Compare and Contrast (A Learning Focused Unit)

Third Grade By: Cheryl Brinkley

Content Map: Compare and Contrast

Unit "ssential #uestion(s): $o% do I use compare and contrast to understand %hat I read and %rite&

etter

Concepts: Signal ords

!denti"y compare and contrast

!denti"y compare and contrast

!denti"y compare and contrast

Lesson "ssential #uestions: hat are the %o# do ! compare signal #ords "or and contrast compare and pictures$ contrast$

%o# do ! compare and contrast t#o stories$

%o# do ! compare and contrast the elements in a story$

'oca ulary: Alike& di""erent& compare& contrast& same&etc'

Tender& (rittle& em(raced& dusk& latch& cunning& delighted

Content Map: Compare and Contrast

Unit "ssential #uestion(s): $o% do I use compare and contrast to understand %hat I read and %rite&

etter

Concepts: !denti"y Compare and Contrast

!denti"y compare and contrast

!denti"y compare and contrast in in"ormational te)t

riting a(out compare and contrast

Lesson "ssential #uestions: %o# do ! compare %o# do ! compare and contrast the and contrast items elements in a to decide #hich is story$ the (etter deal$

%o# do ! compare and contrast in"ormational te)t$

%o# does kno#ing ho# to compare and contrast make me a (etter reader and #riter$

'oca ulary: Tender& (rittle& em(raced& dusk& latch& cunning& delighted

Cell& cytoplasm& cell #all& nucleus

G*+,G!A -*,F+,.A/C* STA/0A,0S: *LA1 2 d' Uses organi3ational patterns "or con4eying in"ormation (e'g'& chronological order& cause and e""ect& similarity and di""erence& 5uestions and ans#ers)'

6CC7S S'1'21 !denti"ies the cell as an important unit o" structure in li4ing things' +(ser4e actual cells& cell models& diagrams o" cells& and groups o" cells'

U/!T *8-*CTAT!+/S 9no# %o# to identi"y likenesses and di""erences' Understand Understanding that comparing and contrasting elements in a story and in"ormational te)t leads to (etter comprehension' 0o Compare and contrast t#o o(:ects and #rite a paragraph e)plaining the likenesses and di""erences'

Culminating (ctivity: )he *riting +rocess

"ssential #uestion of the Culminating (ctivity: %o# does kno#ing ho# to compare and contrast make me a (etter reader and #riter$

+aragraph ,escription of Culminating (ctivity: The students #ill decide on t#o items at school they #ould like to compare and contrast' !t can (e anything; t#o 4ehicles& t#o teachers& t#o classrooms& etc' They #ill use the digital camera and take a picture o" each item' Then& they #ill print the picture& cut it out& and glue it on the top o" large construction paper #ith a <enn diagram on it' *ach picture should represent one side' They #ill then "ill in the <enn diagram& comparing and contrasting the items' A"ter they complete this& they #ill #rite a compare and contrast paragraph a(out the t#o items'

-teps for Completing the Culminating (ctivity: .. -tudents %ill decide %hat t%o items they %ould like to use to compare and contrast. /. )he students %ill take a digital picture of each item. 0. )he pictures %ill need to e glued on construction paper1 at the top of a 'enn diagram. 2. )he students %ill complete the 'enn diagram %ith the similarities and differences of the t%o items. 3. )hey %ill use this graphic organi4er to %rite a paragraph comparing and contrasting the t%o items. 5esources: ,igital camera1 construction paper.

/eeds !mpro4ement <enn <enn <enn diagram diagram had diagram had had ? = > similarities similarities similarities and and and di""erences' di""erences' di""erences'

*)cellent

Good

Name _____________________________ Compare & Contrast Question Stem Test The Trail Ride

Anna is going on a trail ride. She will ride fifty miles on horsebac . 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. "owe#er! she wants to choose the better one for the trail ride. Sugar is a tall white horse. She is always eager to obey Anna$s commands! but she li es to run fast. Sometimes it is hard for Anna to ma e Sugar wal slowly. Sugar doesn$t li e to wal in mud. Ringer is a tall brown horse. "e is sturdy! patient! and sometimes stubborn. "e is more comfortable to ride than Sugar. "e can wal all day without getting tired! and he li es to run. "e does not li e to be around other horses.

