Lesson Plan
Grade Level/Subject: 5th/ Literacy Topic: Compare and Contrasting
Afghanistan
and Pakistan's Education
and Culture
Rationale: Students need to know
how to compare and contrast two or more settings, drawing on specific details
from the text, so they can better analyze and create meaning from what it is
that they have read. The skill of being
able to compare and contrast with the aid of specific details read from a text
will better help learners in furthering their reading comprehension skills.
Common Core/Essential Standards Reference: 5.RL.3 Reading: Literature
3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.
Behavioral Objective:
After reading two articles on either the culture or education in Afghanistan and Pakistan, students will accurately compare and contrast the specific details of the text with the aid of a Venn Diagram. Mastery of this lesson will be met with the student accurately writes down at least 3 facts in each circle of the diagram.
Prerequisite Knowledge and Skills:
Knowledge: how to create a Venn Diagram and what kinds of information it holds
Skills: to describe the overall structure of events, ideas, concepts, or information in a text or part of a text
Materials/Resources:
· "Three Cups of Tea: Education & Culture of Pakistan and Afghanistan"
www.libguides.unco.edu
· Afghanistan: Facts and Figures
http://teacher.scholastic.com/scholasticnews/indepth/afghanistan_kids/about/index.asp?article=grolier
· Reading Journals
· Construction Paper
· Markers
Content and Strategies
Focus/Review:
Teacher will show students a picture of where Afghanistan is located and where Pakistan is located, in relation to one another. Pose the following question to students:
· "Being that both Afghanistan and Pakistan are located right next to one another, do you think that the two countries share the same educational values and cultural beliefs?"
(No, the countries are managed by different governments/Yes, the countries are close to each other and share the same values)
The teacher will then show another slide, a map of North America. The teacher will ask students the following question:
· "Being that Mexico and the United States are right next to each other, do you think that Mexico and the United States have the same cultural and educational values?" (No, Mexico and the United States are far from alike/Yes, the United States shares similar beliefs and values as does Mexico and Canada."
Objective (as stated for students): Today we are going to learn how to compare and contrast two texts from the specific details we read. After we practice, you will be able to picks out specific details from each text and compare and contrast the information you have read. Good readers compare and contrast details from text because the information you have read from the text is then better organized.
Teacher Input:
Teacher will say to students, "When we read, we can pick out specific details in a text to compare and contrast to better understand the details of the text. When we find that specific details are alike and unalike, we can better understand what it is that we have read. We can use compare and contrasting models to help compare the specific details in two different texts. Teacher will model to students how to pick out specific details in a text, and compare and contrast the details with the aid of a Venn Diagram.
Teacher will read to student two excerpts from the two articles that student will soon be reading. "there are currently 3 types of schools in Afghanistan" (http://libguides.unco.edu/content.php?pid=45219&sid=334453)
Teacher will reference the first few paragraphs below in the Pakistan article and state to students, "I can see that there are four different types of education in Pakistan."
"According to Sajid Ali and Iffat Farah in Going to School in South Asia, types of schools include:
1. Government schools - Both students and teachers belong to low-income groups. Parents must pay a nominal fee along with the paying for a school uniform, books, and other learning materials. Urdu, the national language of Pakistan, is the language of instruction for most areas.
2. Private schools of 2 types: a) In large urban areas, most students and teachers are from upper and upper-middle income groups. Parents pay a high fee. English is the language of instruction, often following British curriculum. b) In both large urban and rural areas, parents pay a much lower fee. Though English is the language of the textbooks, most classroom interaction is in Urdu or a local language since both teachers and children have very low proficiency in English.
3. Community-based schools - Located in poor and rural communities formed by a collaboration of the local community with a non-government organization or international donor agency, parents pay a small tuition fee, along with the cost of their school uniform and books. Most are at the primary level and intended for girls using Urdu as the language of instruction.
4. Madressas - Most students and teachers belong to low-income groups. No fees are charged and they often provide residential facilities. Offer education from primary to post-graduate level. (pp.156-161)" (http://libguides.unco.edu/content.php?pid=45219&sid=334456)
Teacher will say to students, I read in one article that Afghanistan has three different forms of schooling, whereas from the other article, I read that Pakistan has four different kinds of schooling. This is different between the two countries. I will write down under the Pakistan circle of the Venn Diagram that it has four different kinds of schooling, and I will write down under the Afghanistan circle that it has three different kinds. I am aware now from the reading that both Afghanistan and Pakistan have different forms of education in their countries. This is a similarity between the two countries. Therefore, because the countries are similar in this way, I am going to write down in the middle circle that both countries have different forms of schooling." Teacher will explain to students that this is how you can pick out specific details from two different texts and seek out facts that are similiar and that are different. Teacher will state to students, "I have compared and contrasted specific facts from the two articles that I read in the Venn Diagram."
Guided Practice: Teacher will pass out to the students on one side of the classroom the articles on education and the other side of the classroom, the articles on culture. Each student will read the article provided to them independently. Teacher will then ask students to, working in groups of four (students sit at tables that are clustered into groups of four, these are their assigned groups), write down two facts that are similar between Pakistan and Afghanistan and then two facts that are different among the two countries. One person from each group will come to the front of the room to then share their four important facts.
