technology:
The Smart Board displaying the example of a Venn Diagram will be left up for the entire lesson.