Dynamic Curriculum Project 2015
Topic & Grade Level: Compare and Contrast Two Texts, 3rd Grade, Day 1 of Sequence
Objective: I can compare two texts.
Standard: Common Core Informational Text 3.9: Compare and contrast the most important points and key details presented in two
texts on the same topic.
TN SPI 301.4.2 Informational text: Complete a simple graphic (e.g., chart, web) organizing information from text or technological sources.
Materials:
-pieces of apples and oranges for the students (optional student engagement opportunity)
-Schmoop video on Compare and Contrast
-Computer: internet access, ActivInspire
-Accompanying FlipChart
-Anchor Chart showing only the middle of the Venn Diagram (idea for chart attached at end of document page 5).
-Class sets of copies of the: you do group work and exit ticket
-Green Crayons- for underlining the details that are the same
Setting: Whole Group, Partners, Small Group
Procedures:
1. Call the students to your instructional meeting place. (Mine is on a rug where the students are seated in partners that are paired
lower/higher).
2. TTW introduce the standard, agenda, and essential questions with the students (from Flipchart).
Lesson Plan by: Jessica Willings
Dynamic Curriculum Project 2015
3. TTW introduce the hook. Tell the students that today you plan on teaching them the first step in how to compare and contrast two texts.
Show them a few of your best ridiculous faces or poses to facilitate engagement and laughter in the classroom. Allow children to turn
and strike a pose for their neighbor. Let them turn and talk about what they saw that was the same (Compare).
4. Show the Compare and Contrast Schmoop. This is will spark their thinking and lay some background for where you want them to go.
(This video will facilitate vocabulary and lends itself easily to the bridge into informational texts.)
5. Show only the middle of the Venn Diagram strategy anchor chart. (Lester Laminack would call this drug addict teaching.)
6. Review the lesson objective and tell the students that you are going compare two texts, but first you are going to add some truth to the
old saying: You can’t compare apples to oranges. Tell them that you are about to break the rules, because you most certainly can! Show
the apples and oranges and focus only on comparing them: both fruit, grow on trees, healthy, served in the cafeteria, etc. Chart the
ideas on the middle of the Venn diagram. Tell them they need to listen up carefully so that they can compare effectively on their own by
the end of the lesson. Tell them that if they can by showing you mastery, you will let them finish comparing apples and oranges by
taste!
7. Step into your model: Reference the objective once again and show the first modeling passage from the flipchart. Think Aloud:
Today, I am going to start to compare two texts. I know I am going to use the question on my chart to help me compare:
What is the same about the two texts I read? I’ll hold that in my brain as I read. Just as good reading practice, I’ll look at
my title, headings, and graphics before I read and ask myself my question too. If the author didn’t want me to see it and
think deeply about it, he wouldn’t have included it in his writing. Think aloud through those comparisons and then start
reading…. Ok, I just finished the first passage, let me summarize what I just read...Then, read the second one, and
summarize it. Now, I’m ready to compare them. I’ll ask myself the question again, and chart the things that are the same
in the middle of my Venn diagram where the question is on my anchor chart. I’m going to underline the similarities in my
text green because green means go and these texts go together. The circles go together in the middle, so I will put my
comparisons there. Underline any details in the passage that help you come to that comparison in green and chart them
in the middle of the Venn. Label the passages on the Venn.
8. You might want to make some more faces to compare or see if they can copy your faces or your partners for more comparing
engagement. Refer back to the lesson objective and show China’s Population and China: The Giant Panda. Have your students in those
pre-partnered groups. Review the question. Use a fluency strategy to read the passages, choral reading, echo reading, etc. Give one
student the job as the questioner (This would be lower of my two students) and allow the questioner to ask the other student the
comparing question. The student will answer and the questioner will give academic feedback. TTW signal for the kid’s attention and
have the student’s switch roles. Then, open the classroom for discussion and feedback. Finally, underline the details in green and chart
the similarities in the center of the Venn diagram.
9. Go over group work expectations. Preplan which students will have which roles based on professional opinion. Have the students follow
the modeled process to accomplish their goals using their green crayons and pencils. If they finish early, have them grab a non-fiction
Lesson Plan by: Jessica Willings
Dynamic Curriculum Project 2015
book from your classroom library or reading anthology and continue to practice the desired goal. Circulate the classroom to provide
guidance. Consider pulling a small group of struggling learners (RTI students) in order to aid the instruction.
10. Call the students back to your meeting place and reflect and close over the lesson. Ask the students what went well or what was more
challenging in order to gauge understanding for the next day’s lesson. Review assignment and answer essential questions. Introduce the
next day’s lesson: I can contrast two texts.
11. Give students individual exit tickets to assess mastery and plan the next day’s lesson. As they finish, you could pass out the apples and
oranges to compare tastes.
Questions:
Essential Questions: What does it mean to compare? Why do I need to compare when I read? How will comparing add to my point of view?
Varied Questions: Why should we compare multiple texts? What one sentence could you use to describe the first text? How is it similar to the
ideas presented in the second? How does the author’s perspective compare to your own?
Signal Words for Comparing and Contrasting Questions:
alike/like, both, different/difference, same, similar, however, although, as well as, more/most, on the other hand
Differentiation: Modifications are imbedded throughout the lesson in order to better scaffold the learning. The I Do and We Do texts for this
lesson are on a 5th and 4th grade level to foster reading growth. This lesson is designed to teach to the top with the needed scaffolds to capsulate
every learner. If further modification is needed, one might provide it by pulling a small group and aiding the instruction for the lower (RTI type).
For the highest students, the teacher could have the students begin to write a comparing and contrasting text. Additionally, the teacher could
read aloud to students will the given IEPs and noted modifications.
Assessment:
Informal: The teacher will make note of struggling students throughout the lesson and circulation time. Additionally, the teacher will note any
students who mentioned struggles during the reflection portion of the lesson.
Formal: The teacher will scan for the desired percentage of mastery in the group work and in the exit ticket and provide appropriate and timely
feedback and re-teaching.
Resources:
Hook from: http://www.shmoop.com/
Lesson Plan by: Jessica Willings
Dynamic Curriculum Project 2015
Passages adapted from: www.readworks.org
Venn Diagram from www.mathaids.com
Just thought this was helpful:
http://schools.polk-fl.net/Inwood/documents/Literary%20Focus/Compare%20Contrast%20Reference%20Card%202%20%282%29.pdf
Lesson Plan by: Jessica Willings
Dynamic Curriculum Project 2015
The Venn Diagram
Lesson Plan by: Jessica Willings