Speaking, Listening, and Writing Comparing Sentences

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Objective

SWBAT use the information from their double bubble map in order to write comparing sentences.

Big Idea

Today we are going to be looking at the structure of both stories to determine how our two stories are the same.

Teacher Background Knowledge and Preparation

Today's lesson is a bit shorter than yesterday but we are still having fun comparing and playing with language as we answer our text dependent questions.  Today students will have to describe the characters, settings, and events as they compare the two stories when they answer their questions.

Just like many of my other lessons there will be a speaking and listening component to the lesson.  I know how much oral language influences reading achievement so I always have my students practice speaking before they write.  My students will have to follow agreed upon rules for partner talk so our lesson doesn't break down.

Finally, I will be having students speak and write in complete sentences.  I will be introducing a variety of stems for comparing because I want students to see there are a variety of ways you can answer a comparing question.  I think it is appropriate for kindergarteners to answer questions such as "Such as such are alike because ... and such and such are different because ..." However, I am trying to challenge my students and push their language skills along on the developmental continuum.

For today's lesson you will need either the Smartboard Cinderella Compare and Contrast Lesson.notebook or Activboard Cinderella Compare and Contrast Lesson.flipchart lesson.  Students will need their double bubble map and question packet from the previous day's lessons.

Stating the Objective and Explaining My Expectations

5 minutes

I have found that it is important to mix up student partners and groups.  I have students in different partner groups each day because I know how important it is for students to learn to work with every peer in their class.  I've included some resources that you might like to try to mix up your student groups: fun_ways_to_group_students.pdf, sorting sticks.pdf, and PartnerPickingCards.pdf.  Once I partner students up, I let students decide who is Person 1 and who is Person 2.  I give each student a chance to speak during the course of a lesson so that each student is held accountable for speaking and listening.

After partnering up my students, I said, "Yesterday we worked on contrasting.  We created compound, contrasting sentences where we used different connecting words. Today we are going to be working on comparing sentences.  Comparing sentences are a bit easier than contrasting sentences and we won't be using connecting words today."  I turned to the slide on the Smartboard lesson with the different comparing stems.  I said, "In kindergarten you may have answered comparing sentences with 'such and such are alike because ...' We are now grown up first graders, and we are going to answer our questions today in a more grown up way.  Let's take a look at some different ways we could answer our questions today."  I proceeded to read the different stems to my students which were:

  • Both Cendrillion and Adelita ___________________.
  • Cendrillion and Adelita are alike because __________________.
  • Cendrillion and Adelita both _____________________.

We spent a great deal of time using our double bubble maps to answer our questions yesterday.  I was confident that students knew the process and didn't need to do any modeling today.  Explaining my expectations and reading through the questions together would be enough for my students.

I said, "Turn to the bottom of page 3 on your question packet.  Let's read our questions together right now."  After reading the questions together I turned to slide 22 on the Smartboard lesson which had the completed double bubble map.  I said, "You will be using these dark blue bubbles in the middle today to help you answer your questions.  Person 1 will take a turn speaking their sentence first, then Person 2 will take a turn.  You don't have to answer the question in the same way as your partner.  If you would like to choose a different stem than your partner, you may go ahead and do so."

Independent Practice With Partners

20 minutes

I let students get to work as soon as I was done explaining my expectations and answering any questions they might have. I left the stems up on the Smartboard for the students to reference as they were speaking and listening.  Students answered the following questions:

  • Compare Cendrillion and Adelita. What did Cendrillion’s and Adelita’s stepmothers make them become?
  • Compare Cendrillion and Adelita. Why didn’t Cendrillion or Adelita get in trouble at the ball?
  • Compare Cendrillion and Adelita. What happened to each girl at the end of the story?

Each partner took a turn picking the stem they wanted, and speaking their sentences.  At this time I walked around, listening closely to students.  I was listening to make sure students spoke in complete sentences and use the correct subject/verb agreement.  Once students were done speaking their sentences, they answered the question on their packet.  You can see a portion of this part of the lesson in action here: Comparing Our Cinderella Stories.

Closure

5 minutes

I like my closures to be short and sweet.  I said, “What does it mean to compare?  What is something that we compared today? Is there only one way to say or write a comparing sentence? Who can tell me one way that you can say a comparing sentence?"

There are times when I get into a rut with my closures so I've been making an effort to create good closures this year.  Here is a resource that has some great closure ideas 40_ways_to_leave_a_lesson.