ALEX Lesson Plan


Going Batty

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  This lesson provided by:  
Author:Ashley McDaniel
System: College/University
School: University of North Alabama
  General Lesson Information  
Lesson Plan ID: 33413


Going Batty


In this lesson, students will learn characteristics of bats. The students will be able to see that different texts can present points in different ways. The introduction to the lesson will begin with a video clip of bats. They will listen to two stories one fiction and the other nonfiction. They will listen to learn characteristics of bats from both stories. Students will turn and talk with a partner after each book to discuss characteristics they learned about bats. Once they have heard both stories they will complete a Venn Diagram comparing and contrasting the two books. Students will use Edmodo as a means to publish their writing and share with their classmates. They will have the chance to read other students' posts and reply back with meaningful text connections.This lesson would work well around Halloween.

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 2
18 ) Compare and contrast the most important points presented by two texts on the same topic. [RI.2.9]

Local/National Standards:


Primary Learning Objective(s):

  1. Students will use both fiction and nonfiction texts and a video to gather information about bats.
  2. Students will discover the patterns and relationships among a variety of texts.
  3. Students will complete a Venn Diagram.
  4. Students will write a comparing and contrasting response to their reading on Edmodo.
  5. Students will reply to a classmate's post using text connections.

Additional Learning Objective(s):

 Preparation Information 

Total Duration:

91 to 120 Minutes

Materials and Resources:

Stellaluna by Janell Cannon

Bats by Gail Gibbons

Notebook paper or journal

Venn Diagram

Technology Resources Needed:


Students should be familiar with a Venn Diagram.

Students should be instructed on the use of Edmodo and accounts should be created.


1. Tell students they are going to go batty today. Tell students they will first watch a nonfiction video on bats to learn more about them. Tell them to listen for characteristics of bats they didn't know before the video. Show the nonfiction video.

2. Before reading tell students their reading purpose is to gather information about bats. Read aloud Stellaluna by Janell Cannon to the class. This book can be projected for students to choral read. Explain that the book is fiction or a 'made up' story.  Explain that we can often learn factual information by reading a fiction book. Explain that fiction books can have things that aren't factual, but they can also have some factual information as well.

3. Have students turn and talk with a partner about information they heard that they know could be true because it was in the nonfiction video. Have students fold a sheet of paper in half and write Stellaluna on one side and Bats on the other. Have them write the information they gained under Stellaluna.

4. Explain to students that they are now going to listen to a nonfiction book or informational book about bats. Remind students their reading purpose is gather characteristics of bats. Read aloud Bats by Gail Gibbons to the class. Have students turn and discuss with a partner information they gained about bats from this book. Then have the students write down the information under Bats.

5. Allow students to turn and talk with a partner and discuss what was the same about both books and what was different. Students will use a Venn Diagram to compare and contrast the two books read aloud. They may refer back to their folded paper.  Student can use the Interactive Venn Diagram tool from ReadWriteThink available at

6. Students will transfer their Venn Diagram information to a written response on Edmodo. Remind students they should write in complete sentences telling at least 3 details that are different between the two books and at least 3 that are the same. Remind students to think about characteristics of bats as they do this task and go back to the text as needed to see how bats are depicted.

7. After students have written their post, they will read other students' posts and find one thing they didn't have in their post or something they found interesting and respond to their post accordingly using complete sentences.


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Assessment Strategies

An ongoing assessment will be conducted through teacher observation:

  • Are students able to discuss characteristics of bats?
  • Are students able to record new information on the Venn Diagram?

  • Do students understand the differences between fiction and nonfiction texts? Can they explain how they both can be used for learning?

  • Are students able to transfer their Venn Diagram information to paragraph form?

Students will be assessed on comparing the two texts using the Edmodo rubric in the attachment section.



Students will create their own fictional story about bats.


Peer tutoring will be incorporated as students turn and talk with a partner.

A small group can be compiled and guided during the Venn Diagram activity.


View the Special Education resources for instructional guidance in providing modifications and adaptations for students with significant cognitive disabilities who qualify for the Alabama Alternate Assessment.