Candidate: Funanya Uchemefuna-Carbajal Subject: ELA/ELD

Grade Level: 1st Date: Nov. 4, 2022

I. Standards

CCSS.ELA-LITERACY.RL.1.9 ELD. PI.1.1.Em: Exchanging information and

Compare and contrast the adventures and ideas Contribute to conversations and express
experiences of characters in stories. ideas by asking and answering yes-no and wh-
CCSS.ELA-LITERACY.RL.1.3 questions and responding using gestures,
Describe characters, settings, and major events words, and simple phrases.
in a story, using key details.
ELD. PI.1.6.Em: Reading/viewing closely
Describe ideas, phenomena, and text elements
based on understanding of a select set of
grade-level texts and viewing of multimedia,
with substantial support.

II. Description of Content

Students will be able to use key details from a fictional text to assist them in categorizing events of
characters in a story within a comparing and contrasting Venn Diagram. They will se key details from a
fictional text along with comparing and contrasting words to assist them in verbally (written format)
summarizing the comparisons and contrasts of character events in a story.

III. Learning Outcome

Students will be able to listen attentively and Students will be able to compare and contrast key
verbally answer questions about “Max Paints The details from a fictional text by analyzing a stories’
House” reading during a whole group discussion details with a partner using and using a Venn
using academic vocabulary and subject-specific Diagram.
terminology. Students will be able to demonstrate
understanding of the content by sketching and
labeling the story structure elements of the story in
a story map and use it to orally retell the story with
academic vocabulary.

IV. Materials
● Compare Contrast Powerpoint
● Venn Diagram
● “The Pictures” reading
● Compare and Contrast Video
 ● Kahoot! Game (Tablets and earphones)
● Timer

Academic Vocabulary/Language:
● Venn Diagram
● Compare
● Contrast
● Key Details
● Main Idea

V. Instruction
A. Engagement

Student: Teacher:
​1. Students will gather on the carpet
1. I will call students to the carpet
meeting or correcting themselves to meet carpet
and go over classroom expectations as
and classroom expectations.
well as carpet expectations.
2. Students will echo read, after me,
2. I will introduce the following
the lesson objective: “Today we will be
lesson objective to the students by
learning about how to compare and
displaying it on the projector and have
contrast items, characters and events in a
them echo read it, after me: “Today we
story using a Venn Diagram in order to
will be learning about how to compare
understand key details within a story.”
and contrast items, characters and events
3. Students will echo read, after me, in a story using a Venn Diagram in order
the essential question: “How does to understand key details within a story.”
comparing and contrasting help me
3. I will then display the essential
understand stories better?”
question for the lesson by displaying it on
4. Students will think-pair-share the projector and have them echo read it,
about the question: What does compare after me: “How does comparing and
mean? contrasting help me understand stories
better?”
5. Students randomly selected from
equity sticks will share their ideas in a 4. I will then ask students to
whole group setting. Students listening to think-pair-share about the question:
shared responses will use TPR to agree What does compare mean?
or disagree with the responses shared
5. I will observe student discussions
aloud.
and then call them back to attention
6. Students will think-pair-share where I will use equity sticks to have
about the question: What does contrast randomly selected students share their
mean? ideas in a whole group setting. I will
reiterate student responses and
7. Students will repeat step 5 for
encourage the use of TPR, so that
this question.
students can agree or disagree with the
 responses shared aloud.
6. I will then ask students to
think-pair-share about the question:
What does contrast mean?
7. I will repeat step 5 for this
question.

