DIXIE STATE UNIVERSITY DEPARTMENT OF EDUCATION

STUDENT TEACHING LESSON PLAN TEMPLATE

(1/25/13)
Teacher Candidate: Adriana Villanueva Grade Level: 4th Title: Intro to Compare and Contrast: At Home in
the Coral Reef.
CONTEXTUAL FACTORS (classroom factors)
28 Students

21 boys 7 girls

5 students with behavior problems.

4 students with IEP: 1 for depression and defiant behavior, 1 for academic support, 1 for anxiety
and social misconduct, and 1 for Aspergers.

7 High-ability students: High abilities include mathematics, reading, writing, and other language
arts functions.

7 struggling learners.

3 ELL students, 2 of them have tested out of the ELL program (tested on a WIDA level 6 or
higher), 1 is WIDA level 4. 1 of these students receives additional academic support as outlined in
their IEP.

Classroom environment:
The students are all seated in tables and there are 4-5 students at each table. There is a Smart Board
located at the front of the classroom that is connected to an overhead projector. There is also an Elmo
projector that is connected to the computer and can display on the Smart Board. Each student has a
designated iPad where they complete multiple assignments throughout the day.

WALK-AWAY (As a result of this lesson, what do I want the students to know, understand, and be able to do?)
State Standard/Objective:

Reading: Informational Text Standard 5

Describe the overall structure (e.g., chronology, comparison, cause/effect,
problem/solution) of events, ideas, concepts, or information in a text or part of a text.
SIOP 1
ASSESSMENT EVIDENCE (What evidence do I need to show the students have
learned the Walk-Away?)
Formative Evidence (checking for understanding throughout the lesson):
Students will complete a Venn diagram comparing various elements found in a coral
reef.
Content Walk-Away Evidence (Summative):
I will compare different things that exist in a coral reef while reading At Home at the
Coral Reef.
Language Walk-Away Evidence (Summative):
I will discuss the similarities and differences of things that exist in a coral reef.
SIOP 2,3

Modifications/Accomodations (ELL, IEP, GATE, etc.)

-HAL students will be

able to lead their
groups during the
vocabulary activity.
-Frequent discussions
during the lessons
provide ELL students an
opportunity to practice
their language
development.
-Prezi presentation will
be a great visual aid for
ELLs.

Approx
.
Time
10-15
Minute
s

ACTIVE LEARNING PLAN

Activate/Building Background Knowledge

Begin Prezi Presentation. SIOP 4
Remind students of the topics that we have discussed in the past weeks, and have a short table discussion.
Introduce students to this weeks topic (compare and contrast) and questions (Has Utah always had a
desert climate? How are climates in other areas different from Utah?)
Before reading At Home at the Coral Reef, introduce students to the vocabulary words that will be found in
the story. Complete the following activity:
Students will have 2 minutes to work as a table and match each of this weeks vocabulary words with their
correct definitions. The students are to pretend to be scuba divers exploring a coral reef, and not talk during
this activity.
After the 2 minutes are up, we will discuss all of the vocabulary words as a class.
Vocabulary: reef, partnership, current, eventually, brittle, suburbs.
SIOP 6,7,8,9
Formative assessment:
Learning Goal
Students will become familiar
with the vocabulary words that
they will encounter in At Home at
the Coral Reef.

3-5
minute
s.

Success Criteria
Students are able to work
cooperatively with the members
at their table and correctly match
each vocabulary word with its
definition in 2 minutes.

Assessment Strategy
Students will be assessed by their
ability to match the word with
each definition. (Each teams
papers are color-coded). At the
end of the activity, the groups will
be given an opportunity to change
their answer.

Modification/accommodations: (ELL, IEP, GATE, etc.)

This cooperative activity allows high-ability students to assist and act as a guide to struggling learners. The
Prezi presentation and vocabulary word posters act as a visual aid to ELL students.
Focus Lesson (I do it)
Begin reading the main selection, At Home at the Coral Reef.
Introduce/remind students about Venn diagrams and how they are used.
While we read our main selection today, we are going to be comparing different things that are found in coral
reefs. This activity will prepare us for the other comparing activities that we will be doing throughout the
week.
We will be using a Venn diagram to compare different things that exist in coral reefs. When we use a Venn
diagram, we identify the 2 items that we are comparing on the top of each circle. Then we write unique
characteristics about that item in each individual circle. The middle section should only contain information
that the two items have in common.
Begin reading At Home at the Coral Reef. Read page 616 then stop.
The author discussed 2 different types of creatures that exist in a coral reef. The author discussed what these
creatures called polyps have in common and also how they are different. All polyps catch food with their
tentacles, which are like tiny arms. All polyps share food and have connected skeletons. Soft coral polyps
have eight tentacles and skeletons that sway. Hard coral polyps have 12 or more tentacles and solid
skeletons. I will use this information to fill in my Venn diagram.
Fill out first Venn Diagram on the handout. Use the ELMO projector to display work for students to see.
SIOP 10,11,12
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students are able to comprehend
Students are able to follow along
Students will be assessed by their
that Venn Diagrams are a great
as I fill in the Venn Diagram, and ability to fill out the
tool that is used for comparing 2
fill out their copy of the diagram.
accompanying handout (Venn
objects.
Diagram). They will also be
assessed through observation to

determine if they are on task.

