Dynamic Curriculum Project 2015
Topic & Grade Level: Compare and Contrast Two Texts, 3rd Grade, Day 3 of Sequence
Objective: I can compare and contrast 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)
-Introduction to Text Structure Video
-Computer: internet access, ActivInspire
-Accompanying FlipChart
-Anchor Chart showing all 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
-Red and Green Crayons- for underlining the details that are the alike/different
-THE PASSAGES TODAY ARE THE SAME TO BE GIN TO FACILITATE CLOSE READING AND DEVELOP SUCCESS IN THE STRATEGY/SKILL.
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).
Lesson Plan by: Jessica Willings
Dynamic Curriculum Project 2015
2. TTW introduce the standard, agenda, and essential questions with the students (from Flipchart).
3. TTW introduce the hook. Tell the students that today you plan on teaching them the second 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 different (contrast).
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 outsides 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 contrast two texts, but first you are going to add some truth to the
old saying: You can’t compare apples to oranges. But you can contrast them! Show the apples and oranges and focus only on contrasting
them: green, red, texture, stem, juices, etc. Chart the ideas on the sides of the Venn diagram. Tell them they need to listen up carefully
so that they can contrast 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 contrasting 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 contrast two texts. I know I am going to use the question on my chart to help me contrast:
What is different 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 contrasts and then start
reading. Luckily, I read these yesterday, so I’ll be able to look really closely at them today. …. 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 different on the outsides of my Venn diagram
where the question is on my anchor chart. I’ll write each title on top of one circle. I’m going to underline the differences in
my text red because red means stop and these texts stop agreeing together here. The circles do not agree on the sides, so
I will put my differences there under their title. Underline any details in the passage that help you come to that
comparison in red and chart them on the sides of the Venn.
8. 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 contrast 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 contrasting
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 red and chart the
differences on the sides 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 red crayons and pencils. If they finish early, have them grab a non-fiction book
Lesson Plan by: Jessica Willings
Dynamic Curriculum Project 2015
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 compare and 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 contrast tastes.
Questions:
Essential Questions: What does it mean to contrast? Why do I need to contrast when I read? How will contrasting add to my point of view?
Varied Questions: Why should we contrast multiple texts? What one sentence could you use to describe the first text? How is it different to the
ideas presented in the second? How does the author’s perspective contrast to your own?
Signal Words for Compare and Contrast Type 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