TE 802 Literacy Daily Lesson Plan

Interactive Read Aloud Fall 2021

Valentina Islami

October 8th, 2021

1. Overall lesson topic / title:

National Geographic: Cats vs. Dogs, you choose!

2. Common Core State Standard(s) (CCSS)

CCSS.ELA-LITERACY.RI.4.5
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/
solution) of events, ideas, concepts, or information in a text or part of a text.

3. Goal (Identify your broad area “big idea” of focus in instruction)

i. Big Idea: Students can compare and contrast different ideas

4. Develop 1 to 3 learning goals that are specific to your lesson. (Note: The goals are
questions you wish for the students to be able to answer at the end of your lesson. Ensure that
you take advantage of the text features and provide for an interaction with the text. Also provide
answers to your questions in italics.)
i. Students will be able to compare and contrast two different animals using evidence
from the text.
ii. Students will be able to describe the overall structure of comparison in a text

5. List important new vocabulary that students will need to know in order to un-
derstand the text and meet your learning goals. Also, list child-friendly explana-
tions that you will use to explain these words before or during your lesson. Indi-
cate how and when in your lesson you will address these vocabulary terms:
• Predator: Animal that hunts other animals for food (pg. 7)
• What do we think predator means?
• Evolve: Change over time (pg. 8)
• Carnivore: Animal that eats other animals (pg. 18)
• Instinct: Something animals are born knowing what to do (pg. 15)

6. List important concepts or ideas where you will need to provide additional infor-
mation (that is not in the text) to support students’ comprehension and to enable
them to meet your learning goals. Share exactly how you will explain these ideas:
- An important concept includes knowing what comparing and contrasting concepts or
ideas mean. In this case, I will ask students:
- “Before we start, can someone describe to the class what it means to compare and contrast
something? What does that look like?”
7. Materials and supplies needed (Resources)
i. Teacher:
• Read aloud text

ii. Students:
• NA

8. Briefly describe the students in your class who may need additional scaffolding
to comprehend the text and/or may need scaffolding around participation. Think
about academic, social, and linguistic support that students may need during the
lesson. (Note that students may not need all three types of support, so be sure your
ideas listed below in your plan are specific to students’ needs.)
• Social: Some students will need reminders about raising their hands patiently
to speak along with listening to others. Another reminder includes allowing
others to share their ideas and respecting their opinions
9. Construct your lesson plan using the template below:

Instructional Sequence / Procedures: What activities will take place Num-

during this lesson? (Note: Use bullet points to outline your ideas.) ber of
Min-
utes
Preparing for Discussion: How will you arrange the students? What 3 minutes
discussion norms will you set? What procedures/ teacher moves will
you use to ensure equitable talk?
• Due to COVID, students will be seated at their arranged tables (2
per table) for the read aloud
• Some discussion norms will include:
• Raise your hand to speak
• Be respectful of other student’s opinions
• No heads down / “eyes on me”
• Do not interrupt teacher and/or other students when speak-
ing
• Step up / Step back
• Some procedures/talk moves include explaining to students “equal
air time” - Giving other students the opportunity to share their ideas
• Hand gestures; Thumbs up/down for agree/disagree

Launch (Hook / Warm-up): How will you get students interested in the 5 minutes
text and make the purpose for the lesson explicit? (Elicit students’ prior
knowledge and experience with the topic, establish meaning of predicted un-
known vocabulary, present and post learning goals)
• Eliciting students prior knowledge
• “Based off some activities from the past, I know a lot us like
animals such as cats and dogs…”
• “Raise your hand if you have a pet dog or cat!”
Instructional Sequence / Procedures: What activities will take place Num-
during this lesson? (Note: Use bullet points to outline your ideas.) ber of
Min-
utes
• “Since this is a longer book, Mrs. Islami will be skipping over some
pages. Maybe if we have more time we can revisit those pages.”
(For time sake, shorten story)
• Discuss definitions
 Instructional Sequence / Procedures: What activities will take place Num-
during this lesson? (Note: Use bullet points to outline your ideas.) ber of
Min-
utes
Discussion Plan: 15 Minutes
• Read pages 4-5: Ask students..
• T: “What do you think this book will have us do?”
• Student response: “compare cats and dogs!
• T: “What do we think comparing and contrasting means? What
does that look like?”
• Student responses: “it means how things are alike and how
they’re different”
• Read page 6:
• T: “Say ‘Eucyon Davisi' with me”
• Student response: U-see-on da-vee-see”
• Read page 7
• T: “Can someone raise their hand and tell the class what the
word predator might mean?”
• Student response: A predator is an animal that hunts other ani-
mals
• T: “Great! Thank you. A predator is an animal that hunts other
animals for food.”
• Read page 8
• T: “Say ‘Felis attica’ with me”
• Student response: “fell-ees ah-tik-ah”
• Read page 9
• After first paragraph..
• T: “After hearing that paragraph, what can we conclude
‘evolve’ means? Look at the words surrounding it for hints.”
• Student response: “Evolve can maybe mean grow or change?”
• Finish page 9
• T: “Shout out the winner for this page!”
• Student response: Cats!
• Read pages 10 and 11
• T: “Whose this winner for senses?”
• Student response: Dogs!
• Read pages 12 and 13
• T: “What is the author comparing on this page?”
• Student response: Different hearing!
• Read pages 14 and 15
• T: “Raise your hand if your pet has ever brought some-
thing home to you!”
• T: “Can someone raise their hand and tell me what an
‘instinct’ means? Do humans have those too?”
• Student response: ‘instinct’ means animals do some-
thing and they don’t think about it; Humans breathe
without thinking”
• Read pages 16-17
• T: “Have you ever heard of the word ‘carnivore’? What
do you think it means using the text?”
• Student response: “It means animals that eat meat”
Instructional Sequence / Procedures: What activities will take place Num-
during this lesson? (Note: Use bullet points to outline your ideas.) ber of
Min-
utes
• Read pages 18-21
• Check for time
• If time allows, keep reading till page 24
• If not, skip to pages 44-45

*Type your questions (and anticipated answers). Indicate page num-

ber when you will stop and pose the question.

Formative Assessment: What evidence will you have of student learn- Takes place
ing? How will you know if students met the objective? (What will you col- during read
lect from or observe during the lesson that indicates students’ understanding? aloud and exit
What will you use during the exit to assess your students’ learning?) activity
• Hand gestures like thumbs up/down for agree/disagree
• Provide evidence for their choice
• Repeating phrases
• Providing child friendly definitions

Exit Activity (Summary / Closure): Afterward, how will your students syn- 6-8 Minutes
thesize their learning from the discussion? (Ex. take a vote and have students
provide rationale for their choice, quick write, make a chart)
• Think-pair-share with their table partners about whether they prefer
cats vs. dogs
• T: “Discuss with your table partner which animal you choose and
use two pieces of evidence from the text”
• Have select students share aloud to the class their choice and two
reasons why