B. Instructional Sequence

Student: Teacher:
1. I will then display the
1. Students will follow along with
Comparing and Contrasting PowerPoint
the Comparing and Contrasting
using the LCD Projector to introduce the
PowerPoint (educational technology)
general academic vocabulary and
displayed on the LCD projector that
sentence frames for the lesson.
discusses the general academic
vocabulary: compare, similar, contrast,
General Academic Vocabulary: compare, similar,
different, and comparing and contrasting
contrast, different.
sentence frames by echo reading the
vocabulary definitions and sentence
Compare
frames.
These pictures are similar because ______.
Comparing and Contrasting PowerPoint These pictures are alike because ______.
(educational technology): I compared the ____ to the ____ because they
https://docs.google.com/presentation/d/106rHGh both ______.
HFVfqnf2_zXmTNyixP1lh3ax5KiXlwN0CgW18/e
dit#slide=id.g562917fc6f30ec94_16 Contrast
These pictures are different because ______.
2. Students will stop-and-act by These pictures contrast each other because
repeating my body movements and ______.
echoing my statements. They will use I contrasted the ____ with the ____ because the
their hands to show compare (one hand ______ has ____ and the ____ does not.
holding the other), while echoing after
me the word “compare” and contrast Comparing and Contrasting PowerPoint:
(one hand opened separated from the https://docs.google.com/presentation/d/106rHGh
other hand that is closed in a fist), while HFVfqnf2_zXmTNyixP1lh3ax5KiXlwN0CgW18/e
echoing after me the word “contrast”. dit#slide=id.g562917fc6f30ec94_16