%. "ow are Sugar and Ringer ali e& a. They are both white. b. They li e other horses. c. They are stubborn. d. They are in good shape. (. )oth horses li e to ______. a. go on trail rides b. wal slowly c. run fast d. disobey

'. "ow is Ringer unli e Sugar& a. Ringer is more comfortable. b. Ringer belongs to Anna. c. Ringer gets tired easily. d. Ringer li es to wal in rain. *. +f it rains on the trail ride! Ringer will be better than Sugar because Sugar does not li e to a. be cold b. get tired c. be patient d. wal in mud

,. Sugar and Ringer are both _____. a. white b. brown

-. This passage is an e.ample of a. a poem b. a story

c. short d. tall /. "ow is Sugar different from Ringer& a. Sugar is in good shape. b. Sugar li es to run. c. Sugar obeys commands. d. Sugar is a horse.

c. a recipe d. a letter 0. 1hy do you thin the author wrote this story& a. to tell you about Anna b. to tell you about Sugar & Ringer c. to tell you about feeding horses d. to tell you about caring for horses

2. The signal words for comparing and contrasting are 3 a. mostly about! sums up! another title b. first! ne.t! then! last c. ali e! different! similar! same d. cause! effect! because! as a result %4. Complete the graphic organi5er below. Sugar obeys commands. Sugar is a white horse. Ringer is stubborn. Ringer is a brown horse.

&

a. )oth horses li e to wal in mud. b. )oth horses can run all day without getting tired. c. )oth horses li e to be around other horses. d. )oth horses li e to run.

Answer 6ey7

%8 '8 (8 *8 ,8 -8 /8 08 28 %48

d a c d d b c b c d

Launch (ctivity

 Use a "amiliar trade (ook such as The Tortoise and the %are' Build a Compare and contrast #ord map #ith the students' -ro4ide other e)amples "or compare and contrast' alk through the content map'

Compare 6 Contrast *ord Map

Compare @ Contrast
hat are some e)amples$

0i""erences

Similarities Same Unlike

)eacher ,irected Lesson .

(uthor7s +urpose: Inform

)itle: -ignal *ords 8enre: 'arious -ignal *ords Comprehension -trategy: Compare and Contrast "ssential #uestion (8+-): "L(0*.d hat are the signal #ords "or compare and contrast$

(ctivating -trategies: (Learners Mentally (ctive) +ut signal %ords for compare and contrast under some desks for $ot -eat. $ave one at each group. Let the group see if they can think a out %hat reading skill %e are going to e talking a out for the ne!t t%o %eeks. ,iscuss compare and contrast and talk a out the signal %ords.

Cognitive )eacher -trategy: (Key 'oca ulary) compare1 contrast1 similar1 difference )eaching -trategies: "!plain that compare and contrast is another important skill %e need to learn so that %e are good readers. Create compare9contrast %ord splash %ith signal %ords. ,iscuss %ith partner %hat your favorite signal %ord is. Create compare9contrast %ord map and have them fill theirs in. Compare9contrast a ham urger %ith a hotdog. Complete 'enn diagram on chart paper1 students can fill in a 'enn diagram as %ell. ,iscuss the t%o items using signal %ords.

-ummari4ing -trategies: Learners -ummari4e and (ns%er "#

8ive each pair t%o %ords on inde! cards (apple9orange1 dog9cat1 each1 mountains) Let students complete a 'enn diagram comparing9contrasting the t%o.

