Effective Fall 2014

Baldwin Wallace University

School of Education
Lesson Planning Form
I. Major Topic:
Compare and Contrast (Day 3)
Date:
September 28, 2016
Grade Level: 3rd grade

II. MATERIALS:
Butterflies and Moths article
colored pencils

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.RI.3.9 Compare and contrast the most important points and key details presented in
two texts on the same topic.
IV. (B.) National/State technology standards (if applicable): N/A
V. Objective(s):
By the end of the 60 minute lesson, students will be able to compare and contrast two topics using
text, by writing complete sentences describing the similarities and differences. Using the Venn
diagram from yesterdays assessment (grizzly and polar bear article), we will brainstorm two
sentences that show how grizzly bears and polar bears are alike and two sentences on how they
are different (teacher will model responses on the document camera). Students will then be given
an article comparing monarch butterflies and moths. Independently, they will then need to use
the information from the article to write two sentences describing how the animals are alike and
two sentences describing how the two animals are different (compare and contrast), with 85%
accuracy.
I can compare and contrast two things through writing.
VI. Introduction:
Strategy and Grouping Pattern Used/Group Size:
To begin the lesson, the class will be in whole group. The teacher will project her sample Venn
diagram created from the article used yesterday Adaptations Grizzly and Polar Bears. Together
as a class, we will discuss how we can use the information in our Venn diagram to create
complete sentences that compare and contrast our animals (the teacher will model responses on
the document camera). The students will remain at their seats to then work individually on the
lesson activity. They will be given an article to read about butterflies and moths, where they will
then need to write two sentences comparing the two animals and two sentences contrasting them.

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.

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Motivation/Hook:
Review of yesterdays lesson using key vocabulary. Thinking back to how we created our Venn
diagrams, how did we label it? (Label contrast on outside of circles along with the names of the
animals from the article. Label the overlapping part of the circle with compare). Ask why the
label both went in the center of our diagram as well compare.
Set Behavior Expectations:
All students will be expected to engage in the whole group brainstorm to create complete
sentences comparing and contrasting grizzly bears and polar bears, using the Venn diagram
projected. They will then need to read an article on their own and complete the assessment
activity to follow. 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, displaying this knowledge in writing.
Assess (activate and/or build) Background Knowledge:
In yesterdays lesson, students were asked to read an article comparing and contrasting grizzly
bears and polar bears, before completing a Venn diagram on their own to display the similarities
and differences. Today, we will now be looking at how we can use a Venn diagram to write
complete sentences describing how two animals compare and contrast. Students will then be
asked to demonstrate this understanding on their own by reading an article and writing two
sentences about the animal similarities and two sentences about their differences.
VII. Steps/Learning Activities (Check Students Understanding during the Lesson)
1. Motivation/hook: (2 minutes)
Review of yesterdays lesson using key vocabulary. Thinking back to how we created our Venn
diagrams, how did we label it? (Label contrast on outside of circles along with the names of the animals
from the article. Label the overlapping part of the circle with compare). Ask why the label both went
in the center of our diagram as well compare.
2. Look at the teacher example Venn diagram comparing and contrasting grizzly bears and polar
bears (from yesterday). (10 minutes)
Give students time to brainstorm how we can use our Venn diagram to help us write sentences describing
the similarities and differences between the two animals.
Model student responses (write complete sentences and project on document camera).
3. Students will be given an article about butterflies and moths. (15 minutes to 35 minutes).
While reading the article, use colored pencils to highlight similarities and differences. Because they are
not making a Venn diagram with this one, this will help them see the information they are using to write
their sentences.
Blue: facts that are just about butterflies
Red: facts that are just about moths
Green: facts that are about both butterflies and moths

On the paper given, write two complete sentences telling how butterflies and moths are alike. Write two
sentences describing how they are different.
4. As students finish, they may work on their persuasive writing, do COMPASS ELA, silent read.
5. I Have, Who Has Compare and Contrast game. (10 minutes)
6. Closure: Lesson segment wrap up. (3 minutes)
What does it mean to compare and contrast? (look for keywords: alike, similar, both, different)

Effective Fall 2014

Who can tell me some ways we practiced comparing and contrasting? (Google slides presentation;
choose a side, creating lists, using Venn diagrams, writing sentences)
Differentiated Instruction:
Visual Learners:
By modeling on the document camera with yesterdays Venn diagram example,
visual learners are able to see what is being asked of them and how to use the
resource and text to create complete sentences that compare and contrast.
Auditory Learners: By having students participate in the I Have, Who Has activity, auditory
learners are able to listen to multiple examples of comparing and contrasting while
checking the work of their peers.
Tactile Learners:
By having the students participate in the I Have, Who Has activity, tactile
learners are given the opportunity for active learning.

Closure: Lesson segment wrap up.

What does it mean to compare and contrast? (look for keywords: alike, similar, both, different)
Who can tell me some ways we practiced comparing and contrasting? (Google slides presentation;
choose a side, creating lists, using Venn diagrams, writing sentences)
Assessment Activities: Determine that objectives were met and that learning occurred.
As students are reading their article and highlighting the similarities and differences in the text
(using the color coding key), the teacher will walk around the classroom to observe their work,
checklisting students who are using this skill (summative assessment). The teacher will also be
able to watch the students as they participate in I Have, Who Has, taking anecdotal notes
(summative). The paper displaying the complete sentences they created (two sentences
comparing butterflies and moths and two sentences contrasting the two) will be collected for
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 (Main Commons).

Signature of Cooperating Teacher: _________________________________

Date: ___________________

Learning Experience 3 (Reflection Questions): Part of University lesson plan template

How did you know that learning took place? How does the data support your conclusion?
After collecting the sentences comparing and contrasting butterflies and moths, students showed
their knowledge of comparing and contrasting with 100% (17 out of 19 students). They used the
keywords both, alike, similar, different in their sentences and used the colored pencil underlining skill to
help them find the information. As our school has recently gone to mastery based learning scale, earning
a 85% or higher, the students that did not receive 100% were still able to reach mastery.
What kind of adaptations did you make to accommodate individual differences? What other
adaptations would be helpful to accommodate the needs of individual students?

Effective Fall 2014

The students that worked with me in small group the previous day are often the students that need
constant reminders and assurance. Therefore, during the formative assessment when I noticed they were
not staying on track, I rotated myself between those students to check up on the progress they were
making. Another accommodation I could have done would be to ask if they would like to have a privacy
folder (to help them with concentration), as these students tend to wander off task.
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?
As many students finished quickly with the assessment, I think it would have been a good idea to
challenge them even more and have them create their own comparing and contrasting paragraphs on any
two topics of their choice. This could have then been given to a partner to create a Venn diagram of the
similarities and differences mentioned in the paragraph.