Speaking, Listening and Writing Compound Contrasting Sentences

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Objective

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

Big Idea

Today we are contrasting and writing compound sentences using a connecting word. We are synthesizing our understanding of the differences in details from the stories we have worked on this week!

Teacher Background Knowledge and Preparation

One of the key shifts in the Common Core standards is to have students answer text dependent questions with tex-based evidence.  Today we are going to do that and we are going to go one step further.  We are going to take our contrasting points today from our double bubble map and use those points to make compound sentences.  We are going to write our two ideas and connect them using various connecting words.  This is why I call these sentences contrasting compound sentences. Today you'll get to see why color coding is so important when using a double bubble map.  It really does help students to locate information easily when doing independent work.  The work we have done all week on understanding the stories deeply and analyzing their similarities/differences together will now pay off as students synthesize their understanding and complex ideas in writing.

Today students will be working on their student work packets.  They will be answering questions about the stories using specific text evidence, which addresses standard RL1.1 and RL1.3 We are also contrasting the two stories today, which addresses standard RL1.9.  Finally, before students write their answers, they will be discussing their answers and learn how to speak those compound sentences correctly before they write those sentences.  Discussing their sentences first is an integral part of their success when writing compound sentences.  This discussion addresses standard SL1.1.

For today's lesson, you will need either your Smartboard Goldilocks Compare and Contrast.notebook or Activboard Goldilocks Compare and Contrast.flipchart lesson.  You will also need to make enough copies of the connecting word papers, Connecting Words Goldilocks Stories.pdf, and student packets,Goldilocks Students Work packets.pdf, for each of your students.  Your students will need their double bubble maps from yesterday.

Stating the Objective and Modeling Our First Point

10 minutes

After partnering students up and telling partners where to sit, I stated the objective and overview. (If you'd like ideas for partnering, I've included some resources for you to group your students in fun ways here: PartnerPickingCards.pdf, fun_ways_to_group_students.pdf, and sorting sticks.pdf.)  I said, "Today we are going to be contrasting our two Goldilocks stories.  What does contrasting mean?  Yes, that's right, we show how our stories are different.  We are going to use our double bubble map as a tool today.  We will practice answering our questions today by speaking them first.  We will connect our two ideas with a connecting word.  Then when we are done speaking our sentences we will write them.  I am going to model and guide you through our fist question.  Then you and your partner can work together doing the rest of the questions.  Let's get started."

I brought up my Student work packet and displayed it on the Smartboard.  I said, "The first question says, How did each of the girls happen upon the bear's homes? Well, I am going to use my double bubble map as a tool to help me answer this question.  If I look at the bubble on the left it says Goldilocks and the Three Bears.  I can start my answer by saying, 'In the story Goldilocks and the Three Bears Goldilocks ...'  Now I need to see what bubble to look at.  Who can tell me which bubble has that information?  That's right the green bubble.  So I can say for the first part of the answer, 'In the story Goldilocks and the Three Bears Goldilocks, Goldilocks was going to get muffins.'"

"Now lets look at the right side of the bubble.  I can say, 'In the story Goldie and the Three Bears, Goldie got off at the wrong bus stop.'  Now I'm going to look at my connecting word list.  I need to use a connecting word that would make sense when I connect my two ideas together.  When I connect my two ideas together I'm going to have a compound sentence.  I want to use the word 'whereas.'  Listen to my compound sentence.  'In the story Goldilocks and the Three Bears Goldilocks was going to get muffins, whereas in the story Goldilocks and the Three Bears Goldie got off at the wrong bus stop.'  Wow.  That's an amazing sentence.  Now I want you to practice answering this question.  Look at your double bubble map for help.  You can also choose whatever connecting word you want, but your sentence will have to make sense.  Partner 2 will start this time.  When they are done, Partner 1 takes a turn."

After partners had taken turns speaking their sentences, I said, "O.K.  You know those words that I just spoke.  I am going to write those exact words as my sentence.  Let me model this for you now."  I modeled writing the sentence.  Then I said, "Now it's your turn.  You write your answer to the question.  Write down what you just said to your partner.  Reread your answer when you are done to make sure it makes sense."

Independent Practice With Partners

25 minutes

Then it was time for my students to do their independent practice.  I said, "Now it's your turn to answer the rest of our contrasting questions.  You will do the next question on page 1 of your packet, all the questions on page 2 and the first question on page 3.  You have your connecting word list and your double bubble maps to use as tools to help yourself out.  Does everyone understand what to do?"

I walked around the room.  I would check in and ask students questions about right and wrong answers that would make them more aware of what they had just written and clue me in on how well they were understanding the task.  For some of my struggling students I would read the question to them.  I tried to help my students when they needed it, but, by stepping back and question - not telling them what to write -, I was making students more independent.  As a result, they are beginning to realize that they really don't need me for every little thing in order to complete a task.

You can see how my students completed this part of the lesson by viewing the video hereSpeaking and Answering Our Text Dependent Questions - Goldilocks.mp4.  It may give you an idea of how this part of the lesson might look like in your classroom.

Closure

5 minutes

As part of our closure I said, "We are going to take some turns reading our answers to the class. " I started asking questions and called on people to answer the question, reading what they had written on their paper.  After they had read their answer I said to the class, "Do you agree or disagree with what they had written?  Did the connecting word that they had chosen make the sentence make sense?"   By reading our answers, students are getting an opportunity to hear multiple examples, the various choices for connecting words, and how all those choices make sense.  It also helps students to tune in and listen to what their classmates are saying.