Compare and Contrast



Compare and Contrast

(A Learning Focused Unit)

Third Grade

By: Cheryl Brinkley

Content Map: Compare and Contrast

|Key Learning(s) Understanding compare and contrast improves reading comprehension skills. It is necessary for students to be able to find |

|similarities and differences in text. |

|Unit Essential Question(s): How do I use compare and contrast to better understand what I read and write? |

| |

Concepts:

|Signal Words |Identify compare and contrast |Identify compare and contrast |Identify compare and contrast |

| | | | |

Lesson Essential Questions:

|What are the signal words for |How do I compare and contrast |How do I compare and contrast two |How do I compare and contrast the |

|compare and contrast? |pictures? |stories? |elements in a story? |

| | | | |

| | | | |

| | | | |

Vocabulary:

|Alike, different, compare, | | |Tender, brittle, embraced, dusk, |

|contrast, same,etc. | | |latch, cunning, delighted |

| | | | |

| | | | |

Content Map: Compare and Contrast

|Key Learning(s) Understanding compare and contrast improves reading comprehension skills. It is necessary for students to be able to find |

|similarities and differences in text. |

|Unit Essential Question(s): How do I use compare and contrast to better understand what I read and write? |

| |

Concepts:

|Identify Compare and Contrast |Identify compare and contrast |Identify compare and contrast in |Writing about compare and contrast |

| | |informational text | |

Lesson Essential Questions:

|How do I compare and contrast the |How do I compare and contrast items|How do I compare and contrast |How does knowing how to compare and|

|elements in a story? |to decide which is the better deal?|informational text? |contrast make me a better reader |

| | | |and writer? |

| | | | |

| | | | |

Vocabulary:

|Tender, brittle, embraced, dusk, | |Cell, cytoplasm, cell wall, nucleus| |

|latch, cunning, delighted | | | |

| | | | |

GEORGIA PERFORMANCE STANDARDS:

ELA3W1

d. Uses organizational patterns for conveying information (e.g., chronological order, cause and effect, similarity and difference, questions and answers).

QCC’S

S.3.13

Identifies the cell as an important unit of structure in living things. Observe actual cells, cell models, diagrams of cells, and groups of cells.

UNIT EXPECTATIONS

|Know |Understand |Do |

|How to identify likenesses and differences. |Understanding that comparing and contrasting |Compare and contrast two objects and write a |

| |elements in a story and informational text |paragraph explaining the likenesses and |

| |leads to better comprehension. |differences. |

Culminating Activity: The Writing Process

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|Essential Question of the Culminating Activity: |

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|How does knowing how to compare and contrast make me a better reader and writer? |

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|Paragraph Description of Culminating Activity: |

|The students will decide on two items at school they would like to compare and contrast. It can be anything; two vehicles, two |

|teachers, two classrooms, etc. They will use the digital camera and take a picture of each item. Then, they will print the picture,|

|cut it out, and glue it on the top of large construction paper with a Venn diagram on it. Each picture should represent one side. |

|They will then fill in the Venn diagram, comparing and contrasting the items. After they complete this, they will write a compare |

|and contrast paragraph about the two items. |

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| |

| |

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|Steps for Completing the Culminating Activity: |

|Students will decide what two items they would like to use to compare and contrast. |

|The students will take a digital picture of each item. |

|The pictures will need to be glued on construction paper, at the top of a Venn diagram. |

|The students will complete the Venn diagram with the similarities and differences of the two items. |

|They will use this graphic organizer to write a paragraph comparing and contrasting the two items. |

| |

|Resources: Digital camera, construction paper. |

|Excellent |Good |Needs Improvement |

|Venn diagram had 6 similarities and |Venn diagram had 4 similarities and |Venn diagram had 2 similarities and differences. |

|differences. |differences. | |

Name _____________________________

Compare & Contrast Question Stem Test

The Trail Ride

Anna is going on a trail ride. She will ride fifty miles on horseback. The weather will be cold, and it might rain. Anna has two horses, Sugar and Ringer. Anna is sure that both horses are in good shape. However, she wants to choose the better one for the trail ride.

Sugar is a tall white horse. She is always eager to obey Anna’s commands, but she likes to run fast. Sometimes it is hard for Anna to make Sugar walk slowly. Sugar doesn’t like to walk in mud.

Ringer is a tall brown horse. He is sturdy, patient, and sometimes stubborn. He is more comfortable to ride than Sugar. He can walk all day without getting tired, and he likes to run. He does not like to be around other horses.

1. How are Sugar and Ringer alike? 2. How is Ringer unlike Sugar?

a. They are both white. a. Ringer is more comfortable.

b. They like other horses. b. Ringer belongs to Anna.

c. They are stubborn. c. Ringer gets tired easily.

d. They are in good shape. d. Ringer likes to walk in rain.

