Unit Overview

Unit Title: Comparing Text to Text: Who Would Win?

Grade: 4th

Developed by: Morgan T., Paige A., Angel R., Grant B., Christina A.
Length/Time: 4 days of varying length lessons
(total time: 3 hours 10 minutes)

Desired Results and Learning Outcomes

Prerequisite Skills:
Students should have some general knowledge about the animals, what they look like, etc.
They should also have the basics of compare and contrast strategy.
Knowledge of Chromebook technology. Previous exposure to reading nonfiction text.
Key Vocabulary in this Unit:
Similarities: what they have in common
Differences: what they do not have in common
Nonfiction: writing based on facts, real events, real people
Predator: an animal that eats or preys on other animals
Prey: an animal that is hunted or killed for food by another animal
Materials: (e.g., internet resources and supplies)
Who Would Win Series (3 of each book)
Venn diagram worksheets
Smartboard worksheet with bracket
Chromebooks
Art Supplies (paper, crayons, colored pencils, markers, etc.)
Texts:
Who Would Win Series by Jerry Pollotta
Scholastic (2011-2014)
-Lion v. Tiger
-Alligator v. Python
-Komodo Dragon v. King Cobra
-Polar Bear v. Grizzly Bear

Targeted Standards:
CCSS.ELA-LITERACY.CCRA.R.1

Read closely to determine what the text says explicitly and to make logical inferences from
it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
CCSS.ELA-LITERACY.CCRA.R.9

Analyze how two or more texts address similar themes or topics in order to build
knowledge or to compare the approaches the authors take.
CCSS.ELA-LITERACY.RF.4.3.A

Use combined knowledge of all letter-sound correspondences, syllabication patterns, and

morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in
context and out of context.
CCSS.ELA-LITERACY.RF.4.4.A

Read grade-level text with purpose and understanding.

CCSS.ELA-LITERACY.W.4.2.D

Use precise language and domain-specific vocabulary to inform about or explain the topic.
Objectives:
Students will complete Venn diagrams, using the compare and contrast strategy.
Students will read with sufficient accuracy to be able to comprehend the material.
Students will describe the physical appearance of the animals, their habitat, their diet,
and other facts.
Students will form an opinion based on factual information found in the text to declare
a winner.
Students will debate using textual evidence as to why the animal they chose is the
winner.
As the result of this unit, Students will know
(concepts)
Science facts about numerous animals
The difference and similarities
between certain animals
Nonfiction text

As the result of this unit, Students will be able to

(skills)
Compare and contrast different texts
Analyze information to draw conclusions
Practice debating skills and sharing opinions
Effectively use technology to research and
find factual information

Assessment
Performance Task(s):
(a)What will students do to
demonstrate their learning?
Students will complete a
venn diagram comparing and
contrasting animals
Students will debate about
which animal would be the
winner
Students will create their
own Who Would Win book,
demonstrating their
knowledge on nonfiction
writing and compare and
contrasting

Other Evidence (pre-assessment, formative,

summative):
(Formative Assessment) Students will complete a
venn diagram displaying comparing and contrasting
information about two animals using textual
evidence
(Summative Assessment) Students will make and
complete their own Who Would Win book, choosing
and comparing either the two animal finalists or two
of the semifinalists if they were not totally
convinced on the match up. Based on what they
read from Who Would Win, they will research and
gather information about their animals. Basically,
they are making a replica of Pollotas Who Would
Win books, but with their own information/facts and

(b) What criteria will you use to

assess student performance?
(Attach checklist, rubric, etc. or
explain criteria)

drawings.

-Students fully complete the venn

diagram using evidence and examples
from the text
-Students actively participate and
engage during debate, respecting
thoughts and opinions of their
classmates
-Students creatively and effectively
display information in their own Who
Would Win book. Information used is
factual, interesting, and book
presentation is pleasing

Learning Plan
As you prepare, think about
How will you hook students at the beginning?
We can pose a question that would can trigger
the students interests such as Whos the king
of the animal kingdom?
What are your favorite animals?
If you could have any animal as a pet, what
would you choose and why?
What events will help students experience and
explore the big idea(s) and questions in the
unit? How will you equip them with needed
skills and knowledge?
The books we use about each animal will
provide information about them, the students
will be working with venn diagrams
contrasting two animals, and there can be a
debate for the students.
How will you cause students to reflect? How
will you guide them in rehearsing, revising,
and refining their work?
With the venn diagrams and debate, the
students can understand the perspectives of
other students that can influence their

