Student Teaching edTPA Lesson Plan Template

Subject: Literacy

Central Focus: Text Structure

Essential Standard/Common Core Objective:

RI.5.5 Compare and contrast the overall
structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas,
concepts, or information in two or more texts.

Date submitted:

Date taught: 11/15/2016

Daily Lesson Objective: I can identify and explain the compare and contrast text structure.
21st Century Skills: Critical Thinking and
Problem Solving

Academic Language Demand (Language Function and

Vocabulary): Text structure, compare, contrast, venn
diagram

Prior Knowledge: Text structure, Alike and different

Activity

Description of Activities and Setting

1. Focus and Review

Students will be seated at their desks facing the front of the classroom.
The teacher will be up front beside the board and projector. Teacher
will say Today we are going to continue to learn about text structure.
We know that text structure is how a text or passage is organized or
written. Yesterday we learned about discription. Please raise your hand
if you remember what description is defined as. Teacher will call on a
student to retell what description is. Today we are going to focus on a
new text structure called compare and contrast. You might remember
compare and contrast from last year as well.

2. Statement of
Objective
for Student

Today you will be completing a venn diagram to show your knowledge

of comparing and contrasting a passage about camping.

3. Teacher Input

Teacher will use the text structures powerpoint slides 22-26. I need
everyone to pull out their Types of Text Structure Graphic Organizer.
We will continue to fill out the graphic organizer under the section
compare and contrast. As good listeners and learners I know that you
can follow along and answer the boxes. Compare and contrast tells us
how things are alike or different. Compare means to find similarities
while contrast means to find differences. To describe the text structure
we can write Tells how two things are similar and different. Were
going to brainstorm by thinking of similarities and differences between
Mrs. Walker and Mrs.Coppadge. Can someone name a way that Mrs.
Walker and Mrs. Coppadge are the same? Teacher will call on
students for responses. How are Mrs. Walker and Mrs. Coppadge
different? Teacher will call on students for responses. These are all

Time
2 min

1 min

10
minutes

great descriptions of how Mrs. Walker and Mrs. Coppadge are both
alike and different. Teacher will show the slide with comparisons and
differences of Mrs. Walker and Mrs. Coppadge. When I was
brainstorming I said they are alike because they are both married and
they graduated from UNCC. Ways that they are different is Mrs.
Coppadge has children and Mrs. Walker doesnt. Another way they are
different is because Mrs. Walker is the oldest child in her family while
Mrs. Coppadge is the youngest of her siblings. Im proud everyone did
a great job brainstorming ways to compare and contrast Mrs. Walker
and Mrs. Coppadge. We can compare and contrast texts and passages
the same way we did with your teachers. Signal words to look for are
same as, similar, alike, as well as, not only, both, and different from. If
we see these words it is likely the text structure is comparing and
contrasting. Signal questions we can ask as good readers are what
things are being compared? In what ways are they alike? In what ways
are they different?

4. Guided Practice

Im going to read the passage on the board titled Sports at Ericsson

and I would like you to be looking for signal words and thinking of the
signal questions while I read. Teacher will read
There are two popular sports played at Ericsson, basketball and
volleyball. Both take place inside of the gym at Ericsson. Also, each
sport has two teams of people. In basketball, however, the ball can be
played off of the floor, and in volleyball, the ball cannot touch the floor
or it is out of play. Basketball and volleyball are popular sports at
Ericsson.
Teacher will asks students to one at a time come up to underline words
that they think are signal words for compare and contrast. Students will
underline words like two, both, each. Teacher will ask students signal
questions and have students turn and talk to their neighbor, What two
things are being compared in this passage? In what ways are they
alike? In what ways are they different? Teacher will ask a couple of
groups to share with the class what they discussed. Now we are going
to read another passage about popular sports but this time we are going
to use our techniques to fill out a venn diagram Teacher will have
venn diagram drawn on the board large enough for students to see.
Teacher will then read the passage about sports:
Football and baseball are two of the most popular sports in the country.
They have many things in common. For one, they are both team
sports, and they both require players to advance to an end or
home point on the playing field. However, football requires
players to carry the ball to the end zone, whereas in baseball, it is
the defending team that controls the ball while it is in play.
Now we are going to complete the venn diagram. A venn diagram is
used to help us compare and contrast. Who can tell me what two things

15
minutes

are being compared in this passage? Football and baseball. On this side
of the venn diagram I am going to write football on the right side Im
going to write baseball. Someone please tell me something about
football. Football requires players to carry the ball to the end zone.
What can you tell me about baseball? In Baseball the defending team
controls the ball while its in play. The middle of the diagram is used to
write the similarities. What do football and baseball have in common?
They are both team sports. They require players to an end or home
point. Does anyone have any questions about the venn diagram?
Similarities go in the middle and difference go on the sides.

5. Independent Practice

6. Assessment Methods
of
all objectives/skills:

7. Closure

8. Assessment Results
of
all objectives/skills:

Now its your turn to compare and contrast using a venn diagram. First
we will need to cut out the venn diagram by cutting along the dotted
lines. Teacher will model how to cut. When you have cut your venn
diagram you will then glue it into your journal. You will be reading a
passage about camping. I will read it aloud the first time, but you also
have a copy to follow along. After teacher reads passage students will
be instructed to complete the venn diagram. Students must have at least
two details for indoor camping, two details for outdoor camping, and
two similarities.

30
minutes

Students must complete the venn diagram by listing two characteristics of indoor
camping, two characteristics of outdoor camping, and two similarities. Each correct
answer is worth 1 point. For proficiency students must correctly identify 4 out of 6
similarities and differences.
Lets review compare and contrasting. Comparing is finding
5
similarities and contrasting is finding differences. What did we say
minutes
were words to help us know the text structure is comparing and
contrasting? Name words that mean comparing. List words that mean
contrasting. Im going to pass out a sticky note as your exit ticket. On
your exit ticket I want you to write a difference between description
texts and comparing and contrasting.

12 out of the 13 students were able to meet proficiency on their assessment. The
one student who did not complete the assessment was sleeping during class. I was
able to walk around while student were completing their venn diagram and see
students were on the right track. This group was smaller because it is the lower
students between two of the teachers, typically there are more students in the lower
group but some were pulled to ELL during the lesson.

Targeted Students
Modifications/Accommodations
Students who complete their work early are to
write 3-5 sentence explaining if they prefer indoor
or outdoor camping. If they have finished that they
are allowed to complete unfinished work on
chromebook.

Student/Small Group Modifications/Accommodations

CT will be pulling small groups to review work from
previous text structures during the independent practice.

Materials/Technology: Text structures powerpoint, text structures graphic organizer, journals, venn diagram,
scissors, glue, camping passage, chromebooks
Reflection on lesson: Overall, this lesson went well. This lesson was received well by students because they
have learned how to compare and contrast in earlier grades. I was able to collaborate with my CT who helped
provide the materials for the lesson and shared the powerpoint for the lesson. The students participated during
the discussion and were engaged. When it was time for independent work one student fell asleep so she did not
complete her work. After a few attempts trying to keep her awake and work with her one on one the CT and I
decided to let her decide whether she wanted to participate or not. The CT informed me that this student often
comes in tired and does not sleep much at home due to the household. Some students were chatting while doing
their independent work, but having my CT pull small groups kept the classroom quiet for students to work. Im
unsure if it was an off day for the students or if they were unable to focus while cutting, but cutting and gluing
took up almost 10 minutes of their independent working time. In the future, for the class I was working with I
would have everything pre-cut so they would only have to glue.

CT signature: ________________________ Date: ______ US signature:

____________________________Date: ______