II. MATERIALS:
Google Slide presentation
chromebooks
paper
pencil
Teachers use their knowledge of subject matter, teaching and learning, and
technology to facilitate experience that advance student learning, creativity, and
innovation in both face-to-face and virtual environments; promote, support, and
model creative and innovative thinking and inventiveness.
V. Objective(s):
By the end of the 75 minute lesson, students will know the meaning of compare and contrast and
practice this skill through a whole group sort. After using context clues to find the meaning of
our new vocabulary, students will demonstrate their understanding by researching two animals
(previously chosen for them) and create a compare and contrast list for these animals with a
partner. They will need to include some of the new vocabulary (adaptations, reproduce, blubber,
environment) in their lists. This assignment will be completed with 85% accuracy.
I can compare and contrast two things.
VI. Introduction:
Strategy and Grouping Pattern Used/Group Size:
To introduce the lesson, students will turn and talk to a partner about what the words compare and
contrast mean. They will then discuss examples of a time they compared or contrasted two
things, before sharing some ideas with the whole class. Students will then participate in the
whole group lesson on compare and contrast (same and different) by moving to different sides of
the room to show their opinion of whether the pictures I am showing them on a Google
Transition/Focus Attention:
The teacher will raise one finger into the air, signaling students are to be on a level one voice level (silent)
and looking at the speaker. Counting down from 5 may also be used.
Motivation/Hook:
Turn and Talk:
What does the word compare mean? Can you think of a time you compared two
things? Turn and tell your partner. (1 minute)
Share some ideas (1 minute)
What does the word contrast mean? Think of time you were contrasting two things.
Turn and tell your partner. (1 minute)
Share some ideas (1 minute)
Set Behavior Expectations:
Students will be expected to participate in the turn and talk activity to open the lesson, engage
in the compare and contrast activity, and work cooperatively with a partner to research how two
animals are similar and different. All of this will be done as students continue to follow
classroom rules and expectations.
Set Purpose: Students will know how to compare and contrast.
Assess (activate and/or build) Background Knowledge:
At this point, students are aware of the words similar and different and have even heard of and/or
used the words compare and contrast. These upcoming lessons will now ask students to use these
vocabulary terms through the use of various text and applying text evidence skills.
During the group sort activity in the beginning of the lesson, I recall a student asking if
they could stand in the middle (to represent both sides). While I was answering a question from
another student, I never went back to acknowledge his question. This would have been a great
opportunity to open the discussion of whether or not two things can be both similar and different.
While we got to that part of the lesson later on, that would have been a good transition into that
discussion.