Provide a clear description of the scope and

sequence of student activities over the course
of your 4 lessons.
1. Lesson 1: Students will break up into
4 small groups (2 groups will have 6
members, 2 will have 7). Each group
will be assigned 1 of 4 Who Would
Win books (Alligator v. Python, Lion
v. Tiger, Polar Bear v. Grizzly, &
Komodo Dragon v. King Cobra).
Each group will read their first book,
complete the Venn Diagram, and
discuss within the group who they
should send to the semifinal round.
Groups will explain to the teacher
who they are sending and why.
Teacher will fill out the SmartBoard
bracket.
2. Lesson 2: Then, they will switch
books with another group and repeat
the process, comparing their winner to
the other teams winner, arguing why
their candidate would still be the
winner. The two groups will then

decisions. As teachers, we can guide the

students by asking strategic questions,
encouraging them to use factual information
found in the text
Why do you think that?
What textual evidence do you have that relates
to your ideas?
How will you help students to exhibit and selfevaluate their skills, knowledge, and
understanding throughout the unit?
Asking strategic question to facilitate learning,
venn diagram and create their own book to
provide visuals and assess their understanding.
How are they different? How are they similar?
How will you organize and sequence the
learning activities to optimize the engagement
and achievement of all students?
Start with the hook question to get the students
thinking about the animals they know and
what would make them the best, move on to
texts so that students will acquire knowledge
of different kinds of animals, have groups of
student discuss with their own group and then
debate with other groups as to why their
animal is best, and have the students create
their own Who Would Win? books with their
new found knowledge. Allow all students to
speak and share opinions. Dont allow one or
two students to dominate debate/conversation.
How will the lessons connect and build on
each other?
Students will have to take into consideration
what each animal is capable of and how they
would do compared to another. (Text-to-text)
Each day students will learn new information
about new animals that they will later use to
draw an ultimate conclusion and complete
their own book.

Meeting the Needs of All Learners

choose a winner to send to the final

round & explain why.
3. Lesson 3: The groups will then get
together to make 2 larger groups,
essentially splitting the class in half.
The books will be switched, and the
process will again be repeated for the
last time. They will then hold a final
debate on who would win the overall
challenge.
4. Lesson 4: Students will be handed out
few sheets of paper to make their own
Who Would Win book. Using
Chromebooks, they will choose and
research the finalists. If students do
not fully agree with the final matchup,
they can choose 2 other animals from
the semifinalists to compare. They
will find more facts and informations
about the animals, other than the ones
from the books and create their own
Who Would Win? Book comparing the
final two animals.

How will you

Differentiate instruction (e.g., flexible grouping, self-selection of product)?
There will be a team of teachers helping to teach the lesson. The teachers not guiding the
lesson can be made available for the students/groups. The texts selected was also made sure to
be appropriate for the entire class to be able to understand. There will also be different
activities that allow the student some freedom to answer.
Accommodate students with special needs (e.g., use of assistive technology)?
Some students may need the book read to them from either a member of the teaching team or
the teachers aide in the classroom. Some students may also use the Chromebooks and the
teachers aide to help with completing the Venn Diagram.
Provide culturally responsive instruction to English learners or dialect speakers (e.g., scaffold
instruction, comprehensible input, multicultural texts)?
Teaching team will be made available to help the students with understanding the text or what
is being discussed to students with language needs. Instruction could also be altered to be
comprehensible to the affecting students.

Lesson Number: CI 475 Small

Group Lesson Plan #1

Title: Who Would

Win? Lesson 1

Candidate: Morgan Tumino, Paige

Annolino, Grant Barker, Angel Romo,
Christina An

Lesson Goals
*Central Focus of the Learning Segment:
- Students will complete Venn diagrams, using the compare and contrast strategy.
- Students will read with sufficient accuracy to comprehend the material.
- Students will describe the physical appearance and attributes of the animal, their habitat, diet, and
other facts.
*Essential Literacy Strategy for comprehending or composing text
- Predicting/Making Inferences
- Students will form an opinion based on factual information found in the text to declare a winner.
- Students will debate using textual evidence to why the animal they chose is the winner.
*Related Skills needed to apply the strategy in meaningful contexts
- Compare & contrast
- Debate/persuasion
- Using textual evidence to support thoughts
*Standard(s) Addressed:
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support conclusions drawn from the text.
CCSS.ELA-LITERACY.CCRA.R.9
Analyze how two or more texts address similar themes or topics in order to build knowledge or to
compare the approaches the authors take.
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on others' ideas and expressing their own clearly.
*Materials/ Instructional Resources:
Who Would Win? Series by Jerry Pallotta (1 per group, 2 books per team, 4 books total), provided
worksheets, SMARTBoard
*Learning Objectives:

*Assessment (both formal and informal)Evidence of Student Understanding:

Objective 1: Students will compare and contrast

two different animals and use textual evidence
to make predictions and inferences to decide
which animal would win.

