Materials Required: Time Allotted: - Teaching Strategies



Title: Learning How to Compare and Contrast! Teacher: Katie TheurerSubject: Fourth GradeMaterials Required: Time Allotted: 40-45 minutes“Frogs at Risk”“Follow that Koala” Holidays Around the WorldCompare and Contrast WorksheetWhiteboardDry-Erase MarkerTissue to wipe whiteboardCommon Core: Informational Text 5. Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.Objective(s): The student will be able to describe the comparison between the information presented in a text. The students will be able to describe a comparison within a text at least ninety percent of the time. Purpose: Comprehension skills are essential for students to have so that they can understand what they are reading. Students will be practicing their comprehension skills, but using a comprehension tool; comparison. Time AllottedEssential Elements1 minuteAnticipatory Set: “What we are going to learn about is something that you do every single day!” Hold up the tootsie pop and the blow pop. Ask a couple of students which one they would rather have and then ask them why. Explain that what they just did was a comparison. They had to look at both suckers, compare what was similar about them, what was different, and then decide which one they wanted more. Say, “When you read you do these very same comparisons. Authors give you lots of information about different topics and to understand it all you, you have to find out what is the same and what is different.” Say, “Today we are going to learn how to compare the information we read in two different books”“I need you to do two things for me today. I need you to listen very closely as I read the stories and follow all of my directions. 1 minuteState Purpose and Objective of Lesson:“Today I want you to read two different informational texts and be able to describe the similarities and differences you see between the two texts.”“It is really important that you learn how to compare because it helps you comprehend a story better which will help you become much more knowledgeable about many different topics!”25 minutesInstructional Input Plan:ModelingIntroduce to children that what they did in the anticipatory set is called comparison. Say, “When you are comparing two things that means you are deciding what is alike and what is different about them. To become better readers we have to learn how to be able to do this when we read books. When you are reading, you will come across many different ideas. A lot of times in books they tell you about more than one idea and one of the best ways to make all of the information make sense, is to put it in a chart.” For this activity, model the correct way to make a comparison and show how to make a chart that compares the information found. Pass out the comparison chart to students and the articles to the students. Then put the chart that was passed out under the document camera. Then begin reading aloud the stories, “Frogs at Risk” and “Follow that Koala.” Once both short informational passages have been read, start back with the “Frogs at Risk” and talk about what facts were found that were similar with the Koala passage. Tell the students to be filling in the examples you give into their charts. Write on the chart that frogs and koalas are both having their homes destroyed. Then write on the chart a difference saying that there are more species of frogs than there are koalas. Once these examples have been shared and students have seen how to fill in the chart, the students will then be responsible for filling in the rest for the guided practice. Guided PracticeThe students will then need to work with their assigned partners that are listed on their desk folder, to work with to finish the comparison chart that was started as a class. (These assigned partners have been paired based on their academic level. A list was created ranking students from high to low, it was cut in half and then the high students were paired with the low students in the order they appeared on the list. Example, 1 was paired with 21.) Tell the students they must add at least five more similarities and five more differences in their chart. They will have ten minutes to do this.After ten minutes is up, tell them that they are going to meet with new partners. They need to find a partner who has a birthday in the same month as they do. (If there are any leftover, pair those students together by who you think would work well together.) They need to share what answers they have. If their partner has an answer they do not, have them show the partner where they found it and then they may add it to their list. By the end students must have at least two similarities and two differences explained by the students.Ask them by using their fingers to show how confident they are in comparing and contrasting. One meaning, “I got it,” two meaning, “I’m getting it,” and three meaning, “I need more help!”If it seems like the class still needs practice, go back to the article and do some more direct instruction with the modeling. If they all seem to understand pretty well, ask the students to put that worksheet in their desk folder. Independent Practice. For the independent practice pass out the Holidays Around the World and the comparison chart. Say, “I am going to give you a book called Holidays Around the World. You need to pick two different holidays that you find in the book and write down at least four similarities and four differences that you find.” Differentiation ConsiderationsFor students who struggle with writing, they can give the similarities and differences to me orally. For students who seem to really be grasping the idea, they can compare and contrast three different holidays for the assessment. Since I am looking for the ability to compare and contrast, the passage may be read aloud to the child who needs it and then he/she must fill in the comparison chart individually. 10-15 minutesAssessmentThe assessment is the same as the independent practice because this is a new topic so this assessment is only a formative assessment. Pass out the Holidays Around the World and the comparison chart. Say, “I am going to give you a book called Holidays Around the World. You need to pick two different holidays that you find in the book and write down at least four similarities and four differences that you find.”5 minutesClosureHave the students get out their whiteboards and markers. Explain to the students that when a question is asked, they need to write their answer down on the board. When I say, “go” they need to hold up their whiteboard. Why is learning to compare and contrast important?What is one thing you found about holidays that were similar?One way they were different?What is one new thing you have learned today?Rubric3- Got it!2- Getting It!1-Not Yet!List at least four similarities on the compare and contrast worksheet. Listed four or more similarities on the compare and contrast worksheetListed only two or three similarities on the compare and contrast worksheetListed less than two similarities on the compare and contrast worksheetList at least four differences on the compare and contrast worksheetListed four or more differences on the compare and contrast worksheetListed only two or three differences on the compare and contrast worksheetListed less than two differences on the compare and contrast worksheet ................
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