LESSON 1
Student ID #: 0803183
Title: Compare and Contrast – lesson1
Grade: Kindergarten Subject: Whole group LA
Teacher: Chloe Kermeen Time: 40 minutes
Standards
CCSS.ELA-Literacy.RL.K.9 With prompting and support, compare and contrast the adventures
and experiences of characters in familiar stories.
CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key
details in a text.
Educational Objectives
(Objective 1) Students will be able to create a list of synonyms for the words compare and
contrast.
(Objective 2) Students will be able to complete a compare and contrast worksheet with 100%
accuracy.
(Objective 3) Students will be able to listen and respond to the Sesame Street “Same and
different” video.
(Objective 4) Students will be able to listen and respond to the book Same, Same, but Different.
Assessments
(Assessment for Objective 1) teacher will assess students based on their answers during the
compare and contrast synonym chart. [Formative]
(Assessment for Objective 2) Students will be assessed based on their completion of the
compare and contrast worksheet. [Summative]
(Assessment for Objectives 3 and 4) Students will be assessed based on their participation and
verbal answers given. [Formative]
Accommodations
Sensory impairment: Allow student to use sensory accommodations if needed. (headphones,
special pencils, etc.)
Student with speech IEP: None
Student with speech and social work IEP: Seat student in close proximity to the teacher both at
their table and on the carpet. Give detailed, step-by-step directions for each activity or
worksheet.
Resources and materials
Resources:
(worksheet) Havefunteaching.com
Treasures kindergarten teachers’ edition
(Sesame Street video) http://www.sesamestreet.org/play#media/video_fdd5871f-154c-11dd8ea8-a3d2ac25b65b
Materials:
 Computer
 Projector
 Chart paper
 Book Same, Same but Different
 Marker
 Pencils
 Crayons
 Something is Different worksheet (1 per student)
Anticipatory set (8-10 minutes)
1. Have students begin sitting on the carpet. Tell students, “Today you are going to learn
about comparing and contrasting two things. When you compare two things you tell how
they are the same. If you contrast two things you tell how they are different. If you
compare and contrast two things you tell how they are the same and how they are
different.”
2. Tell students that they are going to practice comparing and contrasting using their
classmates. Ask students:
“How are _____ and ______ the same/ different?”
-Help students by pointing out color of clothing, hair color, glasses, gender etc.
3. Repeat this process with two different students, this time using the words compare and
contrast.
4. Tell students you have a video about comparing and contrasting to show them.
5. Begin the Sesame Street video. While playing the video pause and ask students the
following questions.
Time
Question
0:15
“Big bird and Zoe are trying to find the things that are the same about them.
What are they doing comparing or contrasting?”
“Did Big bird and Zoe find things that are the same or different about them? Does
that mean they compared or contrasted?”
“What else did you see about Big bird and Zoe that is the same?”
1:03
End
Sequence of events (18-20 minutes)
6. Have students turn to face the chart paper. Explain that there are other words that mean
to compare and to contrast.
7. Draw a T-chart on chart paper and have students help make a list of synonyms for
compare and contrast. Ask students:
“Where should the word same go? Should it go under compare or contrast?”
“Where should different go? Should it go under compare or contrast?”
8. Call on students to tell you words to write on the chart. If students are having a hard time
coming up with the words on their own. Give them the word/s and have them tell you
where it goes on the T-chart.
Example:
Compare
Contrast
same
different
like
unlike
similar
un similar
equal
opposite
match
contradict
9. Go through the words in each column by having students repeat them back.
10. Introduce the book “Same, Same, but Different to the students. Say, “This story
compares and contrasts the life of two boys, one who lives here in America and the
other who lives in a country far, far away.”
11. Re read the title of the book. Say, “Same, Same but Different is the title of the book.”
12. Read the authors name. Ask:
“What does the author of the book do?”
13. Say, “There are a few words in the story you may have never heard.” Read each
vocabulary word and definition and show students the picture card.
YogaA type of exercise used to relax.
Taxia car that comes and picks you up to take you somewhere
Village- A very small town.
14. Read the book to the students. While reading stop and ask the following questions.
Page #
Questions
3 and 5
“Let’s compare and contrast the two pictures the boys drew of their world.
