Part A: Lesson Planning

The Birds and the Bats

Your Name and the Date on which the plan will be taught: Allie Nevius, October 26th
Grade Level: 3rd
Length of Lesson: 30 minutes
LEARNING GOALS

CENTRAL FOCUS OF LEARNING SEGMENT: Comparing and Contrasting

PURPOSE(S): The purpose of this lesson is to help students compare and contrast information.

LEARNING OBJECTIVE(S): At the end of this lesson, students will be able to:
1. Compare and contrast birds and bats.

Primary Subject Area(s): Science

Standard(s): 3.LS.3 Construct an argument that plants and animals have internal and
external structures that function to support survival, growth, behavior, and reproduction.
Integrated Subject Area: Literacy
Standard(s): 3.RN.1 Read and comprehend a variety of nonfiction within a range of
complexity appropriate for grades 2-3. By the end of grade 3, students interact with texts
proficiently and independently.

PLANNING CONSIDERATIONS

KNOWLEDGE ABOUT MY STUDENTS THAT WILL INFLUENCE THE DESIGN OF THIS

PLAN:
According to my Student Survey, only one of my twenty-five students enjoy science at school
and three of my students stated that this was their least favorite subject to learn about. Fifteen

of my twenty-five students stated that they learn best when working with others according to my
Student Survey, therefore I have created a partner-based science lesson that allows the
students to discuss the material with each other and practice using the academic language. In
addition to this, I have incorporated a literacy review lesson which will help support my students
learning as they have already shown mastery of the comparing and contrasting skills in previous
weeks. By using a literacy skill they are already confident in, students will feel comfortable with
the nonfiction texts and use of academic language.

PREREQUISITE OR SUPPORTING SKILLS NECESSARY FOR SUCCESS:

Vocabulary: nocturnal, fangs, saliva, disease
Conceptual Understanding: comparison, contrast
PRIOR ACADEMIC LEARNING & PRE-ASSESSMENT INFORMATION:
In previous weeks we have focused on the skill of comparing and contrasting. We used an
anchor text, Pops Bridge, and the class was able to successfully compare the jobs of each
father in the story. In addition, the entire class compared and contrasted my dads job with the
story fathers jobs when my dad came to speak to the class. They demonstrated the mastery of
this skill through their weekly comprehension test and 80% of the class score a 70% or higher
on the test. Therefore, students should feel confident and familiar with a comparison and
contrasting assignment. We have incorporated nonfiction texts in small groups and in our
previous week we focused on a realistic fiction text about bat; therefore, the students should be
familiar with bats. However, they are not as familiar with a nonfiction text and will need some
support when using the academic language in this text.

SPECIFIC STUDENT NEEDS:

Student Initials
[may be
multiple]
BH, CJ
KE, KB
KE

SM, JE, JE, KM,

AF, AL, JR, EZ

Type of need
[ELL/IEP/Specific skill deficit/GT/High performing]
IEP Students who receive 120 minutes of literacy instruction each day and
40 minutes of math instruction in the resource room.
IEP Students who receive 30 minutes of specific targeted reading skills
instruction.
IEP Student receives an additional 30 minutes a day of math support in
the resource room and guided study in addition to the general classrooms
math instruction.
These students are all fluent English speakers but come from homes that
are bilingual. The students require visuals and less use of idiomatic
speech.

One Significant Learning Modality and how it will be utilized:

Interpersonal- To help my interpersonal learners we will work with and discuss answers with a
partner.

One Significant Aspect of Character and how it will be fostered:

Cooperate- The aspect of character that relates to cooperate will be fostered in this lesson by
having the students work with a partner to compare and contrast the information that they are
finding.

One Significant Habit of Mind and how it will be fostered:

Honesty- Students enhance the habit of mind which relates to honesty as they work with a
partner and are honest about whether or not the information they are finding and comparing is
accurate or not.
Co-Teaching Strategy/ies that will be used:
One teach, One assist: During the direct instruction, I will have the primary instructional
responsibility of introducing the lesson, and guiding the students through the guided practice.
Miss Shepperd will assist during the guided practice and independent practice to ensure that
students who are struggling receive additional support. She will also watch during the guided
practice for the students responses to the ALLS and Informal Formative Assessments.

INSTRUCATIONAL AND ASSESSMENT STRATEGIES

RECALL PREVIOUS LEARNING-LESSON: I will ask the students, What did we learn about
during reading yesterday? [We read a story about vampire bats.]

ACADEMIC MOTIVATOR(S):
1. (Learning Activities) Tell the class that they will get to work with a partner.
2. (Learning Materials): Tell the class that they will get to use the iPADS to do research.
3. (Concrete Rewards): Tell the class that they will receive an Animal Expert badge.
ATTENTIONAL PROMPT(S):
1. (Visual): Bring a cut out bat.
2. (High Interest): Tell the class that they will become animal experts.
ACTIVE LEARNING LISTENING STRATEGIES:

1. Students will turn and tell a partner if they agree or disagree with an answer.
2. Students will turn and tell a partner facts that they know.
INFORMAL FORMATIVE ASSESSMENTS:
1. Students will fill out a compare and contrast worksheet.
2. Students will turn and tell a partner if they agree or disagree with an answer. (ALLS 1)

ORDER OF TEACHING with PROCEDURES:

(Instructional steps, teaching and assessment strategies)

Words used to tell the children the purpose of the lesson: Today we are going to compare
and contrast some different animals.
Words used to tell the children the objective of the lesson: By the end of this lesson, you
will be able to compare and contrast two different animals.
1.
a.
b.
c.

