Reflection: Developing a Conceptual Understanding Speaking, Listening, and Writing Comparing Sentences - Section 4: Closure


It drives me crazy when students are comparing to always have them say the same thing (i.e. "So and so are alike because ...").  I see that as answering in a rote way without deep thinking.  Students need to see that there are multiple ways to answer a comparing question.  By showing students there are multiple ways to start a comparing answer using stems, I feel I am getting students on the path to being to respond to text in a more grown up, creative way.  They can answer a question in various forms.  You can see how my students answered their comparing questions by watching the video here Student Work Comparing Goldilocks Stories.mp4.

  Developing a Conceptual Understanding: Responding to Text in Complex Ways
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Speaking, Listening, and Writing Comparing Sentences

Unit 16: Comparing and Contrasting Two Different Goldilocks Stories
Lesson 5 of 5

Objective: SWBAT use text-based information from their double bubble maps to write complex comparing sentences using connecting words.

Big Idea: Today we are comparing and writing compound sentences using a connecting word. We are synthesizing our understanding of the similarities in the details from the stories we have worked on this week as well!

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English / Language Arts, Literature, folklore (Fictional Lit), Reading Comprehension, Compare and Contra
  25 minutes
goldie day 5
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