What is the same about the two drawings? What is different about the
drawings?” (after reading through page 5 turn back to page 3 to compare)
“When we compare the two boys we see that they are both in a tree. When
we contrast the two boys what do we see?”
“First let’s compare the two boys. Who are both boys with in their pictures?”
“Now let’s contrast them, what is different about the boys’ families?”
“What is different about the way people travel in these two pictures?” (after
reading through pages 16 and 17 turn back to pages 18 and 19 to
compare)
“Both boys ride a bus to school, is that comparing or contrasting?”
6 and 7
8 and 9
16, 17, 18,
and 19
20 and 21
Conclusion (8-10 minutes)
15. Say, “Now that we have learned all about comparing and contrasting I am going to give
each of you a worksheet so that you can practice what you learned.
16. Using the document Camera, explain the Something Different worksheet to the students.
Say, “Look at each group of pictures and compare and contrast what you see. When you
find the picture that is different from the others use a crayon to cross out that picture.” Do
the first question together using the document camera. Ask students, “Which picture
does not look the other three?”
17. Demonstrate how to take a crayon and put an X through the picture that is different.
18. Place the pencil and crayon visual aids on the white board. Remind students to use a
pencil to write their names and crayons to circle the pictures that are different.
19. Have students return to their seats and have tables captains come get a worksheet for
everyone at their table.
20. Give students 6-8 minutes to complete the worksheet. Once students are finished have
them make a pile at the end of the table and return to their spots on the carpet.
Questions to ask
“Big bird and Zoe are trying to find the things that are the same about them. What are
they doing comparing or contrasting?”
“Did Big bird and Zoe find things that are the same or different about themselves? Does
that mean they compared or contrasted?”
“When we compare the two boys we see that they are both in a tree. When we contrast
the two boys what do we see?”
“What is different about the way people travel in these two pictures?”
LESSON 2
Student ID #: 0803183
Title: Compare and Contrast – lesson2
Grade: Kindergarten Subject: Whole group LA
Teacher: Chloe Kermeen Time: 40 minutes
Standards
CCSS.ELA-Literacy.RL.K.9 With prompting and support, compare and contrast the adventures
and experiences of characters in familiar stories.
CCSS.ELA-Literacy.SL.K.1a Follow agreed-upon rules for discussions (e.g., listening to others
and taking turns speaking about the topics and texts under discussion).
Educational Objectives
(Objective 1) Students will be able to work as a class to complete a Venn diagram, using the
teacher’s names.
(Objective 2) Students will be able to complete a Venn diagram with a partner using their own
names with 100% accuracy.
(Objective 3) Students will be able to compare and contrast 2 images and find the differences.
Assessments
(Assessment for Objective 1) Teacher will assess students based on their participation in
placing letters into the correct area on the Venn diagram. [Formative]
(Assessment for Objective 2) Students will be assessed based on the Venn diagram worksheet.
[Summative]
(Assessment for Objectives 3) Students will be assessed based on their ability to select the
correct answer while playing the compare and contrast game. [Formative]
Accommodations
Sensory impairment: Allow student to use sensory accommodations if needed. (headphones,
special pencils, etc.)
Student with speech IEP: None
Student with speech and social work IEP: Seat student in close proximity to the teacher both at
their table and on the carpet. Give detailed, step-by-step directions for each activity or
worksheet.
Resources and materials
Resources:
Treasures kindergarten teachers’ edition
Materials:
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Pencils
Crayons
Computer
Projector
Mimio (interactive white board)
Venn diagram pocket chart
Pocket chart pieces (letters for chosen names)
Venn diagram worksheet (1 for each pair of students)
Dry erase marker
Anticipatory set (10-12 minutes)
1. Remind students what comparing and contrasting is. Say, “When you compare two
things you tell how they are the same. If you contrast two things you tell how they are
different. If you compare and contrast two things you tell how they are the same and how
they are different.”
2. Tell students they are going to play a game to practice comparing and contrasting. Tell
students the rules for the game.
Rules:
- You will see a picture or group of pictures. Your job is to find the difference in the
pictures.
- Do not yell out the answer, when you see the difference quietly put your hand on your
head.
