Effective Fall 2014

Baldwin Wallace University

School of Education
Lesson Planning Form
I. Major Topic:
Compare and Contrast (Day 2)
Date:
September 27, 2016
Grade Level: 3rd grade

II. MATERIALS:
McGraw-Hill Wonders textbook
Adaptation: Grizzly and Polar Bears article (printed)
Compare and Contrast Venn diagram
blue, red, and green colored pencil
Sharks article (small group only)
String (for small group only)

III. CANDIDATE Resources:

McGraw-Hill Wonders textbook
Teachers Pay Teachers
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 75 minutes lesson, students will be able to compare and contrast, using a Venn
diagram, looking at two topics through our mini lesson instruction. They will show their
understanding by comparing and contrasting grizzly bears and polar bears based from an article
given to them. They will use this article to complete a Venn diagram on their own, with 85%
accuracy.
I can compare and contrast two things using text.
VI. Introduction:
Strategy and Grouping Pattern Used/Group Size:
To begin the lesson, the class will be in whole group for the duration of our mini lesson. This
includes the reading of our Wonders story, Gray Wolf! Red Fox! and together completing a
Venn diagram to compare and contrast the two animals. The students will then work
independently at their seats to make a Venn diagram on their own, using an article about grizzly
and polar bears. As students begin working, the teacher will call a small group of four students
for a direct lesson of the skill. To close, we will gather as a whole group to review the meaning of
compare and contrast and how the words alike, same, and different correlate.

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.

Effective Fall 2014

Motivation/Hook:
Review of yesterdays lesson using key vocabulary. If I want to compare and contrast two
things, what does that mean? (looking at the similarities and differences) Which word means
similar, alike, or the same (compare)? Which word means different? (contrast)
Set Behavior Expectations:
All students will be expected to listen to the opening story and participate in the lesson instruction
about Venn diagrams. They will then complete their own Venn diagram independently using the
information they read in an article about grizzly bears and polar bears. Before completing the
Venn diagram on their own, four students will be called for small group instruction. They will be
asked to listen and participate in the small group lesson being given. 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, using text.
Assess (activate and/or build) Background Knowledge:
In yesterdays lesson, we were looking at what it meant to compare and contrast two things.
Students worked in pairs to create a comparing list and a contrasting list about two animals they
researched. In this lesson, we will be looking at text to find what is the same and what is different
about two animals and organize the information in a Venn diagram.
VII. Steps/Learning Activities (Check Students Understanding during the Lesson)
1. Motivation/hook: (2 minutes)
If I want to compare and contrast two things, what does that mean? (looking at the similarities and
differences) Which word means similar, alike, or the same? (compare) Which word means different?
(contrast)
2. Read Gray Wolf! Red Fox! as a whole class. (15 minutes)
We can look at an expository text to compare and contrast two things (signal words: both, alike, same,
different)
Model on document camera how students are to fill out a Venn diagram.
Call on students to tell me similarities and differences between the two species we read about.
Contrast
Wolves

Compare
__Both _

Contrast
Foxes_

3. Students will be given the article Adaptations Grizzly and Polar Bears (10 minutes to)
Read silently to yourself.
Underline facts in text to help create Venn diagram
(Finding text evidence) Students have been working on this skill in previous learning segments.
RED: facts that are just about wolves
BLUE: facts that are just about foxes
GREEN: facts about both animals
Complete Venn diagram
4. Call Levi, Nick, Braylon, Carmen (based on formative assessment from day 1 lesson) for small

Effective Fall 2014

group instruction. (20 minutes)

Together as a small group, I will read them Sharks (each student will be given a copy). Students will
use their colored pencils (red, blue, green) to highlight the similarities and differences. We will then
discuss what part of the Venn diagram various sentence will go in (sentences are previously cut out for
students to manipulate). Look for students to use words such as alike, same, both, different.
The students will take turns placing the sentences (already typed and cut out) into the string Venn
diagram on the table for a visual.
Students write these statements on their Venn diagram.
*Small group students will complete Adaptations Grizzly and Polar Bears reading and Venn
Diagram after the small group instruction.
5. As students finish, they may work on their persuasive writing, do COMPASS ELA, silent read.
6. Closure: How can a Venn diagram be used to compare and contrast two things? (1 minute)
Differentiated Instruction:
Visual Learners:
Having students use colored pencils to underline the text evidence that supports
various similarities and differences will help visual learners organize the
information.
Auditory Learners: This class follows the I do, We do, You do model. Therefore, by first walking
through how to complete a Venn diagram together as a class, we were able to
brainstorm ideas and model it together after talking through it. This will help
auditory learners to ensure they are clear on how to complete a Venn diagram on
their own.
Tactile Learners:
Throughout the small group instruction, students are asked to manipulate
sentence strips, placing them in the correct part of the Venn diagram for which
they belong.
Closure: How can a Venn diagram be used to compare and contrast two things? (1 minute)
Assessment Activities: Determine that objectives were met and that learning occurred.
After looking at yesterdays work (compare and contrast list of two animals), it was evident that a
few students struggled as they had little or no progress on the assignment; these students will be
given direct instruction in small group (during day 2). While working with the small group, the
teacher will observe the students as they participate in the small group activity to assess their
level of understanding and look at their finished Venn diagrams, checklisting progress
(summative assessment). The formative assessment (Venn diagram using the Adaptations
Grizzly and Polar Bears) will be collected from all students.
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 (Sink 5).
Signature of Cooperating Teacher: _________________________________
Date: ___________________

Learning Experience 2 (Reflection Questions): Part of University lesson plan template

Effective Fall 2014

How did you know that learning took place? How does the data support your conclusion?
After looking at the Venn diagrams collected, it was evident that the students were grasping the
skill of how Venn diagrams can be used to organize information in a text, as fourteen students completed
the assignment with 100%. The four students that were asked to work with me for extra instruction also
did a great job, demonstrating their understanding by manipulating the sentence strips in our string Venn
diagram, before trying the Venn diagram assignment on their own.
What kind of adaptations did you make to accommodate individual differences? What other
adaptations would be helpful to accommodate the needs of individual students?
Based on the results of yesterdays assessment I was able to notice what students were struggling
with the concept, allowing me to work with them in a small group setting. This allowed me to give these
students instruction that was hands on, visual, and at a slower pace. I also had all students use their
colored pencils to underline similarities and differences so they could visually organize the information
they were going to use I their diagrams.
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 the small group students were able to participate in a hands on activity, I would incorporate
that into the whole group lesson at the beginning so that all students could have that opportunity. This
could possibly be done by creating a Smart exchange lesson, having the students manipulate sentences
from our Gray Wolf, Red Fox! reading into a Venn diagram (mirroring what the students in the small
group will be asked to do).