a. concept map of unit compare and contrast

Content Map of Unit Topic: Compare / Contrast Grade: 3rd

Unit Essential Questions: How can I compare and contrast two items

Optional Instructional Tools:

Chart, pens

Concept: Lesson 1 to compare and contrast two items

Concept: Lesson 2 to compare and contrast two items

Concept: Assessment to compare and contrast two items

Concept:

Lesson Essential Questions: Lesson 1 How do I organize information to write paragraphs which compare and contrast?

Lesson Essential Questions:

Lesson Essential Questions: Assessment How do I organize information to write paragraphs which compare and contrast?

Lesson Essential Questions: Lesson 2 How do I organize information to write paragraphs which compare and contrast?

Vocabulary: Vocabulary: Vocabulary: Vocabulary:

Additional Information:

Grade level: 3rd

Key Learnings: To organize information to write a paragraph that compares and contrasts two items.

Created By: Emily Anderson – Third Grade Compare/Contrast Lesson 1

Essential Question: How do I organize information to write paragraphs, which compare and contrast?

Activating Strategies: (Learners Mentally Active)

Display pictures of a butterfly and moth on an overhead, television monitor, posters, or computer screen. Ask students to identify what things are alike about the insects. As the students give appropriate responses, the teacher should write them on a class size graphic organizer, Comparing/Contrasting # 1. Explain the definition for compare to the students.

Acceleration/Previewing: (Key Vocabulary)

compare (to show how things are alike or similar) although however contrast (to show how things are different) but

Teaching Strategies: (Collaborative Pairs;

Distributed Guided Practice; Distributed Summarizing;

Graphic Organizers)

Echo read content written on the class size organizer. Display on an overhead the information, “Moths and Butterflies”. Read to check and look for additional information for the “Alike” column on the graphic organizer. Add additional content if students did not observe during the activating strategy.\ Distribute organizers to the students. Tell students to copy content from the class size organizer on to theirs. Ask students, “If compare means to show what is alike, what do you think contrast means?” Discuss. From the overhead, underline the categories that are different. Add the categories to the class size organizer. Let the students identify the content for moths’ and butterflies”. Add to the class’ organizer. Students copy to complete their organizers. Teacher should collect organizers, which will be used to complete graphic organizer # 2.

Distributed Guided Practice/ Summarizing Prompts:

(Prompts Designed to Initiate Periodic Practice or

Summarizing)

Pass out graphic organizer # 1 and 2. Place # 1 class size organizer beside # 2 for students to see the connection as # 2 organizer is being filled. The teacher will demonstrate (Think aloud.) how to form sentences for multiple paragraphs. Students will copy a section as the teacher completes it. 1. Guide students to produce an opening sentence. Write it on # 2 organizer. 2. Allow students to create a main idea sentence. Write it on # 2 organizer. 3.Use the content in the ”Alike “ column (on # 1 organizer) to make sentence(s) to compare the moth and butterfly. Write sentences on # 2 organizer (Numbers 1, 2, and 3 above will make up the first paragraph.) 4. Use the content in the “Different” column on # 1 organizer to begin to create sentences to contrast the moth and butterfly. (REMEMBER to think aloud.) SUGGESTION: For the first contrast on # 2 organizer, write sentences about differences in their color and body size. (This will be included in the second paragraph.) For the second contrast on # 2 organizer, write sentences about their antennas and wings. (This will be included in the third paragraph.) For the third contrast on the # 2 organizer, write sentences about their visibility. (This will be included in the fourth paragraph.)

Third Grade

Moths and Butterflies (Adapted from the 3-5 Instructional Packet)

A moth and a butterfly both zoom through the air with the greatest of ease. They are like small-motorized airplanes zipping in and out. At a quick glance, they may look somewhat alike, but they are different. Both are insects that belong to the Lepidoptera order. They are similar because they both have two sets of wings that lift them through the air. They also use antennae as feelers on their heads. However, a moth and a butterfly are also dissimilar. The wings of the butterfly are graceful and colorful while those of a moth are dull-colored and often drab looking. A butterfly’s wings are not connected while a mother’s wings are. The moth’s wings move together when it flies. The antennae of a butterfly look like candy canes without the stripes. On the other hand, the moth’s antennae are more feathery-looking. Another difference is in the body styles. A butterfly is slender and a moth is fatter. The moth appears bulkier than the butterfly. The butterfly seems more elegant because of its shape. Finally, a moth and a butterfly behave differently. People see a butterfly during the day while the moth appears mores frequently at dusk or at night. The butterfly flies in areas where grass or flowers grow. However, the moth often flies around lights that are outside. The lights attract the moth. A butterfly and a moth have a few similar characteristics, but they have more differences. Look carefully the next time a small winged-insect flies through the air. Study the insect carefully to decide if it is a butterfly or a moth.