- I will then call up someone to select the difference.
3. Go through each of the 12 power point slides and allow students to come up and find the
difference. While going through each slide ask students:
“What do you see that is the same in these pictures?”
“What do you see that is different in these pictures?”
4. After finishing the game ask students:
“How did you use your skills to compare and contrast while playing the game?”
“What did you look for to know that something was different in the pictures?”
Sequence of events (12-15 minutes)
5. Hang up the Venn diagram pocket chart. Remind students that they used a Venn
diagram when they compared night and day a few weeks ago. Say, “Today you are
going to practice using a Venn diagram by comparing and contrasting the letters in the
name Miss Kermeen and Mrs. Kulbartz.” (or any two teachers’ names).
6. Write both names on the white board above the diagram. Show students the letter M
pocket chart piece. Ask students:
“Where should I put the letter M?”
“Does Miss Kermeen have an M in it?”
“Does Mrs. Kulbartz have and M in it?”
“If both names have an M where does the letter M go?”
7. Show students the letter I pocket chart piece. Ask students:
“Does Miss Kermeen have an I in it?
“Does Mrs. Kulbartz have a letter I in it?”
“Where should I put the letter I in the Venn diagram if it is only in the
name Miss Kermeen?”
8. Call on a student to come up and place the letter into the pocket chart. Continue this with
each of the letter in the two chosen names.
Example:
Miss Kermeen
e
Mrs. Kulbartz
u
k
i
m
n
b
r
s
t
z
l
a
Conclusion (8-10 minutes)
9. Have students turn and face the projection screen. Using the document camera show
students the name Venn diagram worksheet. Tell students that they are going to practice
comparing and contrasting by using their name and the name of a friend in the class.
10. Point out where each section is on the Venn diagram. Tell them the directions for the
activity.
Directions:
- You will work with a partner that I already picked for you.
- Both you and your partners name is already written on the diagram.
- Look at each letter in both names and decide where that letter needs to go.
- Use a pencil to write the letters. (Place the pencil visual aid on the white board. )
11. Tell students that they may sit anywhere around the room to work with their partners.
12. Call each pair of students names and have them come up to get their paper and a
pencil.
13. Give students 6-8 minutes to complete the worksheet. Once students are finished have
them return their pencil to the bucket and make a pile of their worksheets.
14. Have students return to their spots on the carpet.
Questions to ask
“Where should I put the letter M?”
“Does Miss Kermeen have an M in it?”
“Does Mrs. Kulbartz have and M in it?”
“If both names have an M where does the letter M go?”
“How did you use your skills to compare and contrast while playing the game?”
“What did you look for to know that something was different in the pictures?”
“What do you see that is the same in these pictures?”
“What do you see that is different in these pictures?”
LESSON 3
Student ID #: 0803183
Title: Compare and Contrast – lesson3
Grade: Kindergarten
Subject: Whole group LA
Teacher: Chloe Kermeen Time: 40
minutes
Standards
CCSS.ELA-Literacy.RL.K.9 With prompting and support, compare and contrast the adventures
and experiences of characters in familiar stories.
CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key
details in a text.
Educational Objectives
(Objective 1) Students will be able to listen and respond to the book A Pocket for Corduroy.
(Objective 2) Students will be able to complete a Corduroy Venn diagram.
(Objective 3) Students will be able to Compare and contrast two different dog and cat breeds.
Assessments
(Assessment for Objective 1) teacher will assess students based on their responses during the
Corduroy read aloud. [Formative]
(Assessment for Objective 2) Students will be assessed based on their completion of the cut
and paste Venn diagram. [Summative]
(Assessment for Objectives 3) Students will be assessed based on their ability to identify the
differences and similarities between the two dogs and the two cats. [Formative]
Accommodations
Sensory impairment: Allow student to use sensory accommodations if needed. (headphones,
special pencils, etc.)
Student with speech IEP: None
Student with speech and social work IEP: Seat student in close proximity to the teacher both at
their table and on the carpet. Give detailed, step-by-step directions for each activity or
worksheet.