Independent Practice: Students will independently create a diagram on a construction piece of paper that compares and contrasts the two different countries. The students will compare and contrast, either the education or culture (depending on what they were assigned) of both Afghanistan and Pakistan.
Closure: Teacher will ask the following questions:
1. What is a specific detail that you read about that makes the education between Afghanistan and Pakistan similar?
2. What is a specific detail that you read about that makes the culture between Afghanistan and Pakistan similar?
3. What is a specific detail that you read about that makes the education between Afghanistan and Pakistan different?
4. What is a specific detail that you read about that makes the culture between Afghanistan and Pakistan different?
Evaluation: Criteria for Evaluating Students' Products
Full Mastery- all of the three areas of the diagram hold accurate facts (at least 3 facts)
Partial Mastery- all of the three areas of the diagram hold accurate facts (at least 1 fact)
No Mastery (re-teaching needed)- There are no facts in the diagram, or the facts are inaccurate
With accordance to the chart below, if the student receives 6 or more points, they have achieved mastery for this lesson.
Mastery:
The student lists 3 accurate points in the similar circle of the diagram (3 Points)
The student lists 3 accurate points in the Afghanistan circle of the diagram (3 Points)
The student lists 3 accurate points in the Pakistan circle of the diagram (3 Points)
Partial Mastery:
The student lists 1-2 accurate points in the similar circle of the diagram (2 Points)
The student lists 1-2 accurate points in the Afghanistan circle of the diagram (2 Points)
The student lists 1-2 accurate points in the Pakistan circle of the diagram (2 Points)
Non-Mastery:
The student lists inaccurate points in the similar circle of the diagram (0 Points)
The student lists inaccurate points in the Afghanistan circle of the diagram (0 Points)
The student lists inaccurate points in the Pakistan circle of the diagram (0 Points)
Plans for Individual Differences:
Struggling Students: The written example of the comparing and contrasting that the teacher models during teacher input will be provided to students as an example.
LP Wkst 1.docx
ELLs: The written example of the comparing and contrasting that the teacher models during teacher input will be provided to students as an example, in their native language. Additionally, students will be provided with the articles to read not only in English, but also in their native language.
LP Wkst 1.docx
LP Wkst 1 ELL.docx
LP Translated Articles.docx
Advanced Students: Students will be challenged to write in their literacy journals an analysis of the specific details they put on the Venn Diagram in paragraph form.
References:
http://teacher.scholastic.com/scholasticnews/indepth/afghanistan_kids/about/index.asp?article=grolier
http://libguides.unco.edu/content.php?pid=45219&sid=334453
http://libguides.unco.edu/content.php?pid=45219&sid=334456
Common Core/Essential Standards Reference: 5.RL.3 Reading: Literature
3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text.
Behavioral Objective:
After reading two articles on either the culture or education in Afghanistan and Pakistan, students will accurately compare and contrast the specific details of the text with the aid of a Venn Diagram. Mastery of this lesson will be met with the student accurately writes down at least 3 facts in each circle of the diagram.
Prerequisite Knowledge and Skills:
Knowledge: how to create a Venn Diagram and what kinds of information it holds
Skills: to describe the overall structure of events, ideas, concepts, or information in a text or part of a text
Materials/Resources:
· "Three Cups of Tea: Education & Culture of Pakistan and Afghanistan"
www.libguides.unco.edu
· Afghanistan: Facts and Figures
http://teacher.scholastic.com/scholasticnews/indepth/afghanistan_kids/about/index.asp?article=grolier
· Reading Journals
· Construction Paper
· Markers
Content and Strategies
Focus/Review:
Teacher will show students a picture of where Afghanistan is located and where Pakistan is located, in relation to one another. Pose the following question to students:
· "Being that both Afghanistan and Pakistan are located right next to one another, do you think that the two countries share the same educational values and cultural beliefs?"
(No, the countries are managed by different governments/Yes, the countries are close to each other and share the same values)
The teacher will then show another slide, a map of North America. The teacher will ask students the following question:
· "Being that Mexico and the United States are right next to each other, do you think that Mexico and the United States have the same cultural and educational values?" (No, Mexico and the United States are far from alike/Yes, the United States shares similar beliefs and values as does Mexico and Canada."
Objective (as stated for students): Today we are going to learn how to compare and contrast two texts from the specific details we read. After we practice, you will be able to picks out specific details from each text and compare and contrast the information you have read. Good readers compare and contrast details from text because the information you have read from the text is then better organized.
Teacher Input:
Teacher will say to students, "When we read, we can pick out specific details in a text to compare and contrast to better understand the details of the text. When we find that specific details are alike and unalike, we can better understand what it is that we have read. We can use compare and contrasting models to help compare the specific details in two different texts. Teacher will model to students how to pick out specific details in a text, and compare and contrast the details with the aid of a Venn Diagram.
