For the MoPTA, this Lesson Plan Format is an optional tool that can help a teacher candidate develop well-planned and structured lessons. This format also can help a teacher candidate better understand and design meaningful daily lessons that can positively enhance his or her instructional practice and students learning. This Lesson Plan Format is intended for use in con!unction with Tas"s #, $, and %, but again, it is not a re&uired document. Adyson Conley- Grade 3 (Reading) Standards/Quality Indicators/Skills Missouri and national standards, quality indicators, and skills addressed by this lesson CCSS.ELA-LITERACY.RL.4.9 Compare and contrast the treatment of similar themes and topics (e.g. opposition of good and e!il" and patterns of e!ents (e.g. the #$est" in stories m%ths and traditional literat$re from different c$lt$res. Learning Obecti!es/Goals The lessons objectives and learning outcomes appropriate for meeting curricular and student needs Following reading The Three Little Pigs and Three Little Pigs' The (olfs )tory, students will do a two te*t compare and contrast of theme and "ey details by completing a +enn diagram in a small group. ,eading strategy s"ill' Compare and contrast -The Three Little Pigs and Three Little Pigs' The (olfs )tory. Assess"ent (ty#e$s% o& assess"ent used t'roug'out t'e lesson) Assessment(s before, during, and after the lesson +erbal &uestion and response +enn diagram -compare and contrasts two te*ts. /igher order discussion cards -verbal small group. Lesson Structure and (rocedures !equence of events of the lesson elements" (The before, during, and after the lesson, e"g", #ngagement$%pening, &rocedures, 'uided &ractice, Conclusion (efore) ,e0ect on the two te*ts we have read' The Three Little Pigs and Three Little Pigs' The (olfs )tory 1ntroduce reading strategy' compare and contrast details in two te*ts (hat does it mean to compare and contrast2 *uring) )tudents will write down as many comparisons and contrasts as they can thin" of in a $minute time span. )tudents will then share their similarities and di3erences with their peers. )tudents will support their similarities and di3erences by demonstrating speci4cally where the details are in the te*t. After) )tudents will choose higher order -compare5contrast. &uestion cards and answer verbally with the small group. )tudents will be as"ed if they agree5disagree and give further input with their opinions. Instructional Strategies Teacher approach to helping students achieve the learning objectives and meet their needs )tudents will be as"ed to compare and contrast The Three Little Pigs and Three Little Pigs' The (olfs )tory by using supporting details. )tudents will share their "ey details with the small group and elaborate. )tudents will verbally complete higher order &uestion cards. Learning Acti!ities %pportunities provided for students to develop kno+ledge and skills of the learning objectives )tudents will compare and contrast The Three Little Pigs and Three Little Pigs' The (olfs )tory by completing a +enn diagram. )tudents will use the compare and contrast reading strategy to help comprehend the meaning of the te*t. Resources and )aterials ,ist of materials used in the planning of and during the instruction of the lesson ,eading A-6 te*ts' The Three Little Pigs and Three Little Pigs' The (olfs )tory, (hiteboards and mar"ers 7iscussion &uestion cards *ec'nology -nstructional and$or assistive technology incorporated into the lesson to enhance instruction and student learning +/A ,i-erentiation/Acco""odations/)odi.cations/Increase in Rigor To help meet the needs of all learners, learning di.erences, cultural and language di.erences, etc" )ame level5 ability grouping )ame level te*ts A variety of activities will be provided to meet the needs of all the learners. +isual' viewing the two te*ts and viewing students comparisons and contrasts on whiteboards. Auditory' listening to peer input of "ey details in the two te*ts. 8inesthetic' use of whiteboard to display students "nowledge in the two te*ts -comparing5contrasting.. Classroo" )anage"ent !trategies consistent +ith the learning needs of the lesson that also meet student behavior needs to help keep students on task and actively engaged All students will be involved in comparing and contrasting The Three Little Pigs and Three Little Pigs' The (olfs )tory, by completing their own +enn diagram on a whiteboard. Positive praises will be used for each student for encouragement. 1 will as" students to support their peers by using positive words during small group discussion. /0tensions Activities for early /nishers that e0tend students understanding of and thinking about the learning objectives by applying their ne+ kno+ledge in a di.erent +ay +/A 1ollo2-u# to *oday3s Lesson 1uick activity for revie+ or building on todays learning that +ill deepen student understanding and interconnect concepts (may be incorporated tomorro+ or throughout the unit +/A Additional In&or"ation Any area or lesson component that may not have been covered by this format that you think is vital to include in this lesson ( 2013 MoDESE) The Department of Elementary and Secondary Education does not discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs and activities. Inquiries related to Department programs and to the location of services, activities, and facilities that are accessible by persons with disabilities may be directed to the Jefferson State Office Building, Office of the General Counsel, Coordinator Civil Rights Compliance (Title VI/Title IX/504/ADA/Age Act), 6th Floor, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO 65102-0480; telephone number 573-526-4757 or TTY 800-735-2966; email civilrights@dese.mo.gov