Student: Jocelyn (name changed)
Age: 8
Grade: Second
Subject: Language Arts
Strengths:
* Highly motivated * Enjoys discussion (likes to answer questions) * Aware of her need to ask for help and willing to do so * Can work independently on things she understands * Uses time efficiently * Very social
Weaknesses:
* Difficulty with identifying mistakes * Easily frustrated with things she does not understand * Lack of coping skills for frustration * Test Anxiety * Difficulty with abstract concepts such as figurative language
Strengths in Language Arts: * Shows interest in reading/language arts * Listens with comprehension to stories * Basic sight vocabulary * Can sound new words using phonics * Follows oral directions * Can identify characters, setting and events in a story * Responds to factual “who, what, where, when” questions
Weaknesses in Language Arts: * Reading comprehension * Interpretation of stories or passages * Has difficulty using context clues * Has difficulty with written directions * Has difficulty connecting characters, setting and events into a coherent story * Has difficulty with comparison/contrast * Has difficulty with main idea * Has difficulty with “how and why” questions
Student’s preferred learning modality:
Jocelyn uses multiple learning modalities but relies most heavily on auditory and kinesthetic. She works well with manipulatives and oral communication.
Jocelyn works best with a routine; change is upsetting to her. Even my presence in the classroom caused an increase in acting out behavior at first. This settled as she became used to me.
Accommodations/Modifications – Both Lessons: * Extra Time for reading assignments * Orally read directions * Orally read stories/passages * Immediate response to questions to avoid frustration * Allowance for breaks to moderate frustration * Provision of quiet area to regain composure

Observed Teacher’s Lesson Plan

Standards:
1) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2.RL.1)
2) Compare and contrast the most important points presented on the same topic. (2.RI.9)
3) Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. (2.SL.1)
Objective(s):
1) Student will tell the similarities between two objects - compare
2) Student will tell the differences between two objects – contrast
Materials:
A granola bar for each student
A chocolate candy bar for each student
A copy of a Venn diagram for each student
Pencils
Lesson Description:
Teacher will give each student a granola bar and a chocolate candy bar. Explain to students that when you are comparing two things you want to think of all the ways they are the same. Have the students look at the two objects they were given. Ask “How are the granola bar and the chocolate bar alike?” Write their answers in a column in the middle of the board under the heading “Alike.” Responses might include brown, rectangular, sweet, etc. Again explain that comparing two things is finding the way they are alike.
Tell the students that when you contrast things you are finding the ways they are different. Have the students look at the items they were given. Ask “How are the granola bar and the chocolate bar different?” Write their responses on the board. Put the differences found for the granola bar in a column on the left side and those found for the chocolate bar in a column on the right side. Explain again that finding the differences in things is contrasting them.
Explain that sometimes a “Venn diagram” helps you to see the differences and similarities between things. Enclose the words on the board by drawing a Venn diagram with the center “cross” portion enclosing “alike” and the outsides enclosing “differences” on each side. Explain that where the diagram crosses or overlaps are the similarities, or where the items are the same and that where the circles do not overlap shows the differences.
Have the students fill out their own Venn diagrams.
Assessment:
Participation in class discussion and compare/contract activity
Venn diagram

My Lesson
Standards:
1) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. (2.RL.1)
2) Compare and contrast the most important points presented on the same topic. (2.RI.9)
3) Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. a. Follow agreed‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). b. Build on others’ talk in conversations by linking their comments to the remarks of others. c. Ask for clarification and further explanation as needed about the topics and texts under discussion. (2.SL.1)
Objective(s):
Students will compare/contrast elements of a given story.
Students will complete a Venn diagram on compared/contrasted elements.
Materials:
Trade books:
Cow Can’t Sleep by Ken Baker
Pictures of items from the book that Cow gets confused.
A copy of a Venn Diagram for each student
Pencils
Lesson Description:
Tell the class that you are going to read them the book “Cows Can’t Sleep” by Ken Baker. Tell them that in the story, Cow gets confused and thinks that certain things are actually something else. (i.e. a sheep and a wool blanket.) Tell them that whenever Cow gets something confused they should hold up the pictures of the two confused items. Ask them to think about the things that are the same about the items and about how they are different. (i.e. a sheep’s wool is soft and so is a blanket, etc.)
Read the story to the children. As you read, observe to ensure that children comprehend by holding up the pictures of the confused items. Encourage participation.
Scenes/Confused items:
Ducks – feather mattress
Glass of water – Well
Sheep – Wool Blanket
After finishing the book, talk about how Cow confused some items in the book. Discuss why he might have done this (similarities.) Next ask how Cow could have told those things apart. (differences) Explain that when they are showing the similarities they are comparing and when they are telling the differences they are contrasting.
Have them choose one set of confused items from the book and fill out a Venn diagram to compare and contrast them.
Assessment:
Participation in class discussion and compare/contract activity
Venn diagram on confused items