ACQUISITION LESSON PLAN for



|ACQUISITION LESSON PLAN for |

|Comparing and Contrasting |

|Gr. 5 |

|Essential Questions: |

|Why do we compare and contrast? |

|What are the three main types of compare and contrast paragraphs? |

|Accelerating/Previewing: (Key Vocabulary) |

|compare – contrast – evaluate -- similarities –- balance –- conclusion – transition |

|Provide students with the Compare and Contrast GO and preview the format. |

|Activating Strategies: |

|Introduce compare and contrast with a concrete example (if this has not already been done). |

|Activate interest by distributing the compare and contrast Important Points page. Ask students to talk with a partner to predict possible answers for |

|questions #1-#4. |

|Teaching Strategies |

|Direct Teaching 1: |

|Present Compare and Contrast PowerPoint slides 1-15 teach these major points: |

|We compare and contrast to explain and to evaluate. |

|We compare and contrast items that are similar. |

|Compare means to tell how things are similar. Contrast means to tell how things are different. |

|We compare and contrast every day in order to make decisions. |

|Graphic Organizers help us to compare and contrast. |

|When writing a compare and contrast paper, we should think about supporting details, balance, organization, and transitions. |

|It is important to give equal time to each item being compared. |

| |

|Distributed Guided Practice 1: |

|Prompt: Ask students to complete #1-#4 on the Important Points page with a partner. Discuss answers in class. |

|Direct Teaching 2: |

|Present Slides 16-17 to explain the structure of Whole-to-Whole writing. |

|Ask students to read passages 1 and 2. Immediately demonstrate how the GO would be filled out using slide 18. You may want students to complete their GO |

|as you demonstrate. |

|Then, show how a paragraph can easily be created from the GO by viewing slide 19. You may want students to practice by orally creating a paragraph from the|

|graphic organizer (slide 18). |

| |

| |

|Distributed Guided Practice 2: |

|1. Prompt: Ask students to complete the first box on #5 on the Important Points page by writing “Whole-to-Whole” on the line and drawing a simple |

|progression of the steps of whole to whole in the box. |

|2. Present slide 20 and ask students to read passages 3 and 4. When finished reading, students should work with a partner to fill in a GO to compare Pam |

|and Jordan. Ask students to share what they have written as similarities and differences. Then, show the teacher’s sample on slide 21. Be sure to stress |

|that it is okay if students have something different on their GO as long as it is accurate information and it makes sense. |

|3. Ask students to try an oral/written Whole-to-whole paragraph using the GO as a guide. Show the sample on slide 22. |

|Direct Teaching 3: |

|Present slide 23 to explain the structure of Similarities and Differences writing. |

|Ask students to read passages 5 and 6. Immediately demonstrate how the GO would be filled out using slide 24. You may want students to complete their GO |

|as you demonstrate. |

|Then, show how a paragraph can easily be created from the GO by viewing slide 25. You may want students to practice by orally creating a paragraph from the|

|graphic organizer (slide 24). |

| |

|Distributed Guided Practice 3: |

|1. Prompt: Ask students to complete the second box on #5 on the Important Points page by writing “Similarities and Differences” on the line and drawing a |

|simple progression of the steps in the box. |

|2. Present slide 26 and ask students to read passages 7 and 8. When finished reading, students should work with a partner to fill in a GO to compare the |

|stories of King Midas and Erik. Ask students to share what they have written as similarities and differences. Then, show the teacher’s sample on slide 27.|

|Be sure to stress that it is okay if students have something different on their GO as long as it is accurate information and it makes sense. |

|3. Ask students to try an oral/written Similarities and Differences paragraph using the GO as a guide. |

|Direct Teaching 4: |

|Present slide 28 to explain the structure of Point by Point writing. |

|Ask students to read passages 9 and 10. Immediately demonstrate how the GO would be filled out using slide 29. When you *click* you will see a “problem” |

|graphic slide up. Ask students what is wrong with the GO on slide 29 (it is not balanced – there is not enough information about the first story). *Click*|

|again to see the balance scale fade in. Then show slide 30 to see how a well-balanced chart would look. This GO is a little different because each point |

|is defined (i.e. characters, setting, etc.) The categories can be written between the two differences columns. |

|Then, show how a paragraph can easily be created from the GO by viewing slide 31. You may want students to practice by orally creating a paragraph from the|

|graphic organizer (slide 30). |

| |

|Distributed Guided Practice 4: |

|1. Prompt: Ask students to complete the third box on #5 on the Important Points page by writing “Point by Point” on the line and drawing a simple |

|progression of the steps in the box. |

|2. Present slide 32 and ask students to read passages 11 and 12. When finished reading, students should work with a partner to fill in a GO to compare the|

|two stories. Ask students to share what points they chose to include on the GO. Then, show the teacher’s sample on slide 33. Be sure to stress that it is|

|okay if students have something different on their GO as long as it is accurate information and it makes sense. |

|3. Ask students to try an oral/written Point by Point paragraph using the GO as a guide. |

|Transition Words: |

|Present slides 34-37 to go over different transition words for comparing and contrasting. Ask students to complete #6 on their Important Points sheet |

|during this time. |

|Summarizing Strategy |

|Ask students to answer the LEQs in a short paragraph. For higher order thinking, ask students which organizational structure they like better and why. |

|Materials – (all materials are posted on the website) |

|Compare and Contrast PowerPoint, Important Points paper, Compare and Contrast Passages, Compare and Contrast GO, computer, LCD projector |

|Teacher will follow up this lesson by continuing to use the GO to compare and contrast characters, passages, and everything and anything that is related to |

|the content of instruction. |

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