5esources A%ot Seat notes A!nde) cards A<enn diagrams "or 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
Compare & Contrast

alike different

although

)eacher ,irected Lesson / (uthor7s +urpose: "ntertain )itle: 'arious +ictures 8enre: 'arious 8enres Comprehension -trategy: Compare and Contrast

"ssential #uestion (8+-): "L(0*.d %o# do ! compare and contrast pictures$

(ctivating -trategies: (Learners Mentally (ctive) -ho% students a picture of you %hen you %ere young and a picture of you no%. Compare and contrast the t%o pictures using a 'enn diagram on chart paper.

Cognitive )eacher -trategy: )eaching -trategies: "!plain that there are many things that can e compared and contrasted. +ictures are :ust one of them. )oday %e are going to compare contrast pictures. +ass out pictures in groups. "ach group %ill get t%o pictures.( )%o %omen1 t%o men1 t%o dogs1 t%o flo%ers1 etc.) Let them %ork in groups to compare9contrast their t%o pictures. Complete 'enn diagram. Graphic +rgani3er: <enn 0iagram

-ummari4ing -trategies: Learners -ummari4e and (ns%er "# ,ear;;;;;;1 -tudents %ill %rite a letter e!plaining %hat they did in class today.
5esources

A-ictures o" ? di""erent things (a set "or each group)& A<enn diagram A-ictures o" you #hen you #ere younger and present day pictures

)eacher ,irected Lesson 0 )itle: )hree Little +igs

(uthor7s +urpose: "ntertain 8enre: <iction

Comprehension -trategy: Compare 6 Contrast "ssential #uestion (8+-): "L(0*.d %o# do ! compare and contrast t#o stories$

(ctivating -trategies: (Learners Mentally (ctive) =each all toss1 using signal %ords. )oss a each all to a student asking him to tell you a signal %ord for compare and contrast. 5epeat this %ith several students.

Cognitive )eacher -trategy: )eaching -trategies: (sk if anyone has ever heard of the story )he )hree Little +igs& (sk %ho the characters %ere& *hat happened& *hat %ere the houses made of& ,iscuss the genre and author7s purpose. >)oday %e are going to read a story that is a little different. (s I read I %ant you to think a out %hat is the same and different %ith this story and the story of the )hree Little +igs.? 5ead the title of )he )hree Little *olves and the =ig =ad +ig1 ask ho% it is the same9different from the title of the 0 Little +igs. (s the story is read1 ask @uestions predicting %hat %ill happen ne!t1 especially ho% the pig %ill knock each house do%n. ,ra% a 'enn diagram on chart paper1 la el >)he )hree Little +igs1? >=oth1? and >)he )hree *olves and )he =ig =ad +ig.? +ass out 'enn to each student. Let them la el. <ill in one ans%er in each part of the circle on the chart paper together. Let them complete independently.

A"ter ,eading: 6uestions: (1 skill B 2 re4ie# B 2 in"erence) 2' %o# are the t#o stories alike$ ?' %o# are the t#o stories di""erent$ 1' %o# are the endings di""erent$ >' hat happened "irst in (oth stories$ C' hich story did you like (est$ hy$ Graphic +rgani3er: <enn diagram

-ummari4ing -trategies: Learners -ummari4e and (ns%er "#

Share graphic organi3ers

ol4es and The Big Bad -ig'

)eacher ,irected Lesson 2 (uthor7s +urpose: "ntertain )itle: Lon +o +o 8enre: <olktale Comprehension -trategy: Compare and Contrast "ssential #uestion (8+-): "L(0*.d

%o# do ! compare and contrast the elements in a story$

(ctivating -trategies: (Learners Mentally (ctive) >Match and Compare? (In 5eading Comprehension Learning <ocus =ook +age .. in Compare and Contrast) (fter they find their match1 tell one %ay they are alike and one they are different.

Cognitive )eacher -trategy: -reA,eading: (picture #alk& (ook introduction& prior kno#ledge& re4ie#) -icture #alk& "rayer model #ith a couple o" #ords' <oca(ulary: Tender& (rittle& em(raced& dusk& latch& cunning& delighted 0uring ,eading: (shared& paired& or independent) Shared reading o" Lon -o -o' 0iscuss genre and author7s purpose' (fter 5eading #uestions: .. $o% is -hang different from her sisters& /. $o% are they alike& 0. Compare the %ay the %olf acts in the eginning to the %ay he acts at the end. 2. $o% %ould you descri e -hang& 3. ,o you think the children let go of the asket y accident or on purpose&

-ummari4ing -trategies: Learners -ummari4e and (ns%er "# 0A/A.

