Blast from the Past or Perfectly Present

Compare and Contrast

Category Criterion

Name of Course/Class: Reading

Grade Level: 3 grade

Technology/Resources/Materials:
1 per student: 1 per group: 1 per class:
Background
(4 parts) The Amazon article Chart paper Colonial Life Read aloud
Pencil Markers LCD projector
Paper Smart board
Chrome book tablets
Accommodations Modifications

- Rest breaks/Space for movement and breaks - Highlighted words or phrases in reading article
- No penalty for spelling errors - Students may handwrite paragraph before typing

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 Weblink to your curriculum: https://tinyurl.com/khgs39z

Objective:
Given 5 questions via Socrative, learners will compare and contrast a subject in a nonfiction text with 80% accuracy.
Orient
the Essential Question:
How can I compare and contrast the past to the world around me?
learner:
Standards:
(4 sections)

Common Core NJCCCS for Technology

CCSS.ELA-Literacy.RL.3.2 Recount stories, including fables,

folktales, and myths from diverse cultures; determine the central 1c. Students use technology to seek feedback that informs
message, lesson, or moral and explain how it is conveyed through and improves their practice and to demonstrate their learning
key details in the text. in a variety of ways.

CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to 6c. Students communicate complex ideas clearly and
demonstrate understanding of a text, referring explicitly to the text effectively by creating or using a variety of digital objects
as the basis for the answers. such as visualizations, models or simulations.

CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; 6d. Students publish or present content that customizes the
recount the key details and explain how they support the main idea. message and medium for their intended audiences.

CCSS.ELA-Literacy.RI.3.4 Determine the meaning of general

academic and domain-specific words and phrases in a text relevant
to a grade 3 topic or subject area.

CCSS.ELA-Literacy.RI.3.8 Describe the logical connection between

particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).

CCSS.ELA-Literacy.SL.3.2 Determine the main ideas and

supporting details of a text read aloud or information presented in
diverse media and formats, including visually, quantitatively, and
orally.

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 Interdisciplinary Standards

New Jersey Student Learning Standards for Social Studies

6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and
present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable
students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local,
national, and global communities.

Anticipatory Set/Hook/Daily Review Time to complete: 3 min

Students will be introduced to a video via ed-puzzle on colonial life. Students will be asked at check points what they noticed about life during that time period.

Input/Modeling or Present Information: Time to complete: 5 min

Teacher will read Colonial Times by Brenden January, stopping at page 16 to provide a background of Colonial times. Teacher will model identifying one
similarity and one difference between Colonial life and life today and chart it using smart board.

Check for Understanding/Provide Learner Guidance: Time to complete: 2 min

Instructional Students will be asked to answer one question via google classroom comparing Colonial life to life today using their chrome book tablets.

Design: Guided Practice with coaching /Elicit Performance: Time to complete: 5 min

We will continue charting the similarities and differences between Colonial life and life today on the smart board. Teacher will provide an example passage
comparing and contrasting three or four characteristics of Colonial life to life today. We will emphasize compare and contrast key words in the paragraph.
(8 events)
Independent Practice/Provide informative feedback: Time to complete: 20 min

Students will separate into 5 groups of 5 and read the passage Trouble in the Amazon. Groups will be provided with a Venn Diagram chart paper to compare
and contrast life in the Amazon to life in their community. Each group is responsible to submit one Venn Diagram. Each student will type a paragraph utilizing
their Venn Diagram. Students will record their response comparing and contrasting life in the Amazon to life in their community via google classroom under the
(45 minutes) assignment tab Blast from the Past or Perfectly Present. Students will be provided with a 2 min. video on deforestation in the Amazon to provide them with
background knowledge via google classroom if needed.

Closure: Time to complete: 2 min

Each group will share one example from their chart paper comparing and contrasting life in the Amazon to life in their community.

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 Formal Assessment: Time to complete: 6 min

Given 5 questions via Socrative, learners will compare and contrast a subject in a nonfiction text with 80% accuracy.

Enhance/Transfer: Time to complete: 2 min

If you could would you go back and live in the past/different community or would you stay in your present community?

Student Feedback: Did the students enjoy using the tablets during guided practice? Would they prefer to write out the paragraph first versus type?

Recommendation:

Teacher Feedback: Did the students have the right amount of time to complete independent work successfully?