Compare and Contrast

Victoria MagbanuaTeaching Language Arts

Unit PlanDr. Luongo

April 17, 2015

This unit of instruction focuses on the topic of “Comparing and Contrasting”

created for second grade students. Using the story “City Mouse-Country Mouse”,

students will learn how to compare and contrast settings, characters, and different

versions of the story. To complete this unit, it will take one week and a half; one

lesson per day. This unit teaches students about comparing and contrasting through

reading, writing, graphic organizers, and completing rough and final drafts. Students

are able to use their creativity throughout the unit. The lessons throughout the unit

involve individual and cooperative learning as each lesson allows student to engage

in hands on activities.

Topic: Compare and Contrast

Grade Level: 2nd

Standards: CCSS.ELA-LITERACY.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)

Objectives: 1. Students will be able to explain the difference between comparing and

contrasting.2. Students will be able to identify the similarities and differences of the

characters in the story “City Mouse-Country Mouse”. 3. Students will be able to create a venn diagram.

Materials: “City Mouse-Country House and Two More Tales from Aesop” Anchor Charts Venn Diagram Handout Construction Paper Markers/Crayons

Anticipatory Set: As an opening activity, the teacher will split the class in half. The teacher will

ask one half of the students to imagine themselves on the beach, and the other half will imagine themselves by the pool. Students will be asked to describe what they see in their imagination. After one minute of imagining, the groups will use an anchor chart and write down what they see at the pool or beach. The teacher will then underline the ideas that both sides have in common such as water, toys, or snack bar, and circle the ideas that are different such as sand, indoor pool, shells, etc. The teacher will then tell the students they have just compared and contrasted the beach to the pool.

Procedures: 1. After opening activity has been completed, the teacher will explain compare

and contrast to students. When you compare something, you are telling how they are alike or similar. When you contrast something, you are telling how they are different.

2. The teacher will say different topics out loud such as washing dishes and washing clothes, and students will raise their hand and briefly compare and contrast the two topics. Ex: Compare- Both use soap Contrast- To wash dishes you use a sponge, to wash clothes you use a machine.

3. The teacher will introduce and explain what a venn diagram is. A venn diagram is a graphic organizer used to compare and contrast two things.

4. Once students are comfortable with comparing and contrasting, the teacher will hand out the story “City Mouse-Country Mouse”, and the students will read along with the teacher.

5. Students will participate in describing the similarities and differences of the characters throughout the story. The teacher will record the answers on an anchor chart.

6. Students are instructed to create a venn diagram using the information on the anchor chart.

7. After the venn diagram is completed, students are asked to decorate their venn diagrams with drawings in accordance to the story.

Assessment: Formative: During class assignment, the teacher will walk around the

classroom to observe the student’s work. Summative: teacher will assets the student’s project using this checklist:

Name √+ √ √-

Provisions for Special Needs and Multiple Intelligences:1. Accommodations will be provided according to IEP’s, 504 Plans, and

identified Multiple Intelligences. 2. Sarah has dyslexia and has trouble reading and writing; the classroom

teacher aid will assist Sarah during group work.

Closure: Students will present their venn diagram to the class. After the students are done presenting, the teacher will put their project up on the classroom bulletin board.

References:

http://www.readingrockets.org/article/compare-contrast-comprehend-using-compare-contrast-text-structures-ells-k-3-classrooms http://www.smekenseducation.com/strategies-to-teach-compare-contrast.html

Name: ___________________________________________

City Mouse-Country Mouse

In the venn diagram below, fill in the similarities and differences between the two mice in the story “City Mouse- Country Mouse”. Once complete, draw your favorite

mouse from the story and explain why.

My Favorite Character

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Topic: Compare and contrast Cont.

Grade: 2nd

Standards: CCSS.ELA-LITERACY.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)

Objectives:1. Students will be able to compare and contrast the country (rural area) and the

city (urban area).2. Students will be able to decide if they like the city or country better when

completing a bulletin board project.

Materials: “City Mouse Country Mouse” Social Studies Text Book pgs. 24 and 25 ( pages attached) Sesame Street The Country And The City Song

(https://youtu.be/d5Ahg8_O5ZE) Construction paper Glue Scissors

Anticipatory Set: The teacher will hand out index cards to the students that either have

characteristics of the country or characteristics of a city. The students will decide what characteristic corresponds with the topic of the city or country. The student will tape their index card to the board under the column that they choose. The teacher will review each column on the board.

Procedure:1. After the opening activity, the teacher will play the “Country and the City Song”2. Students will discuss the video, then as a class, students are assigned to open

their social studies book to review what a city and a country is. 3. Using what they know from the video, textbook, and the story “City Mouse-

Country Mouse”, the class will create a venn diagram, which will be used as the centerpiece of the class bulletin board.

4. Once the venn diagram is completed, students are assigned to choose whether they like the city more or the country more.

5. Students will create a barn if they choose the country, and a skyscraper if they choose they city. Students will then write a sentence on why they choose the country or the city. (Example Attached)

Assessment:

Formative: Students will be observed by the teacher when creating the class venn diagram.

Summative: (CLOSURE) Students will present their work to the class, and the teacher will grade the project based on content, grammar, punctuation, and neatness using this checklist:

Name √+ √ √-

Provisions for Special Needs and Multiple Intelligences:1. Accommodations will be provided according to IEP’s, 504 Plans, and

identified Multiple Intelligences.

References: http://www.slideshare.net/antarcticaroma/community-types-for-kids-2nd-grade

http://larremoreteachertips.blogspot.com/2012/01/country-vs-city.html

Social Studies Text Book Pages 24 and 25

I like the _____________ better because

_________________________________________________________________________________________________________

Example of bulletin board:

Topic: Compare and Contrast using Story vs. Film

Grade: 2nd

Standard: CCSS.ELA-LITERACY.RL.7.9Compare and contrast a fictional portrayal of a time, place, or character

Objective: Students will be able to compare and contrast the story “City Mouse- Country

Mouse” to the film version using a venn diagram.

