Effective Fall 2014

Baldwin Wallace University

School of Education
Lesson Planning Form
I. Major Topic: Compare and Contrast (Day 1)
Date:
September 26, 2016
Grade Level: 3rd grade

II. MATERIALS:
Google Slide presentation
chromebooks
paper
pencil

III. CANDIDATE Resources:

Collaborated with Cooperating Teacher
IV. (A.) NATIONAL/STATE Standards:
CCSS.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.L.3.4a Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 3 reading and content, choosing flexibly from a range of
strategies. Use sentence level context as a clue to the meaning of a word or
phrase.
IV. (B.) National/State technology standards (if applicable): N/A
ISTE.1.A

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

Effective Fall 2014

presentation are the same or different. We will then talk about context clues as a whole group and
introduce new vocabulary. Students will then work with their elbow buddy (the person sitting
beside them) to research two animals (previously chosen for them) and create a list of how they
are the same and how they are different, using the new vocabulary that was introduced. Students
will then be permitted to share some examples from their list to the whole class.

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.

VII. Steps/Learning Activities (Check Students Understanding during the Lesson)

1. 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 contrasting two things. Turn and tell your
partner. (1 minute)
Share some ideas (1 minute)
2. After listening to the ideas of the students, explain that we are going to be taking a closer look at
same and different or compare and contrast.
3. Students will be instructed to stand behind their chairs at their respective tables. (Step 2 and 3, 1
minute)
4. Google Slide presentation: Students will be shown a series of slides asking them whether or not
the pictures are the same or different. The students will move to the side of the room that they
feel is the answer (the wall of the classroom containing the door, will be labeled Same. The
wall of the classroom with windows will be labeled Different). (20 minutes).
Slide 2: *only looking at color
bananas and lemons

Effective Fall 2014

Slide 3: *only looking at color

grass and peas
Slide 4: *looking at location
you (student) and me (teacher)
Slide 5: *looking at location
our school and the White House
Ask the students if things can be both similar and different? Share ideas.
Slide 6: no constraint
basketball and soccer ball
Ask a student from each side why they stood where they did.
Slide 7: no constraint
lab puppy and dalmatian
Ask a student from each side why they stood where they did.
Slide 8: no constraint
tennis shoes and rain boots
Ask a student from each side why they stood where they did.
5. Introduce context clues and how they can help us find the meaning of unknown words. (10
minutes)
Example: My dad despises the winter. He hates that he has to shovel the driveway everyday.
hates is a feeling; it is describing how dad feels about shoveling the driveway. We can conclude the
word despise means hate.
New vocabulary (adaptations, reproduce, blubber, environment).
The new vocabulary words will be used in a sentence, and shown in Slide 9 and 10.
Call on students to determine the context clues and the meaning of our unknown words.
6. Students will be paired to work with a partner (their elbow buddy) on the research activity (Move
to a different spot in the classroom to complete work with your partner). (35 minutes)
Each pair will be given two pictures of animals. Using their chromebooks, each student will look up
traits that are similar and different between the two animals they were given.
3 pairs will research Tiger and Lion
3 pairs will research Whale and Dolphin
3 pairs will research Owl and Penguin
Together each pair will create a LIST on how the two animals are similar and different.
The list must the new vocabulary that was introduced.
Teacher will write these on the board for reference.
7. Closure: The 3 groups that researched Whales and Lions will share something from their list first.
The other groups (researched different sets will follow after). (5 minutes)
Differentiated Instruction:
Visual Learners:
By creating the Google slides presentation of the pictures that we wanted to
compare and contrast, visual learners were better equipped to form a mental image
of the objects.
Auditory Learners: Auditory learners would benefit from being able to work with a partner when
researching their two given animals. By interacting with a peer, auditory learners
are able to share their ideas and receive feedback on the compare/contrast lists
they are creating.
Tactile Learners: By having students participate in the opening sort to demonstrate how two things
can be similar and/or different, students were engaging in active and multimodal
instruction.
Closure: The 3 groups that researched Whales and Lions will share something from their list first.

Effective Fall 2014

The other groups (researched different sets will follow after). (5 minutes)
Assessment Activities: Determine that objectives were met and that learning occurred.
As the students move from one side of the room to the other (demonstrating their opinion on
whether they believe the pictures shown to be the same or different), the teacher will observe
them and take anecdotal notes on students understanding (summative assessment). The partner
work, comparing and contrasting two animals will be collected as a form of formative
assessment.
Transition: Students will gather materials and be dismissed one table at a time. They will walk out into
the hall to check the whiteboard to see what materials they need for Capstone and move to
the room it states on the board (Treehouse).
Signature of Cooperating Teacher: _________________________________
Date: ___________________

Learning Experience 1 (Reflection Questions): Part of University lesson plan template

How did you know that learning took place? How does the data support your conclusion?
When looking at the lists that I collected from the students, I was able to see that out of the nine
groups, five groups successfully researched their two animals listing facts that were the same and
different between the two (using the new vocabulary in their list). Two groups completed the assignment,
finding similar and different facts on their animals but did find facts using the new vocabulary terms.
There were then two groups (four students) that had little written or none at all, saying they could not find
similarities and differences.
What kind of adaptations did you make to accommodate individual differences? What other
adaptations would be helpful to accommodate the needs of individual students?
As students came into the room, I was sure to move the students that I knew would not stay on
task if they worked with the classmate next to them. Therefore, when it came to work with their elbow
buddy, they were able to get to work more easily. It may have been a good idea to have a few websites
already picked out for the students to go to. For the students that struggled, I noticed they spent a lot of
time trying to find a website that would be helpful to them. As we have found research before for other
assignments, it is still new skill for them.
Other than the modifications discussed above, would you change any aspect of the plan or how you
conducted the lesson? (e.g. Introductions and transitions; sequencing of activities; time
management questioning etc.) Why or why not? What changes could you make?

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.