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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