Title or Topic of Lesson and Grade Level:

Lesson 1: Comparing and Contrasting Characters, Whole Group

2nd grade

Lesson Essential Question(s):

What does “compare” mean?
What does “contrast” mean?
How can we organize character traits?

Standards:
● CCSS.ELA-LITERACY.RL.2.10 By the end of the year, read and comprehend
literature, including stories and poetry, in the grades 2-3 text complexity band
proficiently, with scaffolding as needed at the high end of the range.
● CCSS.ELA-LITERACY.RL.2.7 Use information gained from the illustrations and
words in a print or digital text to demonstrate understanding of its characters, setting,
or plot.
● CCSS.ELA-LITERACY.RL.2.9 Compare and contrast two or more versions of the
same story (e.g., Cinderella stories) by different authors or from different cultures.

Learning Objectives and Assessments:

Objectives Assessments

Students will be able to organize character Teacher observation during whole group
traits. lessons and during individual conferencing.

Students will be able to compare and contrast Students will complete a Venn diagram for
two characters in the same story, as well as formative assessment.
two characters from two different stories.

Materials:
● Projector
● Youtube
● Books for read aloud: “Miss Nelson is Missing” by James Marshall
● Projector
● Magnets
● Character traits printed on small pieces of paper
● Student leveled group reading book
● Venn diagram printed on paper
● Clip boards
 ● Chart paper
● Markers
● pencils

Pre-lesson Assignments/Prior Knowledge:

Students are familiar with the concept that readers record their thoughts while reading
independently.

Lesson Beginning:
Students will be directed to bring a pencil and clipboard to the carpet area. They will watch the
video “Same and different.” The teacher will explain that as readers we use the words “compare”
and “contrast.” The teacher will display a compare and contrast anchor chart and have student
volunteers read the definitions of the chart. The class will echo the student volunteers. At the
bottom of the chart is a blank Venn diagram labeled “Lemon” and “red apple.” The teacher will
explain that a Venn diagram is used to record and organize our thoughts as we compare and
contrast two things. Working together at the carpet, students will take part in class discussion in
order to complete the Venn diagram on the anchor chart.

Instructional Plan:
The teacher will read aloud the book “Miss Nelson is Missing” by James Marshall. After the
reading, the teacher will display a large blank Venn diagram over the projector. The teacher will
place pre-made characteristic magnets for two different characters (Miss Nelson and Miss Viola
Swamp) around the outside of the Venn diagram. Student volunteers will take turns placing the
magnets in the appropriate section of the Venn diagram, this is to aid both visual and kinesthetic
learners. With each answer there will be a short discussion to expand on the student’s reasoning.
During this time students are responsible for recording these answers onto page one of their
reading packet, which provides a print out of a Venn diagram.

Once the group Venn diagram is completed, the teacher will explain that each student's
responsibility during the reading period is to complete a Venn diagram independently using their
leveled group reading book. They must compare two characters from the same book or a
character from their group book to Miss Nelson or Miss Viola Swamp. Students will be
encouraged to refer to the completed Venn diagram on page one of their packet, the Venn
diagram on the board, or to turn to the anchor chart for assistance. During this time the teacher
will circle the room to assist lower level learners, challenge higher level learners, and to meet
students for conferencing and feedback. Students will have 30 minutes to complete their Venn
diagram.

Closure:
After the work period students will be instructed to return their clipboards to the bin and to return
to their desks with their packet. A student from each table group will stand and share one
comparison/contrast they recorded on their own Venn diagram. At the end of literacy period each
table group will be instructed to place their packets into the red “all done” bin. The packets will
be used for formative assessment.