5-7
minute
s.

25-35
minute
s

Modification/accommodations:
Make sure that I am giving ELL, IEP, and struggling students enough time to fill out their Venn Diagram.
SIOP 18
Guided Instruction (We do it)
Lets continue reading! Once we get to something that we are able to compare, raise your hand and we will
take a closer look.
Read page 617. Ask students to clarify what wrasses are and why planula need to look out for them.
Read page 618 and 619.
What did the author mainly discuss on page 618? What about page 619? What important details about crests
did the author discuss? What important details do we know about lagoons? Do crests and lagoons have
anything in common?
During this discussion, use the sticks to randomly call on students to answer questions.
Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students are able to identify the
Students are able to participate
Students will be assessed by their
individual characteristics of crests actively during this discussion.
ability to fill in their Venn
and lagoons, and they are also
Students are also able to fill out
Diagram. They will also be
able to identify what crests and
their Venn Diagram.
assessed through observation to
lagoons share in common.
determine if they are on task.
Modification/accommodations:
Call on a struggling learner to answer a question. Give students adequate amounts of time to think before
calling on someone.
Collaborative/Cooperative (You do it together)
As tables, read the remaining pages of the main selection. ***This can be completed in the afternoon as well.
Once you find something that can be compared and contrasted, fill out a Venn Diagram to organize
information. Not every page is going to have something that you can compare and contrast. As you read
about the planulas journey, talk with the members of your team about the characteristics of the
environments that the creatures are travelling through.
SIOP 16,17, 20, 21,22
,Formative Assessment:
Learning Goal
Success Criteria
Assessment Strategy
Students are able to cooperatively Students are able to work with the Students will be assessed by their
compare and contrast different
members of their table to
ability to work together with their
things found in a coral reef.
determine different things that
peers. They will also be assessed
can be compared and contrasted.
by the information that they
They are able to discuss what
include in their Venn Diagram.
these things have in common and
what is unique to them.
Modification/accommodations:
Work with IEP or struggling students to make sure they are able to compare and contrast the information
in the story.
Independent (You do it alone)
***The section can be completed in the afternoon, or the following morning.
Once you get to the end of the story, answer the following questions:

15-20
minute
s.

How is the coral reef that lives in dirty water different from the coral reef that lives in clean water? Explain by
comparing and contrasting.
How do the animals and plants in the coral reef depend on each other? How are they connected?
Summative Assessment:
Students are able to compare and contrast different elements that exist in a coral reef. They are also able to
reflect on how all of these creatures and organisms are connected to each other.
SIOP 23,24, 30
Modification/accommodations:
Provide struggling learners and ELL students with necessary guidance and assistance.
Closure/Review of walk-aways, vocabulary, and essential questions

Today we looked at the similarities and differences of different things found in a coral reef! We also used a
Venn Diagram to organize our thoughts. How did comparing and contrasting while reading help you
understand the story? How do the animals and plants in the coral reef depend on each other?
SIOP 27,28,29

SIOP Indicators (Add SIOP number and description within the lesson plan)
Preparation: 1-Content objectives, 2-Language objectives, 3-Content appropriate, 4-Supplementary
materials, 5-Adaptation of content, 6-Meaningful activities
Building Background: 7-Linked to background, 8-Linked to past learning, 9-Key vocabulary
Comprehensive Input: 10-Appropriate speech, 11-Clear explanation, 12-Variety of techniques
Interaction: 16-Opportunity for interaction, 17-Grouping supports objectives, 18-Wait time, 19Opportunity for L1 students
Practice/Application: 20-Hands-on materials, 21-Activities to apply content/language knowledge, 22Language skills: reading, writing, listening, speaking
Lesson Delivery: 23-Content objective supported, 24-Language objective supported, 25-Students
engaged, 26-Pacing
Review/Assessment: 27-Review vocabulary, 28-Review concepts, 29-Feedback, 30-Assessment

TEACHING NOTES
What do I need to remember to do? What materials do I need to have ready? What is the approximate time needed for
this lesson?

Make sure that the Prezi Presentation is ready to go!

Make sure that the ELMO projector is connected to computer.
Have the materials for the vocabulary lesson ready (individual word slips, posters
containing vocabulary word definitions).
Each student needs a handout containing the Venn Diagrams that they will be
filling out during the lesson.
Each student needs a Treasures book.
This lesson can be split up to accommodate the time frame.

REFLECTION AFTER LESSON

How can I use the assessment data to reflect on & evaluate the outcomes of teaching and learning? How can I transfer
what I learned from teaching this lesson to future teaching? What was effective and not effective? What goals can I set
to improve my practice and student learning?