Speaking, Listening, and Writing Comparing Sentences
Lesson 5 of 5
Objective: SWBAT use text-based information from their double bubble maps to write complex comparing sentences using connecting words.
Today we are going to be comparing how our two stories are the same. We are again going to be using our double bubble maps as a tool to structure our sentences telling how the stories are the same. Students will be addressing standard RL1.1 and RL.1.3 because they have to answer my text dependent questions using evidence from the text. When they use evidence they have to be specific and describe characters, settings and events using the key details from the story. This addresses standard RL1.3 as well. Finally, when we compare two stories, we address standard RL1.9.
For today's lesson students will need their work packet and double bubble maps from yesterday. You will need your Smartboard Goldilocks Compare and Contrast.notebook or Activboard Goldilocks Compare and Contrast.flipchart lesson to do some modeling.
Just like the other lessons in this unit, I assigned partners with our cards and told them which table to sit at. I've included some resources that might help you group your students in fun ways: TheGrouperthefastandeasywaytogroupstudents, FREEEasyPartnersforPreKKinderstGradeStudentsGroupEasily, and PickYourColorPartner.
After getting settled I said, "Today we are going to be comparing our two stories. What does comparing mean? That's right, we tell how things are the same. I am going to show you several ways that you can start a comparing sentence. Then you'll get an opportunity to practice speaking your sentence with partner and then finally we will write. Let's get started. "
I pulled up the student work packet and projected it on my Smartboard. I said, "The first question today says, 'Where did each of the girls sit in the bear's homes?' Let's look at this page on the Smartboard lesson. When we speak and write a comparing sentence we can start it in several ways. Let's look at these choices. The first choice says, 'In both stories ________________.' The second choice says, 'Both girls____________________.' The last choice says, 'Both Goldilocks and Goldie ________________________.' I think I want to choose choice 2. I will start with the stem, and then I will use the information in the dark blue bubble on the double bubble map to help me finish the sentence." Then I said, "Both girls sat in chairs in each of the stories. Did you see how I added 'in each of the stories' to the ending part of my answer? You can do that too."
Then I said, "Now I want you to practice. I want you to answer this question and I want you to practice two different ways with your partner. Person 1 takes a turn, then Person 2. Then Person 1 takes a second turn and then Person 2 gets a second turn. Go ahead." I gave partners time to speak. I walked around the room listening for problems students may have with syntax. When I did hear problems, I would gently correct the student and have them repeat what I had said.
After students had finished speaking, I said, "Now I'm going to model how to write my sentence just like I spoke it." Then I wrote down my sentence. Then I said, "Now it's your turn. Answer the question and use whatever sentence starter you like the best."
My students only had one more question to complete. I said, "You only have one more question on page 4 of your packet. I want you to read your question. You and your partner will take turns practicing how to speak your sentence first. Then you will write your answer. Does everyone understand what to do?"
Again, I walked around the room, helping if needed. I spent most of my time helping my stugglers. Most students didn't need my help so I stepped back and let them work and be independent, confident students. You can see my students in this part of the lesson here: Speaking and Writing Our Comparing Sentences.mp4.
Since today was the last day of our unit, I wanted to know what my students had taken away from our unit. I gave each student a post it note. I said, "We are going to tweet what we learned in this unit on our Twitter Board. I want you to tweet why you think it was important that we learned how to compare and contrast."
I have a video, Tweeting What We Think Is Important - Goldilocks.mp4, that shows you how my students did the closure. They tweeted and then we had a class discussion. I also have a 2nd video, Student Tweets Goldilocks Stories.mp4, that really shares what I think of their tweets. My heart is happy :)