Lesson plan

Lesson 2 - Focused Read-aloud: Comparing and Contrasting My School and a Tent School in Haiti

  • From EL Education Language Arts
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  • Standards
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teaches Common Core State Standards RI.2.1 http://corestandards.org/ELA-Literacy/RI/2/1
teaches Common Core State Standards RI.2.7 http://corestandards.org/ELA-Literacy/RI/2/7
teaches Common Core State Standards SL.2.1 http://corestandards.org/ELA-Literacy/SL/2/1
teaches Common Core State Standards SL.2.1.a http://corestandards.org/ELA-Literacy/SL/2/1/a
teaches Common Core State Standards SL.2.1.c http://corestandards.org/ELA-Literacy/SL/2/1/c
teaches Common Core State Standards W.2.8 http://corestandards.org/ELA-Literacy/W/2/8
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To learn more about this lesson, read the Lesson 2 Narrative found under the Additional Materials tab.

Daily Learning Targets

  • I can compare and contrast my own school with a tent school in Haiti. 
  • I can clarify and ask questions about others’ ideas while participating in a conversation about how schools are similar.

Ongoing Assessment

  • During Work Time B, circulate and observe students using the Word Wall words during independent writing.
  • During Work Time C, use the Speaking and Listening Checklist to monitor student progress (see Assessment Overview and Resources).

Purpose of Lesson

  • In this lesson, students complete another focused read-aloud of a familiar section from Off to Class and then respond in writing to consider how the school in the text is similar to their own school. Similar to the previous lesson, students focus on the skill of comparing and contrasting while the teacher takes responsibility for taking class notes during the focused read-aloud, and the writing they complete prepares them for the collaborative discussion. Also similar to Lesson 1, students use the Collaborative Conversations protocol. Use this time to collect data on students using the Speaking and Listening Checklist for this module.

  • This lesson is the second in a series of three that include built-out instruction for the use of Goal 2 Conversation Cues to promote productive and equitable conversation (adapted from Michaels, Sarah and O’Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. http://inquiryproject.terc.edu/shared/pd/TalkScience_Primer.pdf. Based on Chapin, S., O’Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K–6. Second Edition. Sausalito, CA: Math Solutions Publications). Goal 2 Conversation Cues encourage students to listen carefully to one another and seek to understand. Continue drawing on Goal 1 Conversation Cues, introduced in Unit 1, Lesson 3, and add Goal 2 Conversation Cues to more strategically promote productive and equitable conversation. As the modules progress, Goal 3 and 4 Conversation Cues are also introduced. Consider providing students with a thinking journal or scrap paper.

In Advance

  • Preview the section “Out of the Rubble” from Off to Class to get an idea of the similarities and differences students can find when comparing and contrasting the school in the text with their own school.
  • Consider copying the Tent School Similarities: Student Response Sheet and Sentence Starters: Day 2 Tracking Sheet back-to-back on single sheets for less material management.
  • Review the Collaborative Conversation and Sit, Kneel, Stand protocols. 
  • Post: Learning targets, “What Is School” Song, Language for Contrasting and Comparing Anchor Chart, Writing Partners Anchor Chart, and Collaborative Conversations Protocol Anchor Chart.

Vocabulary 

  • Lesson-specific: clarify, compare, contrast

Materials

  • “What Is School” Song (from Unit 1, Lesson 3; one to display)
  • Our Study of School Word Wall Activity (begun in Unit 2, Lesson 1)
  • Language for Contrasting and Comparing Anchor Chart (begun in Lesson 1)
  • Public Notes: Tent School Anchor Chart (new; co-created with students during Work Time A)
  • Public Notes: Tent School Anchor Chart (Example, for Teacher Reference) 
  • Off to Class (from Unit 2, Lesson 2; one to display)
  • Writing Partners Anchor Chart (begun in Unit 2, Lesson 2)
  • Tent School Similarities: Student Response Sheet (one per student and one to display)
  • Tent School Similarities: Student Response Sheet (For Teacher Reference) 
  • Sentence Starters: Day 2 Tracking Sheet (one per student and one to display)
  • Collaborative Conversations Protocol Anchor Chart (begun in Lesson 1)
  • Speaking and Listening Checklist (for teacher reference)
  • For ELLs: Language Dive Guide III: Off to Class (optional; for teacher reference)
  • For ELLs: Sentence Strip Chunks III: Off to Class (one to display)

 

 

 

 

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.