ED 345 Calvin College Lesson Planning Form

Teacher:
Lauren Newhuis
Comparing & Contrasting Lesson

Date: November 17, 2015

Subject/ Topic/ Theme:

I. Objectives
What is the main focus of this lesson?
Character Traits
How does this lesson tie in to a unit plan? (If applicable.)
This character study is looking at what good readers do. Todays lesson is noticing character
traits.
What are your objectives for this lesson? (As many as needed.) Indicate connections to
applicable national or state standards. If an objective applies to only certain students write the
name(s) of the student(s) to whom it applies.
- Describe how characters in a story respond to major events and challenges.
- CCSS.ELA-LITERACY.SL.2.1A Follow agreed-upon rules for discussion (i.e. Gaining the floor in
respectful ways, listening with care, speaking one at a time about the topics and texts under
discussion).
- CCSS.ELA-LITERACY.SL.2.1B Build on others talk in conversation by linking their comments to the
remarks of others.
- CCSS.ELA-LITERACY.SL.2.1.C Ask for clarification and further explanations as needed about the
topic
- CCSS.ELA-LITERACY.SL.2.2 Recount/describe key ideas or details from the texts read aloud within
the unit (or presented orally/through other media)
- Compare/contrast stories written by the same author (Kevin Henkes)
II. Before you start
Prerequisite knowledge
and skills.
Assessment
(formative and
summative)

Students have listened to/watched and discussed these books written by

Kevin Henkes
Through discussion, what students share, and what they choose to write.

Universal Design for Learning Networks/Domains (see UDL Guidelines)

RECOGNITION
Multiple Means of Representation
Options for Perception
Pictures drawn on the comparing chart,
written, auditory
- Paint/markers
Options for Language/Symbols
Comparing what is the same
Contrasting what is different
(Use the red, blue, and purple
markers/paint to explain this)
Options for Comprehension
The comparing chart will show the
patterns and big ideas (both on the board
and transferring on the students
worksheet).

STRATEGIC
Multiple Means of Expression
(Action)
Options for action/interaction
Turn and talk
Raise hand
Line up in this line if you like this
book more
Options for Expression
Drawing or writing

AFFECTIVE
Multiple Means of
Engagement
Options for recruiting interest
Which do you like more
What do you remember
Compare/contrast

Options for Executive Function

Options for Self Regulation

Options for Sustaining Effort &

Persistence
Different methods of response (I
do, We do, You do)

Which do you like more

Checking to see if they can think
of anything that is the same or
different

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and do you have them?
Do you need to set up
your classroom in any
special way for this
lesson? If so, describe it.
III. The Plan
Tim
Parts
e
Motivatio
n
(Opening/
Introducti
on/
Engageme
nt)

Red, Blue, and Purple Markers/Crayons

Pencils
Worksheet
Comparing chart
Normal classroom setup

The description of (script for) the lesson, wherein you describe teacher
activities and student activities
I chose to compare the story Lillys Purple Plastic Purse and Owen
Access Background knowledge
- Today we are going to be talking about 2 of the Kevin Henkes books again.
- The first one we are discussing today is Lillys Purple Plastic Purse. Have
students share what happened at the beginning of the story, in the middle of
the story, and at the end of the story.
- Do the same with Owen using the turn-and-talk method.
Today we will be talking about parts of the book that only happen in Lillys Purple
Purse or Owen, and things that happen in both of the books.
Show students the chart (I peeled off Wemberly Worried to keep from students
getting confused). For extension, other books can be compared.

Developm
ent

Hand out the comparing chart (below) to the students. Have students surround the
collumn of Lillys Purple Plastic Purse in RED, Owen in BLUE, and the both column in
purple. Explain to students that when you mix red and blue together, it makes
purple (for those students who need the visual, feel free to bring in a small bit of
paint to demonstrate how this works!).
Students should put their markers away.
The first thing we are going to compare is the characters.
Walk through what characters are only in Lillys Purple Plastic Purse & only in Owen.
Then discuss characters that are in both the story of Lilly and Owen. (Do Lilly and
Owen have the same parents? No, but there are parents as characters in both
stories).
Continue in this way. Use the turn and talk method, the sharing aloud method, and
for setting, allow the students to try it on their own and check their answers. For
students who struggle with writing, (such as students with an IEP) allow them to
draw in the boxes as the objective is not about writing but about comparing and
contrasting.
See if students are able to think of any ideas for the both column in problem and
solution.

Because the same author writes the books, we read many similarities (or things that
are the same) in the two books. But they are not the same book, so we read that
there are differences between them!
Closure

Which book did you like MORE?

- Place one book cover on one side of the board and the other book cover on
the other side of the board.
Line up behind the book that you liked more, put the number above the book cover.

CLOSING FINAL ASSESSMENT (I did mine the following day) see assessment in the
assessment tab.
Your reflection on the lesson including ideas for improvement for next time:
The students responded well to the lesson. They struggled thinking of similarities in the
solution, but with guidance were able to figure it out.