Teacher will read to student two excerpts from the two articles that student will soon be reading. "there are currently 3 types of schools in Afghanistan" (http://libguides.unco.edu/content.php?pid=45219&sid=334453)
Teacher will reference the first few paragraphs below in the Pakistan article and state to students, "I can see that there are four different types of education in Pakistan."
"According to Sajid Ali and Iffat Farah in Going to School in South Asia, types of schools include:
1. Government schools - Both students and teachers belong to low-income groups. Parents must pay a nominal fee along with the paying for a school uniform, books, and other learning materials. Urdu, the national language of Pakistan, is the language of instruction for most areas.
2. Private schools of 2 types: a) In large urban areas, most students and teachers are from upper and upper-middle income groups. Parents pay a high fee. English is the language of instruction, often following British curriculum. b) In both large urban and rural areas, parents pay a much lower fee. Though English is the language of the textbooks, most classroom interaction is in Urdu or a local language since both teachers and children have very low proficiency in English.
3. Community-based schools - Located in poor and rural communities formed by a collaboration of the local community with a non-government organization or international donor agency, parents pay a small tuition fee, along with the cost of their school uniform and books. Most are at the primary level and intended for girls using Urdu as the language of instruction.
4. Madressas - Most students and teachers belong to low-income groups. No fees are charged and they often provide residential facilities. Offer education from primary to post-graduate level. (pp.156-161)" (http://libguides.unco.edu/content.php?pid=45219&sid=334456)
Teacher will say to students, I read in one article that Afghanistan has three different forms of schooling, whereas from the other article, I read that Pakistan has four different kinds of schooling. This is different between the two countries. I will write down under the Pakistan circle of the Venn Diagram that it has four different kinds of schooling, and I will write down under the Afghanistan circle that it has three different kinds. I am aware now from the reading that both Afghanistan and Pakistan have different forms of education in their countries. This is a similarity between the two countries. Therefore, because the countries are similar in this way, I am going to write down in the middle circle that both countries have different forms of schooling." Teacher will explain to students that this is how you can pick out specific details from two different texts and seek out facts that are similiar and that are different. Teacher will state to students, "I have compared and contrasted specific facts from the two articles that I read in the Venn Diagram."
Guided Practice: Teacher will pass out to the students on one side of the classroom the articles on education and the other side of the classroom, the articles on culture. Each student will read the article provided to them independently. Teacher will then ask students to, working in groups of four (students sit at tables that are clustered into groups of four, these are their assigned groups), write down two facts that are similar between Pakistan and Afghanistan and then two facts that are different among the two countries. One person from each group will come to the front of the room to then share their four important facts.
Independent Practice: Students will independently create a diagram on a construction piece of paper that compares and contrasts the two different countries. The students will compare and contrast, either the education or culture (depending on what they were assigned) of both Afghanistan and Pakistan.
Closure: Teacher will ask the following questions:
1. What is a specific detail that you read about that makes the education between Afghanistan and Pakistan similar?
2. What is a specific detail that you read about that makes the culture between Afghanistan and Pakistan similar?
3. What is a specific detail that you read about that makes the education between Afghanistan and Pakistan different?
4. What is a specific detail that you read about that makes the culture between Afghanistan and Pakistan different?
Evaluation: Criteria for Evaluating Students' Products
Full Mastery- all of the three areas of the diagram hold accurate facts (at least 3 facts)
Partial Mastery- all of the three areas of the diagram hold accurate facts (at least 1 fact)
No Mastery (re-teaching needed)- There are no facts in the diagram, or the facts are inaccurate
With accordance to the chart below, if the student receives 6 or more points, they have achieved mastery for this lesson.
Mastery:
The student lists 3 accurate points in the similar circle of the diagram (3 Points)
The student lists 3 accurate points in the Afghanistan circle of the diagram (3 Points)
The student lists 3 accurate points in the Pakistan circle of the diagram (3 Points)
Partial Mastery:
The student lists 1-2 accurate points in the similar circle of the diagram (2 Points)
The student lists 1-2 accurate points in the Afghanistan circle of the diagram (2 Points)
The student lists 1-2 accurate points in the Pakistan circle of the diagram (2 Points)
Non-Mastery:
The student lists inaccurate points in the similar circle of the diagram (0 Points)
The student lists inaccurate points in the Afghanistan circle of the diagram (0 Points)
The student lists inaccurate points in the Pakistan circle of the diagram (0 Points)
Plans for Individual Differences:
Struggling Students: The written example of the comparing and contrasting that the teacher models during teacher input will be provided to students as an example.
LP Wkst 1.docx
ELLs: The written example of the comparing and contrasting that the teacher models during teacher input will be provided to students as an example, in their native language. Additionally, students will be provided with the articles to read not only in English, but also in their native language.
LP Wkst 1.docx
LP Wkst 1 ELL.docx
LP Translated Articles.docx
Advanced Students: Students will be challenged to write in their literacy journals an analysis of the specific details they put on the Venn Diagram in paragraph form.
References:
http://teacher.scholastic.com/scholasticnews/indepth/afghanistan_kids/about/index.asp?article=grolier
http://libguides.unco.edu/content.php?pid=45219&sid=334453
http://libguides.unco.edu/content.php?pid=45219&sid=334456