Speaking, Listening, and Writing Comparing Sentences

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SWBAT take the information from their double bubble maps and use that to write comparing sentences between the two stories.

Big Idea

Today we are going to be analyzing the author's structure by determining how both of our 3 Pigs stories are the same.

Teacher Background Knowledge and Preparation

     Today we are going to be comparing how our two stories are the same.  We are still going to be using our double bubble maps as a tool but today's lesson is easier than yesterday's because we aren't making compound sentences and we only have two points of how the stories are the same.  Students will be addressing standard RL1.1 because they have to answer my text dependent questions.  As they write their answers they are going to have to use 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 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 Three Pigs and Wolf Compare and Contrast or Activboard Three Pigs Compare and Contrast lesson to do some modeling.

Stating the Objective and Comparing our Two Points

20 minutes

     Students are going to be asked to work in diverse groups for the rest of their K-12 careers so I am always having my students work with someone new.  I've got several resources for you fun ways to group students, sorting sticks, and PartnerPickingCards  that will help you to group your students.  This is our 3rd unit on comparing and contrasting.  Since my students had so much experience I decided I could give verbal instructions and not model for them.  I knew my students could do this. 

     I said, "Please turn to page 4 in your student packet.  Today we are going to compare our two stories.  What does it mean to compare?  That's right.  We will talk about how our two stories are the same.  You will use your bubble map again as a tool to help you answer your questions.  We will read the question together (a built in scaffold to help my struggling readers).  You will have time to discuss the answer with your partner, and then you'll write your answer. "

     I turned to slide 16 on my Smartboard lesson.  I said, "Let's look at how we can use different sentence starters to answer our questions.  The first way says, " In both stories____________" and the second way says, " Both wolves__________________________".  I want you to be flexible when answering your questions.  That means you can word your answers in different ways.  I want you to try both of these ways when answering your questions."

     We read the questions together.  Partners discussed the answers and then wrote their answers in their student packets.  You can see how my students did by watching the videos Discussing and Writing Our First Comparing Question - 3 Pigs Day 5 and  here Discussing and Writing Our Second Comparing Question - 3 Pigs - Day 5.


5 minutes

My students were missing our class cat, Summary Sam so I decided to bring him out for our closure.  Summary Sam is a cat puppet that sits behind my red teacher chair.  He is a lazy cat that sleeps all day.  When he does wake up he wants to know all about what we just learned.  Since we don't have enough time to tell him everything that happened in the lesson, we have to summarize.  The kids love the imaginative play aspect of this puppet and it's a great way to practice the skill of summarizing.  Check out our video Our Unit Closure - 3 Pigs so you can see our closure.  You might want to do something similar in your classroom.