Lauren Sheridan Observation

February 15, 2017

Reading (Story works, Jr.)
Paired Texts: The History of Minecraft and The Lego Story
Overview
Students will engage in Reading Workshop using their Story works, Jr. Magazines. They will be reading paired
texts, but on their own level. Students will be assessed on their ability to read the text for meaning and have the
ability to compare and contrast Minecraft from Legos. This skill of comparing and contrasting can be applied to
any nonfiction texts.

Lesson Objective
Students will be able to compare and contrast the content within on-level paired texts, using evidence from both
articles.

Focus Questions
What information is needed to compare and contrast nonfiction text?
How are these stories behind Minecraft and LEGO bricks similar?
How are they different?
Use details in the articles to support your answers.

Common Core Learning Standards

CCSS.ELA-LITERACY.RI.3.9: Compare and contrast the most important points and key details presented in
two texts on the same topic.
Sub-objectives:
CCSS.ELA-LITERACY.RI.3.7: Use information gained from illustrations (e.g., maps, photographs)
and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key
events occur).
CCSS.ELA-LITERACY.RI.3.5: Use text features and search tools (e.g., key words, sidebars,
hyperlinks) to locate information relevant to a given topic efficiently.
CCSS.ELA-LITERACY.RI.3.2: Determine the main idea of a text; recount the key details and explain
how they support the main idea.

Instructional Activities
Engagement: Students will join the teachers on the front carpet for a Smart notebook introduction,
which will review the concept of comparing and contrastingwhat it sounds like, what it looks like,
information needed, and the purpose. Then, the students will review topic-specific vocabulary and some
of their background knowledge about these topics. This engagement will be student-driven and
interactive.

Technology-Based Independent Reading: Students will use their chrome books to read the paired texts
that way they can access different levels based on their appropriate reading level. They will first read,
The History of Minecraft followed by The Lego Story.
(The teachers will circulate the classroom and confer with students as they read)
 Lauren Sheridan Observation
February 15, 2017

Group Work Reading Responses: At the completion of reading, students will complete a differentiated
reading response and set of questions, comparing and contrasting Minecraft from Legos. They will be
placed into homogeneous groups to complete these responses. Ultimately, these sets of questions will
lead students to have a deep understanding of how Minecraft and Legos are both similar and different.
These activities will be used to scaffold students ability to compare and contrast.
(The teachers will circulate the classroom and confer with small groups)

Venn Diagram: Once all groups have read the paired texts and completed their reading responses, they
will all be responsible for contributing at least two similarities and two differences to the class. The
teacher will post the shared responses on the Venn diagram on the Smartboard, while students will have
their own version to copy down the notes on.

Differentiation
Reading Level: Students will be assigned paired texts at an appropriate reading level.
Reading Response: Students will complete question sets, ranging in complexity. These activities are
differentiated based on students ability.

Academic Intervention/ Enrichment

Academic Intervention: For students who have trouble reaching the objective, they will be a part of a follow-up
re-teach lesson the following day, focusing on what it means to compare and contrast. They will reread for
clarification and engage in deeper discussion.

Academic Enrichment: For students who easily meet the objective, they will be asked to write a short essay on
this topic. It must include an introduction, a paragraph about how they are similar, a paragraph about how they
are different, and a conclusion.

Assessment
Students will be assessed throughout the reading lesson.
During the engagement, the teacher will be able to assess students ability to identify the text structure of
comparing and contrasting.
All students are required to complete a differentiated reading response, but will be assessed on the same
objective: comparing and contrasting these paired texts.
Throughout the reading of paired texts and the completion of their reading response, the teacher will
confer with students and assess their comprehension and their ability to refer explicitly to the text for
support/evidence.