Related Assessment: Worksheets with different

criteria, predicting and inferring prompts, and Venn
diagram.

Objective 2: Students will debate their opinions

as to why one animal would win if the two
animals were to fight.

Related Assessment: Informal oral responses to

questions during discussion and debate with team
members to persuade them which animal would be

the predator, or winner.

Lesson Considerations
Prior Academic Learning and Prerequisite Skills:
Students should have some general knowledge about the animals, such as what they look like.
Understand the basics of compare and contrast strategy.
Understand what a debate is and the expectations of being in the class (i.e. no yelling over each
other, staying in seat, being respect of what others are saying).
Misconceptions:
During a debate, you have to continue debating one side, and one side only.
You cannot change your mind during a debate.
You cannot use opinions in a debate (facts are normally better).
You always have to agree with the book and the authors opinions.
Outside life and experiences do not affect your reading.
Language Objectives and Demands
Identify a Language Function:
Predicting, making inferences, comparing and contrasting, having debate
Key Learning Task:
Complete Venn diagram with facts and details using textual evidence, use criteria to decipher the
predator versus prey in a given book, engage in debate to explain why or how they chose the winner.
Language Demands:
Understand characteristics to determine predator or prey; understand vocabulary words within the text
and worksheet (predator, prey, habitat, etc.); debate with another group and teammates as to why their
predator would win using evidence to prove their ideas.
Language Supports:
Allow students to work in groups to discuss ideas and debate; allow students to debate with other teams
as to why their animal would be the predator in the situation; model the Venn diagram worksheet using
two animals not in any of the books provided (i.e. cat versus dog); give examples of explanations as to
why I think a certain animal would be the prey instead of the predator.
*Lesson Plan Details:
Time
1015
mins

Lesson Introduction - Before: Setting the stage, activate and build background knowledge,
introduce and explain, building vocabulary through the lesson
Explain that students will be reading 2 books by Jerry Pallotta, called Who Would
Win? Show the students the front covers of the books: Who Would Win? Hammerhead
vs. Bull Shark and Who Would Win? Lion vs. Tiger
Some students may have already seen these books before or may have read them;
thats okay!
Ask students if they know what a Venn diagram is and what it is used for.
o Comparing and contrasting two things, two overlapping circles, one circle has
one of the objects, the other one has the comparing object, the middle would
be what they have in common.
Pull up the Venn Diagram worksheet up on SMARTBoard
Put Cat for Animal 1, and Dog for Animal 2
Ask students how you would go about this

Put things about a cat underneath the Cat side, like meows, drinks milk, eats
cat food, climbs trees, etc.
o Put things about dogs underneath Dog side, like barks, friendly, goes on
walks, etc.
o Put things about both in the middle, so things like fur, tail, pets, four legs etc.
So today, we will be comparing and contrasting the two animals in the book to decide
who would win in a fight using a Venn diagram. You will pick out details from the
book and put them on the worksheet for why a characteristic or attribute would either
be an advantage or disadvantage. Why would it be important to compare and contrast
two characters, or in our case, the two animals?
o Can help you see the characters and the similarities and differences between
them; can help understand the characters better
We will also be predicting and making inferences. Who knows what making a
prediction is?
o A prediction is saying or guessing what is going to happen in future events
What about making an inference? We havent talked about this before, so this is new.
Who can tell me what they think that means?
o A conclusion based on evidence and reasoning, usually using background
knowledge or previous experiences. Has anyone seen the Lion King?
Remember when the lions are fighting the hyenas? This shows us that they are
very strong animals, possibly capable of defeating a tiger which we can use to
make inferences about what will happen in the book.
Why are these strategies important when we read? How could we use it during this
activity?
o To connect the two characters in a book, and maybe be able to compare that
book to other books or experiences.
o Predicting is important to activates students' prior knowledge about the text
and helps them make connections between new information and what they
already know.
o Inferring is important because it can take a story beyond just the literal
meaning of the text, and can help students connect to the story. Each student
has had different experiences, therefore can make different inferences
Have the kids move so that they are in new table groups (2 students from middle 2
tables move to each group. 2 groups should have 6 and 2 should have 7, if all students
are present. If students are absent, move students in order to make groups as even as
possible). Pass out 1 book and 1 of each worksheet to each small group. Explain while
passing out that students will each have a role: 2 readers, 1 predictor, and 1
characterizer per small group, and then 1 compare/contrast, 1 advantage/disadvantage,
1 recap and 1 recorder per team.
The worksheet correspond to the job each is given, with the exception of the
recorder, who will be in charge of making sure the worksheets are filled out and
will write down the other teams debate reasoning.
o