*rite 0 signal %ords *rite / things %e have done this %eek that you liked. *rite . @uestion you have a out compare and contrast.

5esources Lon -o -o&

)eacher ,irected Lesson 3 (uthor7s +urpose: "ntertain )itle: Lon +o +o 8enre: <olktale Comprehension -trategy: Compare and Contrast

"ssential #uestion (8+-): "L(0*.d %o# do ! compare and contrast the elements in a story$

(ctivating -trategies: (Learners Mentally (ctive) %a4e a <enn diagram on chart paper' Compare and contrast t#o children' +nes tell t#os #hat #e do #hen #e compare' T#os tell ones #hat #e do #hen #e contrast t#o things' Cognitive )eacher -trategy: -re ,eading: DToday #e are going to compare and contrast Lon -o -o #ith Little ,ed ,iding %ood' D D hy do you think ! chose to use Little ,ed ,iding %ood$ E (the stories are the same& one is the Chinese 4ersion and one is the American 4ersion') *)plain that #hen #e are a(le to compare and contrast elements in a story it helps us to (etter understand #hat #e are reading' Sometimes #e compare and contrast characters in a story and sometimes #e compare and contrast the characters in a story #ith our "amily or "riends' e may compare and contrast the characters "eelings at the (eginning o" the story to their "eelings at the end o" the story' 0uring ,eading: Shared reading o" Little ,ed ,iding %ood' 0iscuss genre and author7s purpose'

A"ter ,eading: D/o#& ! #ant you to get out your (ooks and turn to page F='

Gesterday #e read Lon -o -o'H %a4e someone summari3e it' DToday "or independent practice ! #ant you to compare and contrast the t#o stories' Gi4e me at least three #ays the stories are alike and three #ays they are di""erent' Gou can use your (ooks i" you need to'H -ass out <enn 0iagram' A"ter ,eading: 6uestions: (1 skill B 2 re4ie# B 2 in"erence) 2' %o# are Shang and Little ,ed ,iding %ood alike$ ?' %o# are the t#o settings alike$ 1' %o# are the #ol4es di""erent in (oth stories$ >' hat is another title "or Lon -o -o$ C' hich story do you like the (est$ Graphic +rgani3er: <enn 0iagram

-ummari4ing -trategies: Learners -ummari4e and (ns%er "# DToday to summari3e #hat #e ha4e learned& ! #ant you to #ork #ith the person ne)t to you to compare and contrast each other'H Students #ill orally tell one #ay they are alike and one #ay they are di""erent' 5esources Little ,ed ,iding %ood& Lon -o -o& <enn 0iagram

"!tending95efining Lesson B (c@uisition Lesson -trategy: Compare and Contrast "!tend95efine -trategy:
"ssential #uestion (8+-): "L(0*.d

%o# do ! compare and contrast items to decide #hich is the (etter deal$

(ctivating -trategies: (Learners Mentally (ctive) *)plain that you #ant to go to the store and (uy e4eryone a can drink' D! only ha4e IC'JJ to spend' hat can ! do to make sure ! ha4e enough money to (uy 2K drinks$H Lead them into the discussion o" shopping around& looking in sales papers& comparing prices'

Cognitive )eacher -trategy: *)plain that they are going to (e (argain shoppers today' -ass out sales papers or catalogs' Let the students choose t#o di""erent things to compare and contrast' For e)ample; a -laystation and an 8 Bo) or /ikes and ,ee(oks' Students need to compare and contrast the t#o using a <enn diagram' The students #ill then #rite a paragraph e)plaining #hich they think is the (etter deal'

-ummari4ing -trategies: Learners -ummari4e and (ns%er "# Students #ill share their paragraphs