Resources and materials
Resources:
Reasdworks.org
Treasures kindergarten teachers’ edition
Materials:
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Corduroy Venn diagram (1 per student)
A Pocket for Corduroy book
Pencils (1 per student)
Projector
Computer
Document camera
Glue sticks (1 per student)
Scissors (1 per student)
Dry erase marker
Compare and contrast images 1 and 2
Anticipatory set (8-10 minutes)
1. Have students begin sitting on the carpet facing the projection screen. Tell students that
they are going to compare and contrast two animals.
2. Draw a T chart on the white board next to the projection board. Write compare on one
side and contrast on the other.
3. First project image 1 onto the screen using the document camera.
4. Ask students what the similarities are between the two animals. Ask:
“What is the main thing that is the same about these two animals?”
“What else is the same about the animals?
“What is the same about the size of the animals?”
5. As students compare the two dogs allow them to come up and circle the similarities,
write their answers on the compare side of the T-chart.
6. Erase the circles from the white board when they are finished.
7. Ask students what is different between the two dogs. Ask:
“Both the dogs have fur, but what id different about their fur?”
“What is different about the dogs ears?”
“What other things different about the two dogs?”
8. As students contrast the two dogs allow them to come up and circle the differences,
write their answers on the contrast side of the T-chart.
Example:
Compare
Dogs
fur
tail
size
4 legs
Contrast
Different length fur
Pointy ears/ flappy ears
Color
Flat nose/pointy nose
9. After completing the chart read the list of comparisons and the list of contrasts
Sequence of events (12-15 minutes)
10. Erase the circles and T- chart from the board and project image 2.
11. Repeat the same process to compare and then contrast the animals in image 2.
Example:
Compare
Fur
Four legs
Animals
Contrast
Type of animal
Size
Color
12. Have student’s remain sitting on the carpet. Introduce the book A Pocket for Corduroy to
them.
13. Read the title of the book on the cover, pointing to the word Corduroy as you say it.
Repeat the title with the children. Tell the students that the bear in the picture is called
Corduroy.
14. Read the authors name. Ask students: “What does the author of a book do?”
15. Ask students to raise their hand if they have a favorite stuffed animal at home. Tell
students to compare and contrast as corduroy to their stuffed animal as they listen to the
story and at the end of the book they can share.
16. Read the book to the students. While reading stop and ask the following questions.
Page # Question
11
“How do you think Lisa felt when she found Corduroy was missing?”
“Corduroy thinks that the white in the box is snow. What did he actually find in
the box?”
26
“How do you think Lisa felt when she found Corduroy?”
“How do you think Corduroy felt?”
17. After finishing the book ask the students the following questions:
21
“How is Corduroy like your stuffed animal at home?”
“How is Corduroy different from your stuffed animal at home?”
“Who were the characters in the story?”
“Who was the main character in the story?”
“What was the setting for the beginning and middle of the story?”
“What was the setting at the end of the story?”
Conclusion (10-12 minutes)
18. Have students turn to face the projection screen.
19. Use the document camera to explain the Corduroy Venn diagram. Tell students that they
will be comparing and contrasting Corduroy to a real bear. Show students which section
of the Venn diagram is for Corduroy and which section is for a real bear.
20. Point to and read each of the pictures they are going to sort.
21. Demonstrate what the students are expected to do. Point to the picture that says big.
Ask students where the picture of the big bear would go? Ask:
“Is Corduroy big?”
“Is a real bear big?”
22. Give students the directions for the worksheet.
- Carefully cut out each picture
- Glue the pictures in to the correct space on the diagram
- The grey squares show you how many images should be in each are of the diagram.
Your pictures should be glued over the grey squares.
-Be careful not to lose any of your pieces.
23. Place the pencil, scissors, and glue visuals on the white board. Remind students to first
write their name with a pencil, and that they are not coloring the pictures, only cutting
and gluing.
24. Have student’s return to their seats and have table captains come and get worksheet for
everyone at the table.
25. Give students 7-8 minutes to complete the worksheet.
Questions to ask
“How is Corduroy like your stuffed animal at home?”
“How is Corduroy different from your stuffed animal at home?”
“Who were the characters in the story?”
“Who was the main character in the story?”
“What was the setting for the beginning and middle of the story?”
