Today the students are going to compare and contrast the two Goldilocks stories we've spent the last two days working on. When we compare and contrast stories we address standard RL1.9. As we compare and contrast our two stories, I will need to ask my students questions about both stories. When they answer these questions using text evidence, they will be addressing standard RL1.1. As students record the information that we will compare and contrast, students will really have to describe the story and how the events/characters evolve in great detail. This addresses standard RL1.3.
I feel that comparing and contrasting are important reading comprehension skills, and, if I dig a little more deeply, I see that comparing and contrasting involves analyzing how the different decisions that authors made when creating the texts shape the stories in different ways. I want students to see these decisions as intentional and see how they impact the stories in small (details) and large ways (themes, central messages).
For today's lesson you will need both books, Goldilocks and the Three Bears, and Goldie and the Three Bears (just in case you need to reread something). You will also need either your Smartboard Goldilocks Compare and Contrast.notebook or Activboard Goldilocks Compare and Contrast.flipchart lesson and the list of questions, Questions to Ask For Goldilocks Stories.docx, that you will need to ask about both stories. Finally, you will need to make enough copies of the double bubble maps, Goldilocks Double Bubble.pdf, for each of your students.
If you guessed that I partnered up my students in a different way today, you'd be right! We used our partner picking cards, students determined who was Person 1 and Person 2, and I told partners which table to sit at in our classroom. Sometimes even a simple change in where a student sits can really make the difference in the success of your lesson. We're always shaking things up in my classroom. In case you're interested in shaking things up in your own classroom, I've included several resources for you to group your students in different ways here: FREEEasyPartnersforPreKKinderstGradeStudentsGroupEasily.pdf, PickYourColorPartner.pdf, and TheGrouperthefastandeasywaytogroupstudents.pdf .
Once students were situated, I stated the objective and overview so they knew what we were going to be doing today. I said, "Today we are going to compare and contrast our two Goldilocks stories and then we are going to record our information on our double bubble map. You'll get to talk to your partner about both sets of characters, events, and details in the stories."
I brought up my Smartboard lesson and just had it on the title page for now. Then I started with my first question. I said, "Here is my first question: How did each of the girl’s happen upon the bear’s homes? Person 1 gets to talk first and Person 2 will listen. Then if Person 2 want to add something they can do that after Person 1 has taken their turn." After partners had talked, we had a class discussion. I said, "Who would like to share what you and your partner discussed?" Once the first person shared I said, "What do you think about what they just said? Do you agree or disagree? Does anyone have anything to add?"
After our discussion I turned to the Goldilocks circle map. I said, "What color did we record that information with?" Then I turned to the Goldie circle map. I said, "What color did we record that information with?" The students said green to both questions. Then I said, "In what color bubble to you think we should record our information on this double bubble map." The students had no problem making this connection. I heard a chorus of "Green!" Then I had students record the information on the green bubbles on the double bubble map.
You can see the video of my students Discussing Both Stories and Creating Our Double Bubble Map.mp4 so you can get an idea of what this part of the lesson might look like in your room.
I am trying to take a step back and have my students become more independent. I walked them through that first point, and now I wanted them to take more responsibility for their learning. I said, "Now it's your turn to do all the thinking and recording. Right now we are contrasting. What does contrasting mean again? That's right, it's how things are different. I am going to ask you the questions. You will discuss with your partner and then record on your double bubble map. If you and your partner are having trouble you can ask another group at your table. Let's look at our double map here on the Smartboard. We started with the green bubbles, question two will be recorded on the red bubble, question three will be recorded on the light blue bubble, question 4 on the purple bubble, and question 5 on the pink bubble. Does everyone understand how we are going to go around the double bubble map?"
Once students understood the process I began to ask the questions. Students talked to their partners, and then they started to record the information on their double bubble maps. While students were recording their information, I walked around making sure students weren't completely off in their answers. If they were, I started asking them questions that would help lead them to the right answer. Here are the questions I asked:
Now it was time to compare. I said, "Now we are going to compare. What does compare mean again? That's right, compare means to show how two things are the same. I again am going to ask the questions. You will talk about what you think with your partner and then record them on the double bubble map. Again, if you and your partner are having trouble, you can talk to another group at your table. Let's look at our double bubble map on the Smartboard. Where are we going to record our information when we talk about how things are the same? That's right, we are going to record them in the center blue bubbles."
Just as I did for our contrasting points, I asked the questions and allowed partners to discuss. Then they could record them their double bubble maps in the center dark blue circles. And just like before, I took a step back, trying to get my students to be more responsible for their own work. I walked around the room, just making sure students weren't way off with their answers.
For our closure, I just wanted students to reiterate what we had learned today. I have a hacky sack ball in my room. I asked, "Who can tell me one way our stories were different?" I tossed the hacky sack to someone and let them answer. I continued to ask questions and whoever had the hacky sack threw it to someone else to answer. Once we did our contrasting points, I asked questions about our comparing points. Really, all I was doing was asking questions about what we had done, but if you introduce a hacky sack into the equation, it makes a closure a lot more fun and students want to participate more.