3. Students will listen as I model

how to compare and contrast two images 2. I will direct students to echo read
in the PowerPoint (educational the definitions and sentence frames
technology) by using the provided displayed on the PowerPoint. As students
echo read the definitions, I will have
sentence frames from the PowerPoint. them stop-and-act by using their hands to
show compare (one hand holding the
4. Students will be directed to
other) and contrast (one hand opened
participate in this think-pair-share
separated from the other hand that is
constructive conversation called,
closed in a fist).
“Similar, but different”, by finding
comparisons in the two images shown on 3. I will demonstrate for students
the PowerPoint (educational how to compare two images and how to
technology), use the sentence frame to contrast the same images by using the
compose a complete sentence with images and sentence frames displayed on
fortifying evidence, and share their idea the PowerPoint.
with their designated carpet partner.
4. I will direct students to
Question: participate in a think-pair-share activity
by providing them with a set of images on
What are some details that can be
the PowerPoint to compare and asking
compared in these two images?
them to use the sentence frames provided
5. Students will be selected using to clarify their idea with a complete
equity sticks to share their comparison sentence.
idea of the two images in a whole group
5. I will use equity sticks to
discussion using the sentence frames
randomly call on students to share their
have their response be repeated by the
idea in a whole group discussion and
whole class.
prompt the whole class to repeat the
6. Students will use total physical shared response.
response (TPR) to show if they agree or
6. Students will be directed to use
disagree with their classmate’s idea.
TPR to show if they agree or disagree
7. Students that use TPR will be with their classmates idea and I will call
called on the share why they agreed or on one student that agrees and one
disagreed with their classmate’s idea. student that disagrees to share why they
8. Students will then participate in agree or disagree with their classmates
a think-pair-share activity by contrasting idea, so if needed I can redirect any
the same images using the provided misconceptions.
contrasting sentence frames from the 7. I will ask students the question,
PowerPoint (educational technology). “What are somethings family members
9. Students called on with equity can do at home?”, and provide the
sticks will share their ideas whole group sentence frames: ”My ___and I _____ at
and have their response be repeated by home.”, “I enjoy ___ at home because
the whole class. ____.”, to which they will echo read with
me. I will also display a Venn Diagram
10. Students will use TPR to show if they (whole group graphic organizer) as they
agree or disagree with their classmate’s think-pair-share.
response and be selected to share why
they agree or disagree. 8. I will record student response by
writing them on one side of the different
11. Students will think-pair-share about section on the Venn Diagram. I will then
the question: “What are somethings share with the students a variation of that
family members can do at home?”, and
use the sentence frames: My ____and I activity from the past and write it in the
____ at home.”, “I enjoy ___ at home other side of the difference portion of the
because ____.” Venn Diagram (whole group graphic
organizer).
12. Students will share their responses in
a whole group setting as I jot down their 9. I will ask students what they
idea in one of the difference sections of notice is similar/comparing about these
the Venn Diagram (whole group graphic activities, call on students using equity
organizer). sticks, and write down the similarity of
the activities in the middle of the Venn
13. Students will listen as I share with
Diagram (whole group graphic
the them a variation of the activity they
organizer).
shared from the past and write it in the
other side of the difference portion of the 10. I will then have the students echo
Venn Diagram. read with me the responses that were
written in the Venn Diagram (whole
14. Students will then share when called
group graphic organizer), but in
on by an equity stick, what is
complete sentences.
similar/comparing about the activities
discussed. 11. I will explain to students that we will
be buddy reading the story, “The
15. Students will echo read with me the
Pictures” and in this story the characters
responses that were written in the Venn
do activities with their families as well. I
Diagram in complete sentences.
will explain that it is their job to think
16. Students will buddy read with their about “How comparing and contrasting
pre-selected partner “The Pictures” helps you understand this story better?”
story and discuss the comparing and
12. I will group my students into the
contrasting elements within the story.
same pairs they buddy read with last
17. Student will think and respond to time, which was based on their reading
open-ended questions that will guide level, to buddy read “The Pictures”
their thinking in comprehending the story.
reading at a deeper level.
13. I will walk around to monitor student
18. Students will come back to the carpet progress and ask open-ended questions
and think-pair-share with a partner what to guide any misconceptions and deepen
they read from the story about one event their comprehension level of the text.
that could be compared and contrasted.
Open-ended questions asked:
19. Students called on using equity sticks
“What are some events in the story that
will share their ideas in a whole group
can be compared?”
setting as I jot down their responses in
the Venn Diagram (whole group graphic “What are some events in the story that
organizer). can be contrasted?”
20. Students will listen and watch the “How does knowing this help you
instructions and demonstration in how to understand the story better?”
fill out their own Venn Diagram
“How does the book show the way some
(individual graphic organizer).
things have changed?”
21. Students will take their materials
(individual Venn Diagram and pictures 14. I will call student to attention, so they
sheet) to their desk to work on can share with their buddy what about
categorizing the picture events into the the events in the story could be compared
Venn Diagram independently as their and what could be contrasted.
summative assessment.
15. I will record student response by
writing them on one side of the different
section on the Venn Diagram. I will then
share with the students a variation of that
activity from the past and write it in the
other side of the difference portion of the
Venn Diagram (whole group graphic
organizer).
16. I will ask students what they
notice is similar/comparing about these
activities, call on students using equity
sticks, and write down the similarity of
the activities in the middle of the Venn
Diagram (whole group graphic
organizer).
17. I will then have the students echo
read with me the responses that were
written in the Venn Diagram (whole
group graphic organizer), but in
complete sentences.
18. I will explain to students that we
will be buddy reading the story, “The
Pictures” and in this story the characters
do activities with their families as well. I
will explain that it is their job to think
about “How comparing and contrasting
helps you understand this story better?”
19. I will group my students into the
same pairs they buddy read with last
time, which was based on their reading
level, to buddy read “The Pictures”
story.
20. I will walk around to monitor
student progress and ask open-ended
questions to guide any misconceptions
and deepen their comprehension level of
the text.
Open-ended questions asked:
“What are some events in the story that
can be compared?”
“What are some events in the story that
can be contrasted?”
“How does knowing this help you
understand the story better?”
“How does the book show the way some
things have changed?”
21. I will call student to attention, so
they can share with their buddy what
about the events in the story could be
compared and what could be contrasted.
22. I will gather my students back at
the carpet and ask students to
think-pair-share what they read from the
story one event that could be compared
and contrasted.
23. I will call on students using
equity sticks to share what their ideas. I
will add student responses to the Venn
Diagram (whole group graphic
organizer).
24. I will then explain how they will be
independently filling out their own Venn
Diagram (individual graphic organizer)
by categorizing the provided picture of
events from the story into their own Venn
Diagram and write comparing/similar
elements about the events in the center.
25. I will think aloud and model this
independent activity by using two picture
from the sort to think aloud about and
demonstrate how to sort and glue the
pictures into the correct section of the
Venn Diagram (individual graphic
organizer) and think aloud what to write
in the center of the Venn Diagram for the
comparing factors.
C. Application Activity