DIRECT INSTRUCTION
Recall (see above)
Tell students the purpose and objective of the lesson.
Tell the class that they will work with a partner, use iPADS and receive Animal Expert
badges if they do a great job. (Academic Motivator 1, 2 and 3)
d. Place a cut out bat on the board. Introduce the bat and ask the class what they know
about bats. Have the students turn and tell a partner what they know. (ALLS 2) List these
things on the board. (Attentional Prompt 1)
e. Explain that they will become Animal Experts today since they already know so much
about bats; however, there is another similar animal that flies: birds. Tell the class that
they use an iPAD to go to http://www.sciencekids.co.nz/sciencefacts/animals/bird.html to
read about birds. They will then compare and contrast birds and bats. If they do this
successfully, they can earn an Animal Expert badge. (Academic Motivator 2 and 3)
f. Briefly discuss the words nocturnal, fangs, saliva, and disease. Have the students turn
and tell a partner what these words mean (ALLS 2). Then, using the popsicle sticks with
names, call on students to share their answers with the class. Use the popsicle sticks
again to have students agree or disagree with the meanings (ALLS 1).
g. Have the students meet with their 9 oclock partner and pass out the compare and
contrast worksheet.
2. GUIDED PRACTICE:
a. Students will work with a partner to compare and contrast birds and bats.
b. The teachers will walk around the room and observe and assist the students as they
are working with their partners. (Informal Formative Assessment 1).
c. Students will come back to the whole class and pairs will be called on to share their
answers on the large graphic organizer on the board. The rest of the class will turn
and tell a partner if they agree or disagree with what the group shared (ALLS 1 and
Informal Formative Assessment 2).
d. When students disagree, they will refer back to the text to support their argument.
e. Go through 4/5 facts shared by pairs.

3. INDEPENDENT PRACTICE:
a. Students will complete an exit slip by writing 3 new things that they learned,
two things they found extremely interesting, and 1 questions they still have.
(Formal Formative Assessment)
4. CLOSURE:
a. At the end of the lesson, I will ask the students, What did we learn about today?.
[We learned about comparing and contrasting birds and bats.]

DIFFERENTIATION OF INSTRUCTION:

Student
Initials
BH, CJ

KE, KB

KE

SM, JE,
JE, KM,
AF, AL,

Type of need
IEP Students who receive 120
minutes of literacy instruction
each day and 40 minutes of
math instruction in the resource
room.
IEP Students who receive 30
minutes of specific targeted
reading skills instruction.

Differentiation
-

These students will receive alternate

curriculum in the learning center. (Substitute
Curriculum)

I will read the written words aloud to help

alleviate learning obstacles due to reading
struggles. (Input)

We will discuss the meanings of the

vocabulary words nocturnal, fangs, saliva,
and disease before the students discuss the
text to alleviate any confusion from the
academic vocabulary. (Level of Support)

Additional assistance from Miss Shepperd

and myself will be available during our
guided and independent practice. (Level of
Support)
Additional assistance from Miss Shepperd
and myself will be available during our
guided and independent practice. (Level of
Support)

IEP Student receives an

additional 30 minutes a day of
math support in the resource
room and guided study in
addition to the general
classrooms math instruction.

These students are all fluent

English speakers but come from
homes that are bilingual. The

The student will work with a partner who can

read the information from the website aloud
to him. (Input)
Additional assistance from Miss Shepperd
and myself will be available during our
guided and independent practice. (Level of

JR, EZ

students require visuals and

less use of idiomatic speech.

Support)
-

We will discuss the meanings of the

vocabulary words nocturnal, fangs, saliva,
and disease before the students discuss the
text to alleviate any confusion from the
academic vocabulary. (Level of Support)

I will read the written words aloud to help

alleviate learning obstacles due to potential
language barriers. (Input)

FORMAL FORMATIVE/SUMMATIVE ASSESSMENT: The students will create their own idiom
and explain its nonliteral meaning in words and then illustrate the idioms literal meaning.

RUBRIC:
Idiom

1 point
Student copied an
idiom used in class.

Nonliteral
meaning

Student did not explain

the nonliteral meaning.

Illustration

Student did not

illustrate the idioms
literal meaning.

Grammar/
Convention
s

Student did not write

with complete
sentences.

MATERIALS:

Prepared by TC:
Idiom matching cards
Create your own idiom worksheet

2 points
Student attempted to
create their own idiom. It
may not make complete
sense to a reader.
Student explained the
nonliteral meaning
although it may not
make complete sense
with the idiom.
Student illustrated the
idioms literal meaning
although parts of the
illustration do not match
the idiom.
Student used completed
sentences with several
errors in spelling and
grammar.

3 points
Student created an
idiom of their own that is
clearly an idiom to a
reader.
Student explained the
nonliteral meaning which
makes sense with the
idiom.
Student illustrated the
idioms literal meaning
and all parts of the
illustration match the
idiom.
Student used complete
sentences with minimal
errors in spelling and
grammar.

Prepared by CT:
-

N/A

Other Materials:
White board and markers
Colored pencils

SOURCES:
Adapted from: http://www.reallygoodstuff.com/images/art/306089.pdf

Part B: Analysis of Planning in relation to teaching and student learning

To be completed after teaching the lesson
WHAT WORKED WELL:
[Should only identify the one or two most successful factors]

WHAT DIDNT WORK WELL DESPITE ADJUSTMENTS AND MONITORING:

[Should only identify the one or two most significant problems]

HOW THIS LESSON COULD/SHOULD BE IMPROVED BEFORE FUTURE USE:

MY PROOF THAT THIS LESSON DID OR DID NOT IMPACT STUDENT LEARNING:

NEXT STEPS: