Lesson Plan Template

OBJECTIVE CONNECTION TO ACHIEVEMENT GOAL

What will your students be able to do?
Students will be able to compare and contrast
the most important points of two texts on the
same topic (Hunger).
Students will be able to explain the lesson of
Stone Soup and the main idea of Hunger in the
Age of Plenty.
How does the objective connect to your
achievement goal?
Students will be working towards becoming
stronger readers by reading difficult, above grade
level informational texts and engaging in rigorous
classroom activities.

ELA Standard:
- Recount the main idea of an informational text.
- Recount the lesson or moral of a piece of
literature.
- Compare and contrast the most important points and key
details presented in two texts on the same topic.

Ohio Social Studies Standard:

Individuals make the community a better place by solving
PRE-PLANNING

problems in a way that promotes the common good. Commented [CE1]: While I am not a social studies
teacher, I can easily integrate this standard in our reading
PREREQUISITE SKILLS DIAGNOSTIC studies. Furthermore, I would like students to dive into the
topic of food desertsa serious issue in their own
What will your students need to know to master How will you assess students mastery of these community. Throughout this lesson, students will learn the
the grade-level objective? foundational skills? importance of people chipping in to help eachother.
Students will have been formatively assessed on
Students will have read other readings the foundational vocabulary during previous
throughout the week around the idea of hunger lessons.
in order to bolster content-area vocabulary. Commented [CE2]: Lessons are rarely effective if they
Students have practiced Venn diagram skills on a exist in a vacuum. As noted in my last annotation, students
Students will need to know how to use a venn multitude of occasions. will be diving very deeply into UNICEFs hunger-focused
resources. As a UNICEF donating school, this is doubly
diagram to compare and contrast. important as it sheds light on the donations that many of
them make during the year.
ASSESSMENT
How will you know whether your students have made progress toward the objective? How and when
will you assess mastery?
Students will complete a Venn diagram (or double bubble) comparing and contrasting the two texts.

Students will be formatively assessed through their conversations and small group instruction.
KEY POINTS
What three to five key points will you emphasize?
- Hunger is a global.
- The world knows how to solve hunger.
- If everyone in the world chooses to help a little, a lot of change can be made.

Johns Hopkins University School of Education

Lesson Plan Template 1
 OPENING (5 min.)
Question Displayed: What is something we can do to stop world hunger?
Anticipatory:
Rapid Write: Students will write as much as they know about hunger, and the
Big Question displayed. Students will have 2.5 minutes. After writing, students
will swap papers with one another and read each others writing. Students will
write a short response.
Goal Setting:
Teacher will read the Big Question and the targets for the day. Teacher will
break down the big idea (comparing two texts on a similar topic) and remind
students of comparing/contrasting. The teacher will showcase the two texts
students will engage with.
READ ALOUD (10 minutes)
LESSON CYCLE
Read Aloud of the folktale, Stone Soup.
- Before Reading: The teacher will introduce the book and share that it is a
folktale that has been passed down for many years. She will share that
the story talks about hunger. Ask the students to briefly predict to one
another about what a story about hunger might be about (turn & talk).
- During Reading: Teacher will read Stone Soup to students and discuss
the lesson of the story, stopping at specific points to address what is
happening in the story. The teacher will ask students to share their
opinions or thoughts on the characters, actions, and dialogue. The
instructional focus will be on the stories lesson.
- After Reading: On the Venn diagram, teacher and students will fill in the
lesson of the story, and details that support that this is the lesson. This
can be used as a formative assessment of students understanding, and
will connect to students prior learning about main idea and details.
The teacher will then introduce the second text for students to help them
understand that they are diving deeper into the study of hunger, but about real-
world issues. She will also introduce the changed center activities (fluency
center and computer center). Students will move to their assigned centers.
CLOSE READ (20 min.)
NOTE: This occurs in small group instruction! Other students will be participating
in centers. Rotations occur every 20 minutes over a 100 minute class period.
Johns Hopkins University School of Education
Lesson Plan Template
MATERIALS
Student Journals Commented [CE3]: This question harkens directly to the
SoulPancake YouTube video students will watch during their
computer center. Furthermore, rather than quizzing students
on the idea that hunger exists, it instead brings them to start
thinking about the actions they can take to helpwhich
connects to the social studies standard of focus.
Commented [CE4]: I typically using pre-writing activities
with literacy activities rather than focused speaking activities
because it sharpens and attunes students to more rigorous
activities at the beginning of the lesson, and lessens and
behavioral disruptions that might occur by allowing students
to have conversations right away.
Anchor Chart Commented [CE5]: I chose to introduce the topic through
prepared for literature in order to illustrate the issue to students through
classic literature, which will help them develop a historical
compare/contrast context of the issue. By telling students that the story has
been passed down for over a hundred years, this will help
Venn them understand that hunger is a persistent issue in the
world. Furthermore, this story illustrates the idea of sharing
Diagram/Double and working together to eliminate hunger in a simple,
Bubble sheets for straightforward and lasting way.
students
Stone Soup PDF
print-out for read-
aloud
Commented [CE6]: Students will be given the choice of
recording their answers on a venn diagram or double bubble
sheet according to their preference. This is important as it
allows a minimal amount of choice for students, and can give
them ownership over the activity.
Commented [CE7]: Our class has utilized centers every
day of this school year, and it is easier to fit a greater number
of quality activities into a single lesson period.
2
 Anticipatory:
- Ask students whether they believe that hunger is still a problem in the
world through thumbs up/thumbs down.
- Show students Hungry Planet from UNICEFs photos of three families
and the cost of food. Ask students to turn and talk about similarities and
differences they see in the different photos of what each family eats.
Share out any reasons students might perceive. Commented [CE8]: I wanted to include this portion of the
lesson to really solidify the issue in students mind by
Students will participate in a Close Reading of UNICEFs article, Hunger in an painting the picture for them of hunger in the real world.
Age of Plenty. Commented [CE9]: We will utilize the rest of the readings
from this resource in our reading lessons throughout the
Before Reading: week that this lesson takes place, as it is a fantastic resource.
- Focus students attention on the glossary. Briefly read each definition
and word aloud and ask students to share the definition with a partner.
- Ask students to preview the texts pictures and discuss any thoughts they
have. Within this section, it might be necessary to make notes about bias
that students may have about hunger concentration around the world.

