Eds 332 Lesson 2
Eds 332 Lesson 2
Eds 332 Lesson 2
CCSS.ELA-LITERACY.RL.3.9
Compare and contrast the themes, settings, and plots of
stories written by the same author about the same or similar
characters (e.g., in books from a series)
Using Moosling the Babysitter and Footprints from the
Moosling series written by Sharon Fear, students will work on
reading comprehension. Specifically, students will be using
elements, such as settings, plots, and themes to compare two
books about the same characters. It is important for students
to understand similarities and differences in books from a
series to develop a deeper understanding of the character and
the theme and plot of the story. These books gain the students
interest because they are already familiar with the series so
they will be able to access their prior knowledge in this
lesson.
I can compare and contrast the themes, settings, and plots
of two stories about the same character.
At the end of the lesson, students will be able to use Moosling
the Babysitter and Footprints, to identify similarities and
differences in settings, plots and themes (or other elements
the students notice). Students will do this by filling out a
paper plate Venn Diagram to help support organization.
Through formative assessment of questioning and observing
it was found that students needed development in comparing
and contrasting the themes, settings and plot of different
stories.
Stephanie Witherspoon
Stephanie Witherspoon
contractions)
Completing their own paper plate Venn Diagram
Reflecting back on the statements that they wrote
during the introduction of the lesson.
To generate interests, students will examine the title and cover
art of both Moosling the Babysitter and Footprints. Students
will use their reading/writing notebooks to write down one or
two things that come to mind after examining each book.
Prompts will be made for students to consider personal
experiences, predictions of the text and prior knowledge they
have of the character.
To access prior knowledge, students will be asked what they
know about Moosling and what else they remember from
other books in the series.
Stephanie Witherspoon
Accommodations: Differentiating to meet students
needs
Remediation/Intervention
Extension/enrichment
Methods, Materials and Integrated Technology
Instructional techniques
Engagement strategies
Materials and Integrated Technology list
Day 2:
Review what students remember from Footprints.
Introduce Footprints, tell/remind students that the
series is about a young moose who is always learning.
Picture walk of Footprints, asking students to state
what they see and make any predictions of what might
happen in the story.
Read Footprints, asking questions and other
involvement strategies throughout the text.
Discuss the plot, settings and themes of Footprints.
Stephanie Witherspoon
Stephanie Witherspoon
Accommodations:
Remediation/Intervention:
Helping students sound out words that they do not
know.
Defining words that students might not know.
Only reading aloud instead of guided reading.
Model more examples if students are not grasping the
thought process involved in filling in the Venn
Diagram
Enrichment/Extension:
If students need enrichment activities, depth of knowledge
level four can be addressed. For example: create a journal
from the perspective of Moosling and the emotions he was
feeling when he realized that it was a mistake to sing in front
of baby skunks, how he felt that the little animals still liked
him even though he smelled or how he felt when he could not
find the animal who left the last set of footprints.
Methods, Materials and Integrated Technology:
Instructional Techniques:
Discussion of text, demonstration and collaboration of
completing Venn Diagram
Engagement Strategies:
Wait time to allow students to think through questions
Delving to allow students to answer questions that
they know the answer to using different strategies to
access the answer.
Thumbs up/down if they understand instructions
Materials:
Moosling the Babysitter by Sharon Fear (four copies)
Footprints by Sharon Fear (four copies)
Stephanie Witherspoon
VI. Modeling: I Do
SHOW/TELL (Visual/Verbal Input)
HOW/WHAT (Questioning and Redirecting)
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X. Closure
How will the I can statement(s) be reviewed?
How will students be involved?
Stephanie Witherspoon
What connections to future learning will occur?
XI. Assessment
What evidence supports that the objective(s) were
met?
What do my students know, understand and are able
to do?
What formative assessments will be used to inform
instruction?
Reflection
How do you know that the objective(s)/target(s) was
met? What is your
evidence?
Based on the data gathered, what will you do next?
How well did the students perform/respond? How did
students show they
were engaged?
What evidence do you have?
What aspect of the lesson was particularly
challenging for students? What
will you do to help the student(s) who struggled?
Stephanie Witherspoon
What will you do to extend the learning for those
students who met
target?
Were there any surprises? What would you do if you
taught this lesson
again?