5esources Sales papers& catalogs

)eacher ,irected Lesson C (uthor7s +urpose: Inform )itle: Cells 8enre: DonAfiction Comprehension -trategy: Compare and Contrast E)his can e adapted to fit any unit of study in science or social

studies. "ssential #uestion (8+-): "L(0*.d %o# do ! compare and contrast in"ormational te)t$

(ctivating -trategies: (Learners Mentally (ctive) .ake a #ord splash a(out cells' 0on7t include the #ord Dcell'H Lust the 4oca(ulary related' Let partners discuss ho# the #ords are related'

Cognitive )eacher -trategy: -re ,eading: 0iscuss 4oca(ulary 0uring ,eading: Shared reading o" animal cells and plant cells A"ter ,eading: %a4e them dra# a picture o" each cell& la(eling the parts' A"ter ,eading: 6uestions: (1 skill B 2 re4ie# B 2 in"erence) 2' hat are some characteristics o" a plant cell$ ?' hat are some characteristics o" an animal cell$ 1' %o# are they alike$ >' %o# are they di""erent$ C' !" you had to make a cell #hat types o" things #ould you use$

-ummari4ing -trategies: Learners -ummari4e and (ns%er "# Turn to your partner and discuss the di""erences in the t#o cells'

5esources !n"ormational te)t on plant and animal cells

)eacher ,irected Lesson F (uthor7s +urpose: Inform )itle: Cells 8enre: DonAfiction Comprehension -trategy: Compare and Contrast E)his can studies. e adapted to fit any unit of study in science or social

"ssential #uestion (8+-): "L(0*.d %o# do ! compare and contrast in"ormational te)t$

(ctivating -trategies: (Learners Mentally (ctive) -ass out t#o en4elopes to each group' The en4elopes #ill ha4e strips o" paper #ith cell characteristics on each' They #ill ha4e to group each strip into DanimalH or Dplant'H Cognitive )eacher -trategy: -re ,eading: ,e4ie# 4oca(ulary' Complete a Frayer model on t#o o" the #ords' 0uring ,eading: Shared reading o" Animal Cells and -lant Cells A"ter ,eading: %a4e them complete a <enn diagram o" the t#o cells' A"ter ,eading: 6uestions: (1 skill B 2 re4ie# B 2 in"erence) =' hat are some characteristics o" a plant cell$ M' hat are some characteristics o" an animal cell$ K' %o# are they alike$ F' %o# are they di""erent$

-ummari4ing -trategies: Learners -ummari4e and (ns%er "# Using #ords "rom the #ord splash and the <enn diagram& ha4e them #rite a paragraph e)plaining the di""erences in the t#o cells' 5esources

!n"ormational te)t on -lant and Animal Cells& <enn diagram

)eacher ,irected Lesson G6.H (uthor7s +urpose: Inform )itle: Culminating Comprehension -trategy: Compare and Contrast "ssential #uestion (8+-): "L(0*.d %o# does compare and contrast make me a (etter reader and #riter$

(ctivating -trategies: (Learners Mentally (ctive) Turn to your partner and think o" at least t#o di""erences in the inside o" your desks'

Cognitive )eacher -trategy: *)plain the culminating acti4ity to students' The students are going to think o" t#o things at the school to compare and contrast' !t can (e 4ehicles in the parking lot& teachers& other #orkers at the school& (ook (ags& shoes& etc' Students #ill take the digital camera and take a picture o" each' -rint the pictures and glue them to a (ig piece o" construction paper that has a <enn on it' The pictures #ill (e at the top o" the circles' The students #ill "ill in the di""erences and likenesses on the <enn' Using the <enn diagram and signal #ords& students need to #rite a compare and contrast paragraph a(out their pictures' (This #ill take t#o days)' Graphic +rgani3er: <enn 0iagram

-ummari4ing -trategies: Learners -ummari4e and (ns%er "# Share pro:ects #ith class'

5esources 0igital camera& large construction paper