KUTZTOWN

UNIVERSITY
ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Morgan Rambo Date: 3/25/2021 Time: 8:30-9:00
Cooperating Teacher: Mrs. Shenna Kuczynski Coop. Initials: SK
Group Size: 21 Allotted Time: 30 minutes Grade Level: 4th
Subject or Topic: Focus Skill: Compare and Contrast Section:

STANDARD: (PA Common Core):
• Standard - Standard - CC.1.2.4.E
o Use text structure to interpret information (e.g., chronology, comparison,
cause/effect, problem/ solution).
• Standard - Standard - 3.2.4.A1
o Identify and classify objects based on their observable and measurable physical
properties.

I. Performance Objectives (Learning Outcomes)
• The students will compare and contrast different objects using a Venn diagram.

II. Instructional Materials
• Two Venn diagrams, 1 paper, front and back (print out 18, upload to Google classroom
for virtual students)
• Students should have a writing utensil
• Students should each have a ruler and pencil
• Teacher laptop used for writing on Venn diagram
• Wonder by RJ Palacio
• Chicka Chicka Boom Boom by Bill Martin, Jr. and John Archambault
• Compare and contrast chart
o https://www.teacherspayteachers.com/FreeDownload/Compare-and-
Contrast-Poster-and-Venn-Diagram-528332


III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)
• Prerequisite skills:
o Knows that things are alike and different
o Synonyms- words that mean the same
• Key vocabulary:
o Compare- to look for similarities
o Contrast- to look for differences
• Big idea:
o Critical thinkers actively and skillfully interpret, analyze, evaluate, and
synthesize information.
• New content:
o Compare and contrasting different things like objects, characters, etc.


IV. Implementation
A. Introduction –
• "Let’s take a look at these two books here.” (teacher will hold up the books
Wonder and Chicka Chicka Boom Boom)
• “What could we do with these books?”
o (tell how they are alike and different)
• “Awesome job! Yes, we can look at these books and tell how they look
different or alike. Can anyone tell me what a synonym is?”
o (words that mean the same)
• “What would be a synonym for the words different and alike?”
o (compare and contrast)
• “Yes! Today, we will be learning about comparing and contrasting because
that is our focus skill for the story that we will begin reading tomorrow!”
• “Let’s take a look at these two books again, how can we compare and contrast
them?”
o (color, size, chapters or pictures, etc.)
• “What is a tool that we can use to show how we compared and contrasted
these objects?”
o (Venn diagrams)
• “What do Venn diagrams look like?”
o (two circles that overlap in the middle, one side is on object and the
other object on the other side, in the middle is where you tell how
they are alike)
o Teacher will draw Venn diagram on the board.
• Teacher will have students write on their Venn diagram and tell what they
can see that are alike and different between the two books. Teacher will also
write answers on the board.
o (Wonder has chapters, chicka boom has pictures, chick boom is
longer/thinner, Wonder is shorter/thicker, they are both books, etc.)

B. Development –
• Teacher will show and talk about the compare and contrast chart. (resources
section)
• “When you compare something, you are telling how they are similar and
alike. When you contrast something, you are telling how they are different.
We mentioned both of these earlier when talking about our two books.”
• “Here are some compare clue words; like, both, similar, also, same, too, alike,
etc. Here are some contrast clue words; but, yet, unlike, although, while,
unless, differ, etc.”
• Teacher will point to the Venn diagram in the middle, “This is a Venn diagram
and you already told me how we used them as a tool for comparing and
contrasting objects.”
• “What are other things that we can compare and contrast?”
o (characters, animals, pens vs. pencils, crayons vs. colored pencils, etc.)
• “Let’s compare objects that we use every day in our desk! Which objects
should we compare and contrast?”
o (pens vs. rulers, crayons vs. colored pencils)



• “Let’s compare and contrast rulers and pencils! Turn your paper over to the
other side where you will have a new Venn diagram to use. How should we
set up our Venn diagram?”
o (one object on one side and the other object written on the other side,
the word alike in the middle)
• “Now that we have set up our Venn diagram with the objects that we are
comparing and contrasting, what should we do first, compare or contrast
these objects?”
• Teacher will do one example with the class for one difference and one
similarity. Class will complete the rest of the chart independently and as a
whole class we will discuss what was written.
• “Let’s contrast the two objects, how are our objects different?”
o (pencil becomes dull when you use it, yellow, has an eraser, you use it
in your hand to write, you sharpen it, used to write a story)
o (rulers are different colors, long and rectangular, can be used in math
to measure)
• “Let’s compare these objects, how are they alike?”
o (use at school, can find these objects in your desk)

C. Closure –
• “Now, I want you to open up your reading copybooks and write two things that
you could compare and contrast, then write 1 similarity and 1 difference
between the two. I will walk around to see what things you have written to
compare and contrast.”
• “If your friend was absent from class today, what would you tell them that you
learned during today’s lesson?”
o (compare and contrasting different things, etc.)
• “Awesome job today everyone! Thank you for participating during our
discussion while we learned about or reviewed for most of you, comparing and
contrasting.”

D. Accommodations / Differentiation -
• Visual learners- each student will have their own Venn diagrams and teacher
will also put one up on the board to write on.
• Student (AB) will receive one-on-one support by a staff member based on
academic plan.

E. Assessment/Evaluation plan
1. Formative
• Venn diagram: students will complete Venn diagram to
compare and contrast objects. Teacher will walk around and
observe students as they independently with checklist.
• Thumbs up/thumbs down observation- to check that everyone
is ready to move on in the lesson.
2. Summative
• Reading test on 3/30





V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on
students performance written after lesson is taught, includes remediation for
students who failed to meet acceptable level of achievement)

All twenty-one students were able to show that they understood the
content. I walked around with a checklist as the students were
independently working on their compare and contrast charts and
everyone met the acceptable level. No remediation needs to happen at
this time.


B. Personal Reflection (Questions written before lesson is taught. Reflective
answers to questions recorded after lesson is taught.)
1. Did I finish on time?

Since the class was shortened because of a two-hour delay schedule
that day, I was unable to close out my lesson before the period ended.
I was able to finish the lesson at another time throughout the day that
was open.

2. Did the students respond well to the lesson?
The students responded very well to my lesson. They liked that I used
“Wonder”, a book we have been reading in the classroom and “Chicka
Chicka Boom Boom” to compare and contrast. The students were
engaged during the lesson and every student was eager to participate.

3. What could I improve on for next time?

One thing I could improve on for next time is gradual release. I only
have to model once for the students, and I should have them work
independently for a majority of the class period since they understood
the content really well during the lesson.














VI. Resources
• Venn diagram for comparing and contrasting












• Compare and contrast chart
o https://www.teacherspayteachers.com/FreeDownload/Compare-and-
Contrast-Poster-and-Venn-Diagram-528332