30
mins

Learning Activities - During: Active engagement in meaning making, explicit instruction,

and practice (you should be checking for understanding throughout the lesson)
Ask the students to raise their hands when you read off the role: readers, predictor,
characterizer, compare/contrast, advantage/disadvantage recap, recorder

Next, have the Predictor (Who Would Win with drawings and predictions) fill out the
worksheet with the group to predict who would win just from the cover, draw a picture
and explain why.
Have the reader start reading the book their group was given. (Since there are 2 readers
per group, have one student read 1 animal and the other student read about the other
animal.) Make sure other students in the group know to just listen while the two
students are reading, paying attention for details that might fit their role later.
After they are done reading, have the student with Characteristics fill their worksheet
out with the group. These should have details about each characteristic listed (students
with the sharks should have things about length/size, weight, teeth, vision, head shape;
the lion v. tiger groups should have things about fur, size, teeth, intelligence, hunting,
claws, speed, hearing)
Next, the students with the Venn Diagram and Advantages/Disadvantages fill out their
worksheets with the group. This is like the Characteristics worksheet, but more in
depth. Also, the students should be saying things that these animals have in common.
Students should choose a winner based on textual evidence and write this animal at the
bottom of these worksheets.
Ask students about their predictions: Who did you choose? Why? Based on what you
have read so far, has your prediction changed? Why or why not? What textual
evidence can you use to support this prediction?
Have students get together with the other team that has the same book as them. Allow
them to discuss with each other the things they found and see if they picked the same
predator.
The student with the Recap worksheet should fill that out with the group. Include facts
they did not know, what they thought was cool about each animal, their opinions on
each animal, and can either draw or write who their overall winner is.
o If the students from different teams do not agree on the winner, have them
explain their reasoning using textual evidence and background knowledge
(making inferences) and hold a mini debate.
o If they agree on the winner, still discuss ideas as to why they chose that
winner.
Once students all have their animal as the predator, have them put their thumbs up.

*What planned supports will you use for the whole class, individuals, and/or students
with specific learning needs? (Describe the instructional supports during your lesson that
address diverse learning needs in order for all students to successfully meet lesson objectives.
This can include possible accommodations and differentiation strategies.)
Students with learning needs may have to use the computers to type their answers,
rather than write them, depending on what job they are given.
In addition, they may have an aide or another student teacher with them to help with
reading the book, if needed.
What informal assessments will you use to check for understanding at key points in the
lesson? Where will these take place and what methods will you use?
Making sure students are filling out the worksheets correctly, seeing that their Venn
Diagrams have both similarities and differences.
Seeing that their characteristics fit the correct animal

1015
mins

For a rubric, simply make sure students have filled out accurate information and
have completed all worksheets. This is more of a fun participation grade than for an
actual grade.
o Did the student choose one animal and give a reasonable explanation as to
why it would win over the other? (i.e. bigger, stronger, more teeth)
o Did the student put characteristics of each animal in the correct columns? Did
they fill in the last row where they chose their own characteristic?
o Did the student identify reasonable advantages and disadvantages for each
animal?
o Did the student fill out characteristics for each animal under the correct
column that are different from the other animal? Did they list reasonable
characteristics that were the same between the two?
o Did the student fill out each of the boxes for Bullshark & Hammerhead vs.
Lion & Tiger?
Ask students about their predictions: Who did you choose? Why? Based on what you
have read so far, has your prediction changed? Why or why not? What textual
evidence can you use to support this prediction?