Materials: “City Mouse- Country Mouse” The Country Mouse and the City Mouse | PINKFONG Aesop's Fables

(https://youtu.be/yNSf1SpId5w) Venn Diagram Worksheet Book vs. Film Worksheet

Anticipatory Set: Students will recall what happened in the story "City Mouse- Country Mouse”. The teacher will explain how stories are often made into short films or movies, and “City Mouse- Country Mouse” is one of them.

Procedure: 1. After reviewing, the short film of “City Mouse- Country Mouse” will be

presented to the class.2. The teacher will assign students to pay close attention to the similarities and

differences shown in the short film. 3. After the short film has ended, Students are assigned to “Think, Pair, Share” with

their partner. Partners are to discuss similarities and differences between the film and the story.

4. Students are assigned to create a rough draft venn diagram comparing and contrasting the film and the story.

5. Once a student has completed his or her rough draft, the teacher will look over it and will correct any mistakes or clarify any confusion.

6. After the teacher checks the rough draft, students are assigned to complete the final draft of his or her venn diagram and complete the questions that follow.

Assessment: Formative: The teacher will check and correct the student’s rough draft. Summative: The teacher will use the attached rubric to grade the final draft

of the student’s venn diagram.

Provisions for Special Needs and Multiple Intelligences:1. Accommodations will be provided according to IEP’s, 504 Plans, and

identified Multiple Intelligences.

Refrences:

https://www.teacherspayteachers.com/Product/Compare-and-Contrast-Book-vs-Movie-243427

http://www.readwritethink.org/files/resources/lesson_images/lesson54/detectiverubric.pdf

Writing Rubric

Sentences-Conveys meaning through writing

4 3 2 1

Grammar and Punctuation 4 3 2 1

ROUGH DRAFT WORKSHEET:

FINAL DRAFT WORKSHEET:

Book vs. Film

The book The film

The part in the book I liked best was:

The part in the film I liked best was:

Name: Book/Movie Title:

Something that surprised me was:

Did the characters look like you pictured? Explain:

Did the setting look like you pictured? Explain:

Topic: Compare and Contrast

Grade: 2nd

Standards: CCSS.ELA-LITERACY.RL.3.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series)

Objectives: Students will be able to compose their own version of “City Mouse- Country

Mouse” Students will be able to compare and contrast their classmates’ versions of

“City Mouse- Country Mouse” with the original story. Students will be able to compose a compare and contrast paragraph.

Materials: “City Mouse-Country Mouse” Story Map Worksheet Story Writing Organizer Venn Diagram worksheet Craft Supplies

Anticipatory Set: The teacher will congratulate students on how well they are doing with

comparing and contrasting. The teacher will explain to the students that their final project will include a skill that they have already learned, which is story writing. The teacher will tell the students that their next assignment is to create their own version of “City Mouse-Country Mouse”, and compare and contrast their story with the original. Students are assigned to use their imagination to change up the characters, setting, or plot any way they want. The opening activity is to let students brainstorm their ideas on paper for 20-25 minutes.

Procedure: Day 1

1. After students have brainstormed, they will be given a story map template to record their ideas on the characters, setting, problem, plan, and solution.

2. The teacher will go around the classroom making sure each student is on task. The teacher will clarify and questions students may have.

3. For those students who are done with their story map, they are allowed to continue on and start writing their first draft of their story using the story-writing template provided by the teacher. If time runs out, students are allowed to bring home their template, and complete it for homework.

4. For students who have not yet completed the story map, they are allowed to complete it for homework.

Day 2

1. Student will continue to work on their rough draft of their story. 2. Once a student is finished with his or her rough draft, he or she is to give

it to the teacher to check.3. After the student’s work has been checked, they are first assigned to

write the text of their story on lined paper. After that, they are then allowed to go to the craft center of the classroom to illustrate and color the pictures for their book.

4. Students are assigned to finish their final drafts over the weekend for homework.

Day 31. The teacher will explain to the student how to write a compare and

contrast paragraph using venn diagrams. 2. The teacher will explain to the students that a venn diagram can help

form sentences in order to compose a compare and contrast paragraph. 3. The teacher will use the bulletin board venn diagram from lesson plan #2

to show students how to create sentences with the words listed on the diagram.

4. Students are asked to participate if he or she is able to form a sentence using the venn diagram.

5. Students will exchange their final draft with his or her partner. 6. For homework, students are assigned to read their partner’s story as well

as the original story “City Mouse- Country Mouse” Students are also assigned to create a venn diagram, and a compare and contrast paragraph about the two stories.

Assessment: Formative: The teacher will walk around the classroom observing the

student’s work, and will also observe the answers given when the students participate during the lesson about comparing and contrasting essays.

Summative: The teacher will collect all drafts, and homework. Grades will be given in accordance to the rubric that is attached.

Provisions for Special Needs and Multiple Intelligences:1. Accommodations will be provided according to IEP’s, 504 Plans, and

identified Multiple Intelligences.

Closure: Once all work has been handed in and graded, students could volunteer to end the unit by reading the story they created out loud to the class.

References: http://www.readwritethink.org/files/resources/lesson_images/lesson54/detectiverubric.pdfhttp://whitneyslp.blogspot.com/2013/10/turkey-trouble-for-thanksgiving.html

Writing Rubric

Sentences-Conveys meaning through writing

4 3 2 1

Grammar and Punctuation 4 3 2 1

Story Organizer