Student: Teacher:
1. Student will think and respond to 1. I will walk around to monitor
open-ended questions that will guide student progress and ask open-ended
their thinking in filling out their Venn questions to guide any misconceptions.
Diagram.
Questions asked:
Open-Ended Questions:
“Why did you place this event in this
“Why did you place this event in this section?”
section?”
“How do you know these events are
“How do you know these events are different?”
different?”
“Can I compare these events, even
“Can I compare these events, even though they are contrasting? Why?”
though they are contrasting? Why?”
Can I contrast these events, even though
“Can I contrast these events, even they can be compared? Why?”
though they can be compared? Why?”
Sentence Frames:
Sentence Frames:
This event belongs here because ___.
This event belongs here because ___.
These events are different because ___.
These events are different because ___.
Yes, you can compare these events
Yes, you can compare these events because ___.
because ___.
Yes, you can contrast these events
Yes, you can contrast these events because ___.
because ___.
2. I will collect the Venn Diagrams
2. Students will turn in their Venn (individual graphic organizer; summative
Diagrams (individual graphic organizer; assessment) and have students gather
summative assessment) and gather back back at the carpet.
at the carpet.
3. Reflection: I will facilitate a
3. Reflection: Students will lesson reflection by having students
think-pair-share to discuss the essential think-pair-share to discuss the essential
question: How does comparing and question: How does comparing and
contrasting help me understand stories contrasting help me understand stories
better?” better?”
4. Students will share their 4. I will observe and record student
responses in whole group setting. responses during this time as an informal
Students listening will use TPR to show if assessment of their level of
they agreed or disagreed with the understanding of the learning goal.
volunteered student’s response. Students
5. I will call on students using
with a lower level of understanding or
equity sticks to share their responses in a
unclear response will be given extra
whole group setting and have the other
 thinking time to answer my open-ended students use TPR to show if they agreed
guiding questions. or disagreed with the student sharing.
Any misconceptions will be followed up
by me asking open-ended guiding
questions based on their responses to
guide them in the right direction. I will
provide these students with extra thinking
time to answer the guiding question
being asked of them.

VI. Scaffolding and Differentiation Strategies

Scaffolding/Differentiations:
TPR: Assist students like my FS2 and Emerging English learners in using their body language to
participate in whole group discussions.
Differentiated Buddy Reading partners: Assist my FS1, FS2 and other students with language needs
by partnering them up with a standard English learner and/or student with a higher reading level for a
better comprehension and understanding of the term being used in the story.
Sentence Frames: Different leveled sentence frames (beginning, intermediate, early advanced) will be
provided to my students, especially my (FS1, FS2, and English Learners) during the Comparing and
Contrasting PowerPoint activity.
Preferential Seating: Specific students (FS2, FS3 students with vision problems, and students with
preferential seating in their IEPs) will be placed in the front of the carpet during carpet time and in the
front middle table during table work time.
Focus Fidget: Every student has a focus fidget; string with beads, to help them stay calm at the carpet
and at the tables. This assistive technology is especially for my (FS3 and other high energy students) to
assist them with building their focus stamina.
1 Minute Brain Breaks: Specific students (FS3 and other high energy students) will be provided with
impromptu 1-minute brain breaks, where they can go to the back table and pick 2 activities to do that
will help them calm down for 1 minute. Activity options: breathing exercise, happy thought, count down
from 10, or meditate.
Timer: Specific students (FS3 and other students with high energy levels) will be given a personal timer
to efficiently manage their time and keep them focused during the independent work time.
Additional think time: Students will be allowed more think time to compose an idea during whole
group discussions.
Interventions: Frequent checks for understanding with students that struggled with the content of the
lesson through monitoring misconceptions and asking open-ended questions.
VII. Accommodations
● TPR
● Sentence Frames
● Modeling
● Illustrations for Venn Diagram
 ● Possible 1-minute Brain breaks
● Partner Reading
● Visuals
VIII. Formative Assessment
Informal Assessment:
· I will monitor the room during independent work time to check student progress and
guide any misconceptions.
· I will monitor student discussions, during think-pair-share opportunities and buddy
reads, to check student progress and address any misconceptions with open-ended questions.
· During whole group discussions (essential question reflection), responses will be
observed and redirected if misunderstandings arise.
· I will monitor student TPR to show if they are being active listeners and understand the
content that is being taught.

IX. Summative Assessment

Formal Assessment:
Student’s Compare and Contrast Venn Diagrams will be collected at the end of the lesson to
assess their level of understanding in what events from the story should be compared and what
events should be contrasted.