During Reading:
- Students will read the text silently to themselves (Mid-High Groups). For lower
level groups, the teacher will read alongside the students quietly (choral read).

After Reading:
- Students will engage in a short conversation and corrections regarding
the main idea and details from the text. Within the group, students will fill
in their Venn diagram/double bubble using facts from the informational
text to compare it to Stone Soup. Students will point out similarities and
differences. In higher -level groups that may have finished more quickly, I
will ask them to write their Venn diagram in paragraph form.
- Teacher will ask students to express their ideas about how to fight world
hunger and whether it is the worlds duty to fight world hunger.
CENTERS (60 minutes)
Lesson-Focused Centers:
Fluency Center:
- Students will read/practice a readers theatre on Stone Soup. instructions
Computer Center:
- Students will watch SoulPancakes video Kids Respond to Child Hunger, Fluency Center: 5
and answer the question in writing: What is something we can do to fight
hunger?
Skill-Focused Center:
Comprehension Center: Students will use comprehension cards and readings
and answer questions.
Word Work: Students will complete Flocabulary activities.
Commented [CE10]: This topic will be further expressed
by students in their Computer Center and exit ticket, but will
help students begin to think about how they as citizens can
help the world through action. In order to know that their
learning has connected between the folk tale and the
Computer informational text, I should be able to hear students
prepared Google expressing the importance of ending hunger and the reality
Doc with that it can be stopped through united action.
Commented [CE11]: This activity will integrate the arts,
and speaking and listening activities.
copies of Stone
Soup readers
theater
Comprehension
Center:
- Reading Commented [CE12]: On its own, Flocabulary commits to
Cards providing culturally-responsive reading resources.

Word Work:
Flocabulary
instruction

Johns Hopkins University School of Education

Lesson Plan Template 3
 CLOSING (5 min.)

Exit Tickets
Students will turn and talk with others about what they have learned about Anchor Chart
hunger. Students will share an idea that they have to eliminate hunger. Teacher
will create a corresponding anchor chart with the classes ideas.

Students will share a comparison of the two focus texts on an exit ticket and turn
it in prior to exiting the classroom. Commented [CE13]: In order to know this lesson was
successful, at least 90% of students should be able to express
an idea for hunger elimination. Furthermore, students must
understand that they are able to take action to solve this
References and Resources: issue.

UNICEF: Hunger in an Age of Plenty

http://www.teachunicef.org/sites/default/files/documents/units-lesson-
plans/UNICEF_ACT_Diplomat_Edition.pdf

Stone Soup
http://documents.wfp.org/stellent/groups/public/documents/webcontent/wfp202398.pdf

SoulPancake: Kids Respond to Child Hunger

https://www.youtube.com/watch?v=OwIuOVJAn-0

Fluency Center:
- Stone Soup Readers Theater
- http://users.manchester.edu/Student/MHPinkerton/EDUC301/lessons/stone%20Soup%20Skript.p
df

Johns Hopkins University School of Education

Lesson Plan Template 4