Closure - After: Restate teaching point, clarify key points, extend ideas, check for
understanding

When both teams have chosen an animal and all thumbs are up, ask the Recorder to
raise his or her hand again. This student will be responsible for writing down the
information the other group gives them about their animal.
Ask students to share their predictions with the class: Who did you choose to win
your battle? Why did you choose this animal over the other?
So, we can use this compare contrast strategy in all different books to help us make
predictions based on textual evidence. For example, based on what we read in the Who
Would Win book, we were able to make educated predictions to who would win the
battle.
Start with the Lion vs. Tiger team (*Shark Team should be writing down the answers
to these questions)
o What were some of your defining characteristics?
o What did you find the same between the two animals?
o Some advantages or disadvantages?
o *Can write some of these on the SMARTBoard*
When theyre done, go to the Shark Team
o Ask the same questions; also can write these down on the SMARTBoard
o Lion/Tiger team should be writing these responses on the back of one of the
sheets of paper.
Go back to pointing out similarities and differences between two animals, such as we
learned that lions and tigers are both considered to be in the cat species, but they are
each different because
Tell each team to choose 1 winner from each book (either lion or tiger, and either
hammerhead or bull shark) Keep these animals in mind as we go through to the final
debate. Tomorrow, we will be using books with different animals, so it is important to
know who you have.
How can we use the information from the books and from what you already knew

coming into this lesson to make inferences? Think about this for tomorrow!
Extension:
If time permits, the team can come up with some other characteristics that the books did not
talk about that could either be an advantage or disadvantage to the animals in the book. They
could also think of what the other animal would need in order to outdo their predator.
Students could complete similar activities involving Who Would Win? Books that discuss
different animals. Students could then use all information learned and opinions formed to
create a bracket, allowing students to debate and discuss which animal would win overall.
Students can choose two animals and create their own Who Would Win? Book or slideshow.
This would involve internet research and knowledge of how to compare and contrast two
animals, following the format of the original book.
What specific extension activity might the students do to continue practicing and building
meaning?
Students could complete another activity in which they brainstorm new ideas/criteria that
animals could be judge on that were not included in the book. After developing new criteria,
students could present their information to classmates and debate again about which animal
would win using the new information.
NOTE: Attach any Relevant handouts, activities, templates, PPT slides, etc. that are referenced and
utilized in this lesson. For edTPA submission, list any sources used to develop your plan at the end
of the Planning Commentary.

Lesson Plan Appendix and Commentary Section

[Note: Complete the Sections Below Indicated by your Course Instructor. These sections are not
required for inclusion in the edTPA submission; however they will be addressed in your
commentaries.]
Utilizing Knowledge about Students to Plan and Implement Effective Instruction
Building on Personal/Cultural/Community Assets:
Before the lesson, students had general prior knowledge about animals. With this lesson, students
learned more about the relationship between animals and basic idea about the ecosystem. The lesson
gives a general idea about the ecosystem and how animals interact with each other, and with this new
knowledge, students will be able to make a connection to their lives and the community that they live
in. Even though they might not make literal connection with prey-and-predator relationship to humans,
they will understand better which type of people might be considered as predator or prey in society.
In a community, there are groups of people that are placed higher than others, for example, teachers and
students. Students know that teachers have more authority over students than the other way around.
Understanding the ecosystem will help students connect that information with the environment that
they live in and that it exists not only with animals but also with people.
Grouping Strategies:
Students will be grouped based on preassigned seating arrangements made by the cooperating teacher.
In the classroom, there are 4 tables with 4 students, and 2 tables with 5 students. The two tables in the
middle will be split, so two students will join the tables of 5 to form a 2 new tables of 7. The other two
at each table will join the two groups of 4 to make two new tables of 6. These new tables will each be a
small group, which will form with another table with the same book to form a team. The teams will
be split to be the students at the front of the room and those at the back. Therefore, each team will
consist of 14 students. Students will be grouped because of the small number of books and to learn how

to cooperating and work together.

Supporting Literacy Development
Reading/Writing Connections:
From the lesson plan, students should be able to use the compare and contrast skill in their reading and
writing. They should be able to use key details to identify any similarities and differences in a reading,
whether those are between/among characters, themes, settings, etc. When they are writing, they can use
this skill to strengthen their argument. Also, it helps them organize their ideas and information by using
higher-order thinking; this will give them better clarity and precision in their writing. Tying this to
debate and persuading skill, having information and ideas organized can improve students reasoning
skills for forming their opinions. Through debating and persuading, students can increase their critical
reading skills to find key details and synthesize all the information that they have read or written and
compare it to other students thoughts and ideas. Students will be more incisive about their argument
both in reading and writing as they practice with this skill more.

