Name: Chelcy Wiley

School Site: Whitehead Elementary

Lesson Title/Subject: Stellaluna Lesson Plan

Grade: First
Content Standard(s):
CCSS.ELA-Literacy.RL.1.1 - Ask and answer questions about key details in a text
CCSS.ELA.Literacy.SL.1.1.A Follow agreed-upon rules for discussions (e.g., listening to others with care,
speaking one at a time about the topics and texts under discussion).
ELD Standard(s): 1.1B.5 - Demonstrate active listening to read alouds and oral presentations by asking
and answering yes-no and wh- questions with oral sentence frames and substantial prompting and support.

List Measurable Objectives in this column.

Note: The objectives will match the standards.
Content Objective:

BTEOTL, SWBAT (A) compare (B/DOK 2) at least two (D)

things that are similar about bats and birds and two things
that are different (C) by using a Venn Diagram.

Social Skill Objective:

SWBAT listen attentively in order to spot differences and similarities
used in the book.

Describe Assessment Tool and Criteria

How will you CFU?
I will collect the individualized Venn diagrams and
check that each student has at least two similarities and
differences. If they do not then I will give them more
time later in the day to finish it. I will check that the
similarities and differences are in the correct parts of
the Venn diagram as well.
What and how will you assess the social skill during
collaboration?
During the read aloud I will be asking questions
throughout to check for listening and CFU.

How will you teach the social skill? Will you use a looks like/sounds
like/feels like chart, a book, modeling, etc.?
I will demonstrate listening attentively and thinking about the different
things I hear.
Brick Words:
Similarities and differences
Which language demand(s) will you need to teach in order to achieve
the content objective? (Write them/it out.)
I will need to reintroduce the words similar and different as well as what a
Venn diagram is.
Language Objective(s) (language demands):
SWBAT (A) retell (B/DOK2) at least two (D) things that are the
same and two things that are different about bats and birds (C) by
using the sentences frames ___ and ___ are the same. Both

How will you CFU?

After the students think/pair/share I will use equity
spoons (spoons with students names to pick at random)
for students to explain what the words mean before we
begin the lesson and after my initial explanation in
order to CFU.
What and how will you assess during independent
learning?
I will walk around looking at their Venn diagrams to
make sure they are putting similarities and differences
in the correct spot on the Venn Diagram.

______. _______ and ______ are different. _____ is

_____ but _____ is _____
Ex: Bats and birds are the same. Both have wings. Bats and birds are
different. Fruit bats eat fruit but birds eat worms.
Multicultural/Social Justice:

How will you CFU?

What and how will you assess during collaboration?
What and how will you assess during independent

learning?

Cohesiveness/Continuity: During the previous week students were participating in readings of nonfiction
bat books. They created their own fact books and colored bats. Today they will have an opportunity to use
the facts they have previously learned to state the similarities and differences between bats and birds.
Materials:
Sentence Frames
Chart paper with Venn Diagram written on it
Story Stellaluna
Previously written CCD chart with unfamiliar words and definitions from the story
21 copies of Venn Diagram with a bat and bird on it
Bat garland

Lesson Implementation
Focus Lesson
Today we are going to read the story Stellaluna and use a Venn diagram to help show the differences
between bats and birds.

Hook: Have bat garland hanging on the white board along with the book Stellaluna and a large chart
paper with a Venn diagram (Includes a drawing of a bat and a drawing of a bird)

Objectives are stated in student friendly language: I will listen to the story of Stellaluna and tell 2 things
that are different about bats and birds and 2 things that are the same.
Clear explanation of purpose and relevance: This lesson allows students to retell facts about bats and
birds. Students will be reintroduced to Venn diagrams and use a Venn diagram to help explain the
differences between birds and bats as well as some similarities. This lesson demonstrates fiction and
nonfiction writing.

Building Background
o Links explicitly made between past learning and new concepts: During the previous week,
students were introduced to nonfiction books about bats where they learned new facts about
bats. They did many activities in which the discussed and wrote about bats. Students will
Think/pair/share about things they know or remember learning about bats. The reason for
choosing Stellaluna as the read aloud is to introduce a fictional story about bats that still
highlights information about them and continues their understanding of bats.
o Concepts explicitly linked to students background experiences: Students have been interested in
activities involving bats. Students will discuss the similarities and differences between birds and
bats using previous experience.
o Key vocabulary emphasized (e.g. introduced, written, repeated, and highlighted for students to
see): Key Vocabulary from the story will be introduced the previous day. The vocabulary
include Sultry, clutched, heavy scent, dodging, shrieking, limp, leafy tangle of branches, downy,
startling, clambered, could bear it no longer, break your necks, obey, gracefully, embarrassing,
clumsy, anxious, peculiar, murmured, escaped. Some words will be explicitly defined while
others will be read in the story with a quick side note

Modeling of the new learning (think aloud and/or demonstration)

What strategy will you use to model? Will you use think aloud, demonstration, pictures, or any other
technique of the visual nature? Please write which strategy you will be using: Demonstration and Think
aloud
Input: Review what we know about bats and birds (Think/pair/share)
Input and Model: demonstrate what the think/pair/share should look like using complete sentences (I
remember that bats are nocturnal).
Input: While I read the story students should be listening attentively because I will be asking questions
throughout the story.
Input and model: Read the story and give side notes on words that were not discussed the previous day
that are quick to define.
CFU: I will ask questions throughout the read aloud
Input: Reintroduce Venn diagrams to the students
Input: Show them the Venn diagram
Input and model: Point to each part of the Venn diagram to explain what each part represents
Input and model: Give them an example of things that are the same and things that are different.
Input: show them the sentence frames
Input and model: Use the sentence frames to model the differences and similarities of bats and birds.
___ and ___ are the same. Both ______. _______ and ______ are different. _____ is _____ but _____
is _____ I will provide the first example to the students.

Guided Instruction
Input: Remember our facts about bats?
Input: Think/pair/share what you know/remember about bats and birds
CFU: use equity spoons to pick students to give me some facts about bats that they remember or facts about
birds that they know
Input: read the story and ask questions throughout:
1. What kind of bat is Stellaluna? (Fruit bat)
2. What do you think is going to happen to Stellaluna?
3. Why didnt Stellaluna want to eat the crawly things (like the grasshopper) that mama bird was
feeding the baby birds?
4. Why was Stellaluna embarrassed?
5. Why did the baby birds need to go back home when it became dark?
6. How do birds/bats hang on branches differently?
7. How do you think Stellaluna and her mom felt when they found each other?
8. What do you think they mean by quite a mystery?
Input: Reintroduce Venn diagrams, the vocabulary that goes along with them and the sentence frames that
we will use.
Input and CFU: Fill out Venn diagram as a group using sentence frames given

Explicit Teaching of Social Skill and Activity

Collaboration
Students will have a chance to Think/Pair/Share about what facts they remember about bats.

Student Reflection
Social:

How did you use your listening skills?

Did those listening skills help you to answer my questions?

Independent Learning
Students will complete the worksheet with a Venn diagram silently and on their own. They can use ideas
from our big Venn diagram that we completed as a whole class. They must have two similarities and two
differences. If they finish early they may color the pictures of the bird and the bat. If they do not finish then
we can make time during writing to finish the Venn diagram. (See attached worksheet)

Student Reflection
Content:
What did we learn about similarities between bats and birds?
What did we learn about differences between bats and birds?
How did we use listening skills?