Name: Izzy Nolan Cohort: B

Lesson Plan
Lesson Title: Comparing & Contrasting Homes Grade: 2 Date: October 30th
Subject/Strand: Language Arts Unit: Writing Times: 9:00-10:40am
Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)
Students will explore a local forest to observe habitats of various animals and insects. They will be instructed on how to create and
effectively use a Venn diagram to compare and contrast their family homes to animal habitats.
STEP 1 : CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Writing
1. Generate, gather, and organize and information to write for an intended purpose and audience.

Ontario Curricular Specific Expectations and Achievement Chart Categories

(Numbers from documents and details) selected & listed from the Ont. Curriculum, (refined when necessary): realistic number of expectations (1 or 2), connect to
assessment. Indicate category in brackets beside specific expectation :Knowledge and Understanding( K ) Thinking (T); Communication (C); Application(A)
1.4 Sort ideas and information for their writing in a variety of ways, with support and direction.

Learning Goals Discuss with students: What will I be learning today? (Clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)
Today I will use a Venn diagram to compare and contrast my home and the home of a local animal.

STEP 2: ASSESSMENT
Purpose of the lesson (indicate purpose for this lesson/assessment) [ X ] FOR [ ] AS [ ] OF

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess student’s learning: evidence of
learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand). Indicate the Achievement Chart
criteria.
Today I will…
1. Learn how to use a Venn diagram.
2. Observe a natural habitat in the forest.
3. Compare and contrast the animal home to my own home using a Venn diagram.
Assessment Mode- Written, Oral, Assessment Strategy and Task for Students- Assessment Tool - Instrument used to
Performance (Write, Say, Do) What are the students doing to show their learning? assess; Record Keeping format

Written: Students learning will be Students will record and organize their findings - Clipboard for observation notes
assessed using their completed Venn using a pencil, journal page, and Venn diagram. while students complete their
diagrams. Venn diagram.

STEP 3: CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will…

Have an understanding of habitats and where to find them (Gr. 2 Science)

I.E.P. program implications: Accommodations, Modifications

N/A
Differentiation: Content, Process, Product, Environment, Assessment

Process:
- Students may use technology to complete a Venn diagram (research a habitat, use Venn diagram template, etc.).
- Students may partner up and assist one another.
Environment:
- Students may use the back table, sensory zone, learning centre, etc. to complete their work in a quiet environment.

Learning Skills/Work Habits: [ ] responsibility, [ X ] organization, [ ] independent work, [ ] collaboration, [ ] initiative, [ ] self-regulation

Students will learn how to organize their ideas and observations using a Venn diagram.

Vocabulary: (for word wall addition or reference and/or to develop schema for this lesson. To be addressed in lesson)

- Habitat
- Home
- Compare
- Contrast
- Venn diagram
- Environment
- Local

Resources and Materials /Technology Integration: List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.

- Pencils
- Journal pages
- The storybook Home by Carson Ellis
- Magnifying glasses
- Rubber gloves
- Cameras for documentation
- Chrome books (for differentiated learning option)
- Thesaurus & dictionaries
- Word wall
- Language Arts curriculum
- Guide to Effective Literacy Instruction

Three Part Lesson Identify what the students are expected to think about or do.
What Teachers Do: Write the lesson description with enough What Students do: Identify what the students are expected to
detail that another teacher could replicate the lesson without a think about or do (in terms of learning processes).
personal discussion. Prompts and guiding questions are
required in each section.
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: 9:00-9:30am
- Students should be thinking about what their homes look
Hello students, today will be reading a book called Home by Carson Ellis. What
do we notice about the cover page? Who do we think lives in this home? like, what they are built out of, and who lives in them.
- Students should practice their listening skills as the
- Teacher will then read Home and continue to ask inquiry-based teacher instructs how to use a Venn diagram.
questions to interact with students and allow them to begin to think
- Students should bring their journal pages with them as
about who lives in homes and what homes may look like.
they get dressed and ready for the nature hike.
Now students, we will learn how to use a Venn diagram. Does anyone know
what a Venn diagram is or what it looks like? How may we use this diagram
today?

- Teacher will then instruct students on how to draw and use a Venn
diagram and explore why we use this type of diagram.

On one side of the diagram, let’s think of some of the characteristics of our
homes. What are our homes made out of? Where do we find our homes? Who
lives in our homes? What do our homes look like? What are some objects inside
of our homes? On the other side of the diagram we are going to take a short hike
in the forest outside and look for animal homes such as bird nests, ant hills, bee
hives, etc. We will write what we see in the other side of the diagram.

Action: During /Working on it (time given for each component, suggested 15-40 min)
Focus is on student interactions with task/peers/teacher. Identify students/groups receiving teacher direction.
Time: 9:30-10:20am
- Teacher will guide students throughout the forest,
prompting them to make observations of the homes
and habitats around them.
Possible questions include: What do you see around you? Who
do think lives here? Why do you think they live here? Should we
use the magnifying glass to take a closer look?
- Students should be safe while they observe habitats.
- They should stay near by the teacher, use their eyes (not
their hands) and wonder about the habitats around them
- While they observe a particular habitat, they should be
writing down their findings in their journals.
- By seeing the visual differences between their homes,
they may start to recognize what similarities they share.

- Teacher will make sure that students understand where

to fill in the information on their Venn diagram and that
they are putting appropriate information.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection. Close the assessment loop.
Time: 10:20-10:40am
- Teacher will guide students back to the classroom and
get them to sit at their desks.
Students, what do we think the middle area of the diagram is
for? What information should we put in this area? On a Venn
diagram we put the similarities in the middle area. What
similarities do your home and the animal home you chose
share? Do they look alike? What do homes offer us? Would you
say our homes offer us comfort and shelter? What about for
animals?
- Students should quietly return to their desks and begin to
write the similarities between their home and the animal
habitat in the middle section of their Venn diagram.
- They will be using abstract thinking- as similarities may
not be physical, but rather emotional (they may not be
able to physically see the similarities like they did with the
differences).
- Once their Venn diagram is complete, they should
participate in the discussion lead by the teacher.

- Teacher will give time for students to write the similarities in

their diagrams and have a brief discussion of the similarities and
differences between the homes of animals and humans.

Extension Activities/Next Steps (where will this lesson lead to next)

Students will use the information on their diagram to visually create their home and the animal habitat using a variety of art materials.

Personal Reflection - Choose at least one question from each area that best allows you reflect on this lesson. Questions should
vary over the week and specific plans.
Learner Empowerment
1. How did students show understanding of expectations?
2. How did my lesson transform students from “passive
listeners” to “active participants”?
3. Was my behavior management technique effective?
Why?
4. Were students able to transition to the next activity
successfully?
5. How does the lesson provide a meta-cognitive
opportunity for students to address their own learning?

Instructional Strategy
1. Was my motivational technique (hook) effective? Why?
2. What will I do to improve questions? Was a balance
between teacher and student talk evident?
3. How did the task provide a Rich Performance
opportunity or other way of actively demonstrating
knowledge?
4. How did I provide modeling, guided &/or independent
practice?
5. Was my behavior management technique effective?
Why?
6. Were students able to transition to the next activity
successfully?

Professional Educator
1. What factors may have influenced the success of this
lesson? Did I note and respond to these elements
appropriately?
2. How might I improve the effectiveness of my teaching
for my next lesson?
3. What additional proactive management step(s) should
be considered for subsequent lessons? Why?
4. What did I learn from this lesson about my own
effectiveness as a teacher (strengths and areas for
future improvement of communication, planning,
differentiation, implementation and classroom
organization, management, assessment)?
5. How is my growth as a professional being
demonstrated?