LESSON PLAN #2
Title for Lesson Plan: Who Would Win? Lesson 2
Date of Lesson: 4/20/16
Approximate (Amount of) Time Required for Lesson: 50-60 minutes
Grade Level/Subject(s): 4th grade literacy
Prerequisite Knowledge:
Students understand how the food chain works
Students know the difference between predator and prey
Students are familiar with the format of Who Would Win books
Students know how to complete a Venn Diagram using comparing and contrasting
strategies
Student Objectives/Student Outcomes:
Students will work as a team to decide the winner of the two animals
Students will use previous predictions from prior lesson to make inferences
Students will use debate techniques to persuade their opinion on which
animal is the predator
Illinois Standards:
CCSS.ELA-LITERACY.CCRA.R.1
o Read closely to determine what the text says explicitly and to make
logical inferences from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
CCSS.ELA-LITERACY.SL.4.1
o Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and
texts,building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.CCRA.R.9
o Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
Materials/Resources/Technology:
Who Would Win? Series by Jerry Pallotta (1 per group, 2 books per team, 4
books total)
Provided worksheet corresponding to students role (same worksheets as previous
lesson)
SMARTBoard
Implementation/Procedure
Before (5-10 minutes)
o Explain that today they will be doing the same activity as the day before, but the
students will be reading different books and dealing with new animals

o
o

Briefly discuss the results of the day before and explain why they thought that
animal would win
Who can tell me what a prediction and an inference is? What is the
difference between the two? Give me an example.
Remember what your predictions were yesterday and how we used those.
Now, how can we use the information we learned from those books, our
background knowledge, and the format of the books to make predictions
and inferences for these new books?
Tell the students to break into the same groups as the day before, assign each
student a role different than the one they had the previous day
Go over the expectations with working in groups

During (30-35 minutes)

o Ask the students to raise their hands when you read off the role: readers, predictor,
characterizer, compare/contrast, advantage/disadvantage recap, recorder
o Next, have the Predictor (Who Would Win with drawings and predictions) fill out
the worksheet with the group to predict who would win just from the cover, draw
a picture and explain why.
o Have the reader start reading the book their group was given. (Since there are 2
readers per group, have one student read 1 animal and the other student read about
the other animal.) Make sure other students in the group know to just listen while
the two students are reading, paying attention for details that might fit their role
later.
o After they are done reading, have the student with Characteristics fill their
worksheet out with the group. These should have details about each characteristic
listed (students with the bears should have things about length/size, weight, teeth,
vision, claws, head shape; the reptile groups should have things about size, teeth,
intelligence, hunting, speed, hearing)
o Next, the students with the Venn Diagram and Advantages/Disadvantages fill out
their worksheets with the group. This is like the Characteristics worksheet, but
more in depth. Also, the students should be saying things that these animals have
in common.
o Students should choose a winner based on textual evidence and write this animal
at the bottom of these worksheets.
o Ask students about their predictions: Who did you choose? Why? Based on what
you have read so far, has your prediction changed? Why or why not? What textual
evidence can you use to support this prediction?
o Have students get together with the other team that has the same book as them.
Allow them to discuss with each other the things they found and see if they
picked the same predator.
o The student with the Recap worksheet should fill that out with the group. Include
facts they did not know, what they thought was cool about each animal, their
opinions on each animal, and can either draw or write who their overall winner is.
If the students from different teams do not agree on the winner, have them
explain their reasoning using textual evidence and background knowledge
(making inferences) and hold a mini debate.

If they agree on the winner, still discuss ideas as to why they chose that
winner.
Once students all have their animal as the predator, have them put their thumbs up
to show they are ready to move on.

After (5-7 minutes)

o When both teams have chosen an animal and all thumbs are up, ask the Recorder
to raise his or her hand again. This student will be responsible for writing down
the information the other group gives them about their animal.
o Ask students to share their predictions with the class: Who did you choose to win
your battle? Why did you choose this animal over the other?
o So, we can use this compare contrast strategy in all different books to help us
make predictions based on textual evidence. For example, based on what we read
in the Who Would Win book, we were able to make educated predictions to who
would win the battle.
o Start with the Alligator vs. Python team (*Bear Team should be writing down the
answers to these questions)
What were some of your defining characteristics?
What did you find the same between the two animals?
Some advantages or disadvantages?
*Write some responses on the SMARTBoard*
o When theyre done, go to the Bear Team
Ask the same questions; also can write these down on the SMARTBoard
Reptile team should be writing these responses on the back of one of the
sheets of paper.
o Ask students to remind you what making an inference is and how you would
make one.
o Based on what you read from both books, what is an inference you can make
about who would be the overall winner?
From the book about _______, I think he would win because
I already knew that ___________, and from the book, I saw
Students should use both background knowledge and textual evidence to
prove their statements.
o Think about reasons why your animal would win in this section. Tell each team
to choose 1 winner from each book (either alligator or python, and either polar
bear or grizzly bear) Using your winning animal from yesterday and your
winning animal from today, make inferences about who your overall winner
would be. Write some of these reasons down, and tomorrow, we will have a fight
to the death to find out who would be our overall champion.

Assessment
o Multiple worksheets depending on the students roles during the activity (1
predictor, 1 characterizer, 1 advantage/disadvantage, 1 compare/contrast, 1 recap,
and 1 recorder)
o Informal responses and discussions during the activity

LESSON PLAN #3
Title for Lesson Plan: Who Will Win? Debate
Date of Lesson: 4/21/16
Approximate (Amount of) Time Required for Lesson: 30 Minutes
Grade Level/Subject(s): 4th grade/Literacy
Prerequisite Knowledge:

Previous knowledge about other Who Would Win books.

What a debate is and know the expectations during a debate.

Student Objectives/Student Outcomes:
Students will collaborate with their groups to make an inference on an animal they think
would win.
Students will debate their opinions with other groups debating who would win if the two
animals were to fight.
Illinois Standards:
CCSS.ELA-LITERACY.SL.4.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others ideas and expressing
their own clearly.
CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the text says explicitly and to make logical inferences from it;
cite specific textual evidence when writing or speaking to support conclusions drawn from the
text.
Materials/Resources/Technology:
Who Would Win? Series by Jerry Pallotta (1 per group, 2 books per team, 4 books total)
Worksheets from previous lessons to use as references
Implementation/Procedure
First, divide up the classroom into four different groups with two of the groups with the
book they determined the overall winner between Lion vs. Tiger or Hammerhead vs.
Bullshark (ex. The groups will have the lion vs. tiger book if they chose the lion to win).
The other groups will have the book with the animal they determined the overall winner
between Alligator vs. Python and Polar Bear vs. Grizzly Bear.
Let the students knows that we will be talking about making an inference and using
contextual evidence to support their inferences.
How many of you have seen the movie Happy Feet? (Assume about half the class)
Remember the part where the leopard seal chases the penguins?
Possible student responses:
The leopard seal has the advantage of getting the penguin because he is a
predator and they are better at hunting other animals that are smaller, like
the penguins.
The leopard seal only has the advantage in the water because that is where
they live. He is also bigger.
The penguin was able to get away because he made it to land before the
leopard seal was able to get to him.
For the debates, a student will record the reasons why their animal has the advantage over
the other animal, and would therefore, win in the fight.

Go over the instructions of what the students will be debating with their books.
o From the past two lessons, you should have four animals, one from each book.
Have each team tell you their two winners.
So we picked ____(Lion/Tiger), ____(Hammerhead/Bull Shark), _____(Polar/Grizzly
Bear), and ____ (Alligator/Python). (fill in with the animals they told you). Now, we will
have a debate on which animal, from these four, would go to the championship round.
There will be one animal from the Lion/Tiger and Hammerhead/Bull Shark, and one from
the Alligator/Python and Polar/Grizzly Bear.
Talk to your group members and use the predictions and inferences you made previously
to plan your debate as to why the animals you chose would win. We will start with the
Lion/Tiger vs. Sharks. Who would win between these two? Why?
Have students debate and come to a final decision on who would be the winner.
Do the same for Alligator/Python vs. Bears. Choose a winner from that match up.
Emphasize using the predicting and inferring reading strategies. Think about your
reasoning and inferences. How would this influence your choice for the overall
champion?
* There will not be a correct animal in the last debate because it would be extremely difficult to
weight the characteristics of a water predator versus a land predator. The point of the last debate
would be to assess the students skills in articulating their responses to try to convince the other
side.
Assessment
Informal oral responses to questions during discussion and debate with team members to
persuade them which animal would be the predator, or winner. The students should be using
contextual evidence to support their claims on why their animal has certain characteristics that
will give them the advantage. Students bringing up a lack of a certain characteristic in the other
animal is also acceptable as to why that animal would.

Ex. The lion would beat the tiger because the lion has extra protection. From the book, I learned
that the mane of a lion serves the purpose of protecting its neck from bites from other animals
because that is critical place for when animals attack each other. I know that the neck area is a
weak point when taking down other animals.
This shows the critical thinking in the students argument, comprehension of the material, and
the students ability to making logical inferences from it.