3. Both horses like to ______. 4. If it rains on the trail ride, Ringer

will be better than Sugar because

a. go on trail rides Sugar does not like to

b. walk slowly a. be cold

c. run fast b. get tired

d. disobey c. be patient

d. walk in mud

5. Sugar and Ringer are both _____. 6. This passage is an example of

a. white a. a poem

b. brown b. a story

c. short c. a recipe

d. tall d. a letter

7. How is Sugar different from Ringer? 8. Why do you think the author wrote

this story?

a. Sugar is in good shape. a. to tell you about Anna

b. Sugar likes to run. b. to tell you about Sugar & Ringer

c. Sugar obeys commands. c. to tell you about feeding horses

d. Sugar is a horse. d. to tell you about caring for horses

9. The signal words for comparing and contrasting are …

a. mostly about, sums up, another title

b. first, next, then, last

c. alike, different, similar, same

d. cause, effect, because, as a result

10. Complete the graphic organizer below.

a. Both horses like to walk in mud.

b. Both horses can run all day without getting tired.

c. Both horses like to be around other horses.

d. Both horses like to run.

Answer Key:

1- d

2- a

3- c

4- d

5- d

6- b

7- c

8- b

9- c

10- d

Launch Activity

Use a familiar trade book such as The Tortoise and the Hare.

Build a Compare and contrast word map with the students. Provide other examples for compare and contrast.

Walk through the content map.

Compare & Contrast Word Map

What is it? What is it like?

What are some examples?

Teacher Directed Lesson 1 Author’s Purpose: Inform

Title: Signal Words Genre: Various Signal Words

Comprehension Strategy: Compare and Contrast

Essential Question (GPS): ELA3W1d

|What are the signal words for compare and contrast? |

Activating Strategies: (Learners Mentally Active)

|Put signal words for compare and contrast under some desks for Hot Seat. Have one at each group. Let the group see if they can think about |

|what reading skill we are going to be talking about for the next two weeks. Discuss compare and contrast and talk about the signal words. |

Cognitive Teacher Strategy:

| |

|(Key Vocabulary) |

|compare, contrast, similar, difference |

| |

|Teaching Strategies: |

|Explain that compare and contrast is another important skill we need to learn so that we are good readers. |

|Create compare/contrast word splash with signal words. |

|Discuss with partner what your favorite signal word is. |

|Create compare/contrast word map and have them fill theirs in. |

|Compare/contrast a hamburger with a hotdog. Complete Venn diagram on chart paper, students can fill in a Venn diagram as well. Discuss the |

|two items using signal words. |

Summarizing Strategies: Learners Summarize and Answer EQ

|Give each pair two words on index cards (apple/orange, dog/cat, beach, mountains) Let students complete a Venn diagram comparing/contrasting |

|the two. |

| |

| |

Resources

|-Hot Seat notes |

|-Index cards |

|-Venn diagrams for each student |

| |

Compare and Contrast Signal Words

Compare Contrast alike like different same

Difference similar however although more

Most as well as on the other hand

Signal Word Display

Compare and contrast tells how things are alike

and how they are different.

As well as

similar

alike

different although

Teacher Directed Lesson 2 Author’s Purpose: Entertain

Title: Various Pictures Genre: Various Genres

Comprehension Strategy: Compare and Contrast

Essential Question (GPS): ELA3W1d

|How do I compare and contrast pictures? |

Activating Strategies: (Learners Mentally Active)

|Show students a picture of you when you were young and a picture of you now. Compare and contrast the two pictures using a Venn diagram on |

|chart paper. |

Cognitive Teacher Strategy:

| |

|Teaching Strategies: |

| |

|Explain that there are many things that can be compared and contrasted. Pictures are just one of them. Today we are going to compare contrast|

|pictures. Pass out pictures in groups. Each group will get two pictures.( Two women, two men, two dogs, two flowers, etc.) |

|Let them work in groups to compare/contrast their two pictures. Complete Venn diagram. |

| |

|Graphic Organizer: Venn Diagram |

Summarizing Strategies: Learners Summarize and Answer EQ

| |

|Dear______, Students will write a letter explaining what they did in class today. |

Resources

|-Pictures of 2 different things (a set for each group), |

|-Venn diagram |

|-Pictures of you when you were younger and present day pictures |

| |

Teacher Directed Lesson 3 Author’s Purpose: Entertain

Title: Three Little Pigs Genre: Fiction

Comprehension Strategy: Compare & Contrast

Essential Question (GPS): ELA3W1d

|How do I compare and contrast two stories? |

Activating Strategies: (Learners Mentally Active)

|Beach ball toss, using signal words. Toss a beach ball to a student asking him to tell you a signal word for compare and contrast. Repeat |

|this with several students. |

| |

Cognitive Teacher Strategy:

|Teaching Strategies: |

|Ask if anyone has ever heard of the story The Three Little Pigs? Ask who the characters were? What happened? What were the houses made of? |

|Discuss the genre and author’s purpose. |

|“Today we are going to read a story that is a little different. As I read I want you to think about what is the same and different with this |

|story and the story of the Three Little Pigs.” |

|Read the title of The Three Little Wolves and the Big Bad Pig, ask how it is the same/different from the title of the 3 Little Pigs. As the |

|story is read, ask questions predicting what will happen next, especially how the pig will knock each house down. |

|Draw a Venn diagram on chart paper, label “The Three Little Pigs,” “Both,” and “The Three Wolves and The Big Bad Pig.” Pass out Venn to each |

|student. Let them label. |

|Fill in one answer in each part of the circle on the chart paper together. Let them complete independently. |

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|After Reading: |

|Questions: (3 skill + 1 review + 1 inference) |

|How are the two stories alike? |

|How are the two stories different? |

|How are the endings different? |

|What happened first in both stories? |

|Which story did you like best? Why? |

| |

|Graphic Organizer: Venn diagram |

Summarizing Strategies: Learners Summarize and Answer EQ

| |

|Share graphic organizers |

Resources

|Venn diagram, The Three Little Pigs, The Three Wolves and The Big Bad Pig. |

| |

Teacher Directed Lesson 4 Author’s Purpose: Entertain

Title: Lon Po Po Genre: Folktale

Comprehension Strategy: Compare and Contrast

Essential Question (GPS): ELA3W1d

|How do I compare and contrast the elements in a story? |

Activating Strategies: (Learners Mentally Active)

|“Match and Compare” (In Reading Comprehension Learning Focus Book Page 11 in Compare and Contrast) After they find their match, tell one way |

|they are alike and one they are different. |

| |

Cognitive Teacher Strategy:

| |

|Pre-Reading: (picture walk, book introduction, prior knowledge, review) |

| |

|Picture walk, frayer model with a couple of words. |

| |

|Vocabulary: Tender, brittle, embraced, dusk, latch, cunning, delighted |

| |

|During Reading: (shared, paired, or independent) |

|Shared reading of Lon Po Po. Discuss genre and author’s purpose. |

| |

|After Reading Questions: |

|How is Shang different from her sisters? |

|How are they alike? |

|Compare the way the wolf acts in the beginning to the way he acts at the end. |

|How would you describe Shang? |

|Do you think the children let go of the basket by accident or on purpose? |

Summarizing Strategies: Learners Summarize and Answer EQ

|3-2-1 |

|Write 3 signal words |

|Write 2 things we have done this week that you liked. |

|Write 1 question you have about compare and contrast. |

Resources

|Lon Po Po, |

| |

Teacher Directed Lesson 5 Author’s Purpose: Entertain

Title: Lon Po Po Genre: Folktale

Comprehension Strategy: Compare and Contrast

Essential Question (GPS): ELA3W1d

|How do I compare and contrast the elements in a story? |

Activating Strategies: (Learners Mentally Active)

| Have a Venn diagram on chart paper. Compare and contrast two children. Ones tell twos what we do when we compare. Twos tell ones what we do |

|when we contrast two things. |

Cognitive Teacher Strategy:

|Pre Reading: |

| |

|“Today we are going to compare and contrast Lon Po Po with Little Red Riding Hood. “ |

|“Why do you think I chose to use Little Red Riding Hood? ‘ |

|(the stories are the same, one is the Chinese version and one is the American version.) |

|Explain that when we are able to compare and contrast elements in a story it helps us to better understand what we are reading. Sometimes we |

|compare and contrast characters in a story and sometimes we compare and contrast the characters in a story with our family or friends. We |

|may compare and contrast the characters feelings at the beginning of the story to their feelings at the end of the story. |

| |

|During Reading: |

|Shared reading of Little Red Riding Hood. Discuss genre and author’s purpose. |

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|After Reading: |

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|“Now, I want you to get out your books and turn to page 96. |

|Yesterday we read Lon Po Po.” Have someone summarize it. “Today for independent practice I want you to compare and contrast the two stories.|

|Give me at least three ways the stories are alike and three ways they are different. You can use your books if you need to.” Pass out Venn |

|Diagram. |

| |

|After Reading: |

|Questions: (3 skill + 1 review + 1 inference) |

|How are Shang and Little Red Riding Hood alike? |

|How are the two settings alike? |

|How are the wolves different in both stories? |

|What is another title for Lon Po Po? |

|Which story do you like the best? |

| |

|Graphic Organizer: Venn Diagram |

Summarizing Strategies: Learners Summarize and Answer EQ

| “Today to summarize what we have learned, I want you to work with the person next to you to compare and contrast each other.” |

|Students will orally tell one way they are alike and one way they are different. |

Resources

|Little Red Riding Hood, Lon Po Po, Venn Diagram |

Extending/Refining Lesson 6

Acquisition Lesson Strategy: Compare and Contrast

Extend/Refine Strategy:

Essential Question (GPS): ELA3W1d

|How do I compare and contrast items to decide which is the better deal? |

Activating Strategies: (Learners Mentally Active)

|Explain that you want to go to the store and buy everyone a can drink. “I only have $5.00 to spend. What can I do to make sure I have enough |

|money to buy 18 drinks?” Lead them into the discussion of shopping around, looking in sales papers, comparing prices. |

Cognitive Teacher Strategy:

|Explain that they are going to be bargain shoppers today. Pass out sales papers or catalogs. Let the students choose two different things to|

|compare and contrast. For example; a Playstation and an X Box or Nikes and Reeboks. Students need to compare and contrast the two using a |

|Venn diagram. The students will then write a paragraph explaining which they think is the better deal. |

Summarizing Strategies: Learners Summarize and Answer EQ

|Students will share their paragraphs |

Resources

|Sales papers, catalogs |

| |

Teacher Directed Lesson 7 Author’s Purpose: Inform

Title: Cells Genre: Non-fiction

Comprehension Strategy: Compare and Contrast

*This can be adapted to fit any unit of study in science or social studies.

Essential Question (GPS): ELA3W1d

|How do I compare and contrast informational text? |

Activating Strategies: (Learners Mentally Active)

|Make a word splash about cells. Don’t include the word “cell.” Just the vocabulary related. Let partners discuss how the words are related. |

Cognitive Teacher Strategy:

|Pre Reading: |

|Discuss vocabulary |

| |

|During Reading: |

|Shared reading of animal cells and plant cells |

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|After Reading: |

|Have them draw a picture of each cell, labeling the parts. |

| |

|After Reading: |

|Questions: (3 skill + 1 review + 1 inference) |

|What are some characteristics of a plant cell? |

|What are some characteristics of an animal cell? |

|How are they alike? |

|How are they different? |

|If you had to make a cell what types of things would you use? |

Summarizing Strategies: Learners Summarize and Answer EQ

| Turn to your partner and discuss the differences in the two cells. |

Resources

|Informational text on plant and animal cells |

Teacher Directed Lesson 8 Author’s Purpose: Inform

Title: Cells Genre: Non-fiction

Comprehension Strategy: Compare and Contrast

*This can be adapted to fit any unit of study in science or social studies.

Essential Question (GPS): ELA3W1d

|How do I compare and contrast informational text? |

Activating Strategies: (Learners Mentally Active)

|Pass out two envelopes to each group. The envelopes will have strips of paper with cell characteristics on each. They will have to group each|

|strip into “animal” or “plant.” |

Cognitive Teacher Strategy:

|Pre Reading: |

|Review vocabulary. Complete a Frayer model on two of the words. |

| |

|During Reading: |

|Shared reading of Animal Cells and Plant Cells |

| |

|After Reading: |

|Have them complete a Venn diagram of the two cells. |

| |

|After Reading: |

|Questions: (3 skill + 1 review + 1 inference) |

|What are some characteristics of a plant cell? |

|What are some characteristics of an animal cell? |

|How are they alike? |

|How are they different? |

Summarizing Strategies: Learners Summarize and Answer EQ

| Using words from the word splash and the Venn diagram, have them write a paragraph explaining the differences in the two cells. |

Resources

|Informational text on Plant and Animal Cells, Venn diagram |

Teacher Directed Lesson 9&10 Author’s Purpose: Inform

Title: Culminating

Comprehension Strategy: Compare and Contrast

Essential Question (GPS): ELA3W1d

|How does compare and contrast make me a better reader and writer? |

Activating Strategies: (Learners Mentally Active)

| Turn to your partner and think of at least two differences in the inside of your desks. |

Cognitive Teacher Strategy:

|Explain the culminating activity to students. The students are going to think of two things at the school to compare and contrast. It can be |

|vehicles in the parking lot, teachers, other workers at the school, book bags, shoes, etc. Students will take the digital camera and take a |

|picture of each. Print the pictures and glue them to a big piece of construction paper that has a Venn on it. The pictures will be at the top|

|of the circles. The students will fill in the differences and likenesses on the Venn. Using the Venn diagram and signal words, students need|

|to write a compare and contrast paragraph about their pictures. (This will take two days). |

| |

|Graphic Organizer: Venn Diagram |

Summarizing Strategies: Learners Summarize and Answer EQ

|Share projects with class. |

Resources

|Digital camera, large construction paper |

| |

-----------------------

Seeing how things are alike and different.

Likenesses

Compare & Contrast

Differences

Similarities

Same

Unlike

Compare

&

Contrast

Ringer is stubborn.

Ringer is a brown horse.

Sugar obeys commands.

Sugar is a white horse.

?

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