Central Focus Lesson Plan

1a. Central Focus of the segment (describe the Central Focus)

The central focus of the content I will teach in the learning lesson is for students to practice comparing and contrasting strategies of literacy elements using a Venn diagram. In the learning lesson I have planned, students practice comparing and contrasting animal groups by reading an informational text that includes groups of animals; for example, mammals, reptiles, birds, fish and amphibians. The purpose of the content that students learn across the lesson is to benefit their comprehension of essential literacy strategies, which have been identified based on Common Core State Standards. The key standards that are represented throughout the learning lesson involve literacy skills

To elicit a connection of literacy skills I have also incorporated standards CCSS.ELA-Literacy.RI.1.7 Use the illustrations and details in a text to describe its key ideas and CCSS.ELA-Literacy.RI.1.10 With prompting and support, read informational texts appropriately complex for grade 1. All of the chosen standards directly relate to the Central Focus, because students learn the required skills and content as a writer, which they will understand through clear connections they make between reading and writing in a Venn diagram. For example, in the lesson, students will complete a Venn diagram comparing and contrasting a bird and a mammal from the Journeys Common Core Anchor Text: Lesson 15 - Animal Groups by James Bruchac, which represents skills from the Common Core State Standards CCSS.ELA-Literacy.RI.1.3 and CCSS.ELA-Literacy.RI.1.7. In addition, prior to planning the lesson plan, I also identified skills that were appropriate to the grade-level readiness of my students, which I assessed, based on prior knowledge of their reading level. By thoughtfully planning the Central Focus with purposeful content, I am supporting my students in making comparing and contrast connections, which will help them, apply it to

Before beginning the learning lesson, students complete a verbal response regarding compare and contrast. Two volunteers are picked from the class, and they stand next to each other facing the class so everyone can see. Then I ask the class to offer examples of how they are the same. For example, Francis and Mayra have brown hair. After discussing similarities, I ask how they are different. For example, Francis has curly hair, and Mayra has straight hair. As the class is participating, I write my student's responses on the board. I then explain to my students that they just compared, or found similarities, and contrasted, or found differences. I then use two stuffed animals to reinforce their prior knowledge on compare and contrast. This assessment was also used to my knowledge to assess what they know about the Central Focus and Learning Objectives. To get their prior knowledge on what animals they knew about I start with, "All birds have wings, but not all birds fly. Some animals have legs and some do not. Fish live in water all the time. Other animals live on land. Animals are alike and different. What animals do you know about?" Based on the results from this pre-assessment, I am able to comprehend that my students need to be given a foundational overview of the five groups of animals before launching the learning lesson. The learning objectives, then address questions related