LESSON PLAN #4
Title for Lesson Plan: Make your own Who Would Win Finalists Book
Date of Lesson: 5/5/16
Approximate (Amount of) Time Required for Lesson: 40 Minutes
Grade Level/Subject(s): 4th grade/Literacy
Prerequisite Knowledge:
They should also already have learned the compare and contrast strategy as well as
debate skills.
Students should also be familiar with the Who Would Win books from the previous
lessons and have gone over what kind of information and pictures should be included in
the text.
Students should know how to find facts and information and do research with their
Chromebooks.
Students will have extensive knowledge of the two animals they chose as finalists from
the previous lesson.
Student Objectives/Student Outcomes:
Students will create their own Who Would Win book with their two chosen 2 semifinalist
animals. They will be able to find facts and information through research and be able to
make their argument on their animals.
Students should pull information from their past lessons and make connections to create
their own Who Would Win books by using their predicting and inferring strategies.
Illinois Standards:
CCSS.ELA-LITERACY.W.4.7
Conduct short research projects that build knowledge through investigation of different aspects
of a topic.
CCSS.ELA-LITERACY.W.4.8
Recall relevant information from experiences or gather relevant information from print and
digital sources; take notes and categorize information, and provide a list of sources.
CCSS.ELA-LITERACY.W.4.9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Materials/Resources/Technology:
Chromebooks
Sheets of white paper
Colored pencils, markers, crayons, etc.
Worksheets from past lessons
Who Would Win Books available for references

Implementation/Procedure:
Before (about 5 minutes):
o Talk about what the students have done so far using the Who Would Win books.
Ask them questions about what kind of skills they have been using to make their
arguments.
They used the compare and contrast strategy and debating skills to argue
about their animals.
They made predictions and inferences to choose who would win in each
battle between animals.
o After discussing about what they have done so far, introduce the objective of the
lesson.
o Instruct students that each student will get two sheets of paper, which they will
fold in half and staple the papers together so they have a small booklet. In their
own book, they will have the two final animals, along with the research they
found from both the Who Would Win books and research found online, ending in
who would win the overall battle.
o Demonstrate how to do this with the students as they follow along. You may also
have an example that is already completed (*Do not use any of the animals the
students have chosen or have already read about. Use cat vs. dog, for example)
o Then, they will use their own Chromebooks to research facts about the animals,
like the facts and information they found in their readings.
o All the instruction and expectation should be clear before letting students start
their work.

During (20-30 minutes):

o Students will be handed with paper and they will start on their mini-project. They
will grab their Chromebooks, art supplies, pen and pencil to complete their books.
o Students will be given 20 to 30 minutes to work independently and silently.
Remind students that they only have limited time to complete their work,
otherwise, they will have to take it home as homework.
o Remind students that they should think about making connections and inferences
to how they have been debating and making predictions to choose their champion
animal.
o Pages should include few pictures, height, weight, strengths, habitats, scientific
names, fun facts, or anything applicable for each animals.
o From those pages, students should be able to predict and infer which animal they
will choose as their champion animal. At the end of their book, they should use
the last page as their statement page on which animal will be the overall
champion.

After (5-10 minutes):

o After students have completed their short Who Would Win book, they will each
share their animals and what they have found out from their research with the
people in their table groups. Then they will work together thinking about which
animal will be the champion of all the animals the students researched on within
the table group.

Assessment:
o Students will have completed their own Who Would Win book and will share their
creation with their tablemates. Afterwards, collect their books for assessment.
o Rubric:
Project Rubric

Key:
1 = Weak
2 = Moderately weak 3 = Average 4 = Moderately Strong
1.
The book contains appropriate items and accurate information.
1
2
3
4
5
2.
The book is clean and neat, and the information is well organized.
1
2
3
4
5
3.
The book is colorful and creative.
1
2
3
4
5
4.
Spelling and grammar is accurate.
1
2
3
4
5
5.
Any artwork in the book is appropriate and carefully executed.
1
2
3
4
5
6.
The book clearly identifies a champion.
1
2
3
4
5

5 = Strong

Who Would Win?

Making Predictions and Inferences
Name: __________________________________________________________________Date: _______________________________________
My Prediction was:
________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________

Use one of these starters to talk about your inferences:

The story said ________, which made me, think...

When I read ___________, it made me realize
________________________________________________________________________________________________________________________
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Label the Venn Diagram with the two animals you are comparing. Use the Venn Diagram to show how the
animals are ALIKE and DIFFERENT. Draw each animal in the box.

Animal #1

BOTH

Animal #2

______________________________________

______________________________________

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_____________

__________

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________

Who Would Win?

Fill out the chart below to compare and contrast the information you learn. Then write the name of the animal that you think
would win in a match-up in nature.
__________________________________________________VS.
__________________________________________________

Characteristic

Animal 1:
___________________________

Animal
2:___________________________

Speed

Teeth or claws

Size

(fill in)

Who would win?

_____________________________________________________________________________________________________