“What was the setting at the end of the story?”
LESSON 4
Student ID #: 0803183
Title: Compare and Contrast – lesson4
Grade: Kindergarten Subject: Whole group LA Teacher: Chloe Kermeen Time: 20 minutes
Standards
CCSS.ELA-Literacy.RL.K.9 With prompting and support, compare and contrast the adventures
and experiences of characters in familiar stories.
CCSS.ELA-Literacy.RL.K.1 With prompting and support, ask and answer questions about key
details in a text.
Educational Objectives
(Objective 1) Students will be able to listen and respond to the book Knuffle Bunny.
(Objective 2) Students will be able to complete A Pocket for Corduroy and Knuffle Bunny
compare and contrast assessment.
Assessments
(Assessment for Objective 1) teacher will assess students based on their responses during the
Knuffle Bunny read aloud. [Formative]
(Assessment for Objective 2) Students will be assessed based on their completion of the
compare and contrast assessment. [Summative]
Accommodations
Sensory impairment: Allow student to use sensory accommodations if needed. (headphones,
special pencils, etc.)
Student with speech IEP: None
Student with speech and social work IEP: Seat student in close proximity to the teacher both at
their table and on the carpet. Give detailed, step-by-step directions for each activity or
worksheet.
Resources and materials
Resources:
Materials:
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Assessment worksheet (1 per student)
Knuffle Bunny book
Pencils (1 per student)
Glue sticks (1 per student)
Scissors (1 per student)
Anticipatory set (3-5 minutes)
1. Remind students about reading the book A Pocket for Corduroy the previous lesson.
2. Ask students the following questions.
“Who was the main character in the book A Pocket for Corduroy?”
“Where did corduroy go in the book?”
“Who did Corduroy belong to?”
3. Tell students that today you are going to read them another book about a stuffed animal.
4. Ask them to compare and contrast the two books as you read and at the end they care
share what they found.
Sequence of events (10-12 minutes)
5. Have student’s remain sitting on the carpet. Introduce the book Knuffle Bunny to them.
6. Read the title of the book on the cover, pointing to the word Bunny as you say it. Repeat
the title with the children. Ask: “From looking at the picture on the cover and reading the
title what kind of animal do you think this story is about?”
7. Read the authors name. Ask students: “What does the author of a book do?”
8. Read the book to the students. While reading stop and ask the following questions.
Page #
Question
17
“Do you think Trixie liked going to the laundry mat?”
“Why wasn’t Trixie telling her dad she left her bunny at the
Landry mat?”
26
“How do you think Trixie felt when she got back her Knuffle
bunny?
9. After finishing the book ask the students the following questions:
20
“Who were the characters in the story?”
“Who was the main character in the story?”
“Who did Knuffle Bunny belong to?”
“What was the setting in this story?”
10. Tell students they are going to compare and contrast A Pocket for Corduroy and Knuffle
Bunny. Ask students:
“What was the same in the two stories?”
“What was different about the stuffed animals?”
“What was different about who went to the laundry mat?”
Conclusion (6-8 minutes)
11. Have students turn to face the projection screen.
12. Use the document camera to explain the Assessment Venn diagram. Tell students that
they will be comparing and contrasting A Pocket for Corduroy to Knuffle Bunny. Show
students which section of the Venn diagram is for Corduroy and which section is for
Knuffle Bunny.
13. Point to each picture and say what it is (stuffed animal, stuffed animal, laundry mat)
14. Give students the directions for the worksheet.
- Carefully cut out each picture
- Glue the pictures in to the correct space on the diagram
-Be careful not to lose any of your pieces.
15. Place the pencil, scissors, and glue visuals on the white board. Remind students to first
write their name with a pencil, and that they are not coloring the pictures, only cutting
and gluing.
16. Have student’s return to their seats and have table captains come and get worksheet for
everyone at the table.
17. Give students 5-6 minutes to complete the worksheet.
Questions to ask
“What was the same in the two stories?”
“What was different about the stuffed animals?”
“What was different about who went to the laundry mat?”
“Who were the characters in the story?”
“Who was the main character in the story?”
“Who did Knuffle Bunny belong to?”
“What was the setting in this story?”