Speaking, Listening and Writing Compound Contrasting Sentences

3 teachers like this lesson
Print Lesson

Objective

SWBAT use the information from their double bubble map to write complex contrasting sentences using a connecting word.

Big Idea

Today we are using text evidence and writing answers with complex sentence structure.

Teacher Background Knowledge and Preparation

Today's lesson is one of my favorite in the unit.  Today my students will be answering text dependent questions in which they will have to describe the differences between the different characters, settings, and major events in our stories.

While we are addressing the reading standards 1.1, 1.3 and 1.9 in this way, we are also going to be addressing important speaking and listening and language standards.  Students will use their double bubble maps to first speak a compound sentence (as they contrast the two stories) by using a connecting word or conjunction.  Then after gaining experience with speaking the sentence, the will then write their compound, contrasting sentence.

Today's lesson is important because it is a building block for students to begin to gain access to complex text.  If I want my students to be able to comprehend complex text, I need to show them how to structure and write their complex thinking that helps them analyze the text.

For today's lesson you will need either your Smartboard Cinderella Compare and Contrast Lesson.notebook or Activboard Cinderella Compare and Contrast Lesson.flipchart lesson.  You will also want to make copies of the connecting word Connecting Words Cinderella Stories.pdf and question packets Cinderella Compare and Contrast Questions.pdf for each student in your class. 

Stating the Objective and Guided Practice With Our First Point

10 minutes

Just as I've explained in other lessons, I am constantly mixing up my partner groups so students can be successful when working with every classmate.  Here are some resources that might help you to mix up your partner groups as well PartnerPickingCards.pdf and sorting sticks.pdf.

I really want you to have a good understanding of how I modeled and then had students use the double bubble map and connecting words in order to answer the questions, so I've made this video Complex Contrasting Sentences.mp4 that will sufficiently explain our lesson today.

After partnering up students, I passed out the question packets and connecting word papers for each of my students.  Then I turned to slide 18 on the Smartboard lesson. I said, "Today we are going to be answering questions about the story.  We are only going to contrast the two stories today.  We are going to write our answers using some complex sentence structure.  I am going to explain and model how to answer the first question and then I'm going to let you work on the rest of the questions with your partner.  Let's get started."

I read the first question on the question packet and said, "Now I'm going to show you how we answer that question.  Instead of writing two sentences, I'm going to connect those two sentences using a connecting word.  Watch as I show you how."  Just as I showed you in the video, I modeled how to speak the sentence first and then had students practice speaking the sentence. I asked volunteers if they would share with the class. Then I modeled how to write the sentence and students then wrote the answer to the question on their packets. You can see a portion of this part of the lesson here Discussing and Writing One Difference - Cinderella Stories.mp4.

Independent Practice With Partners

30 minutes

It was time for my students to do some independent practice with their partners.  My students answered the next 3 questions on their packets which were:

  • Contrast Cendrillion and Adelita. What color of gown did each of the girls wear?
  • Contrast Cendrillion and Adelita. What did each of the girls wear in their hair?
  • Contrast Cendrillion and Adelita. How did the prince recognize each of the girls?

I had partners speak their sentences to each other first.  Each partner had the opportunity to choose their own connecting word with their sentence.  After each partner had a chance to speak their sentence, they answered the question on their packet.  I walked around the room, checking work, and again reminded students to implement those grammar skills into their writing.  You can see a portion of this part of the lesson here Discussing and Writing the 2nd and 3rd Differences - Cinderella Stories.mp4.

Closure

5 minutes

I like my closures to be short and sweet.  I simply asked my students questions today to sum up our learning.  I said,  “What does it mean to contrast?  What is something that we contrasted today?  What is a compound sentence?  How did we make a compound sentence?"