Third Grade

Moth Butterfly

Third Grade Comparing / Contrasting #1

ALIKE 1. 2. 3. 4. 5.

Third Grade DIFFERENT

_________________________________

_________________________________


ALIKE 1. both are insects 2. both have two sets of wings 3. both belong to Lepidoptera order 4. 5.

DIFFERENT color

Body size

_____________________________________

antennae _____________________________________

wings

seen _____________________________________

Moth Butterfly

Dull-colored wings

thicker

No hooks at the end feather-like

Front and rear wings are connected – move together

in flight

During the night

Brightly colored wings

slender

Hooks at the end

Front and rear wings do not connect

During the day

Name ___________________________________ Graphic Organizer #2

Third Grade

Opening Sentence (Include in the first paragraph.)

Main Idea Sentence (Include in the first paragraph.) ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________

Comparison (Alike) Sentences (Include in the first paragraph.) ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________

Contrast Sentences (Include in the second paragraph.) ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________

Contrast Sentences (Include in the third paragraph.) ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________

Contrast Sentences (Include in the fourth paragraph.) ____________________________________________________________________________________________________________________ ___________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________

Conclusion or Summary Sentences ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________

Student _____________________________ Third Grade Compare / Contrast School ______________________________ Lesson 1 Task Component

4 points

3 points

2 points

1 point

total

Opening Creatively begins with an interesting opening that fully identifies the two items that are being compared and contrasted

Begins with an opening statement that identifies the two items that are being compared and contrasted

Begins with an opening statement that does not clearly identify the two items that are being compared and contrasted

Does not have an opening

Organization Successfully & accurately organized the material in the correct compare /contrast pattern

Correctly organizes the material in the correct compare / contrast pattern

Does not use the compare / contrast pattern throughout

Material does not show the compare / contrast pattern

Support Provides well-developed & accurate support (example, details, reasons) showing how the 2 items are alike and different

Provides accurate support (example, details, reasons) showing how the 2 items are alike and different

Provides some support (example, details, reasons) that is accurate but also has some inaccuracies in the paragraph

Provides little, if any, support (examples, details, reasons) showing how the 2 items are alike and different

Conclusion Writes a complete conclusion that refers back to the opening

Writes an appropriate conclusion that refers back to the opening

Writes a conclusion that does not refer back to the opening

Writes no conclusion

Mechanics All sentences are complete using correct capitals, spelling and punctuation

Sentences are complete, but contain errors in capitals, spelling and punctuation

Most sentences are complete but contain errors in capitalization, spelling and punctuation

Few, if any sentences are complete with many errors in capitals, spelling and punctuation

Total Score

Created By: Emily Anderson Third Grade Compare/Contrast Lesson 2



Display pictures of a frog and toad on an overhead, television monitor, posters, or computer screen. Ask students to identify what things are alike about the two. Read the content “Frogs and Toads” by Sandy Kemsley from an overhead.





Graphic Organizers)

Pass out graphic organizer, Compare/Contrast # 1 for students to complete the “Alike” column. Teacher should do at least one “Alike” characteristic with the group. Review the meaning of contrast. Tell students to decide on the things that are different about a frog and toad and to write at least four differences in the middle”Different” column. Next, remind them to complete the right and left columns. (Teacher should do at least one “Difference” characteristic with the group.)



Summarizing)

Pass out graphic organizer # 2. 1. Remind students to write an opening sentence on # 2 organizer. 2. Remind students to create a main idea sentence and write it on # 2 organizer. 3.Remind students to use the content in the ”Alike “ column (on # 1 organizer) to make sentence(s) to compare the frog and toad. Write sentences on # 2 organizer. (Numbers 1, 2, and 3 above will make up the first paragraph.) For the first contrast on # 2 organizer, write sentences about differences. (This will be included in the second paragraph.) For the second contrast on # 2 organizer, write sentences about more differences. (This will be included in the third paragraph.) For the third contrast on the # 2 organizer, write sentences about more differences. (This will be included in the fourth paragraph.) Observe students closely as they copy content on to the # 2 organizer. Pass out a rubric to each student. Review components on an overhead. Echo read to revisit the wall display, “Steps in the Writing Process”.

Third Grade

Frogs and Toads. By Sandy Kemsley

Frogs and toads are small animals called amphibians. They live on land and in the water. They look alike in many ways. They both have four legs, but they have no tail. They have big bulging eyes. However, frogs and toads are different. Frogs have wet skin that feels smooth. Their skin feels moist. Frogs are more colorful than toads. They spend equal time in the water and on land. Toads have dry skin that is brown or gray. The toad’s skin feels rough and is covered with bumps and warts. Do not worry; you cannot get warts from a toad. Toads spend most of their time on land. Both toads and frogs are born from eggs. They both start life as tadpoles. A tadpoles lives in the water until it has its legs. Then, the toad spends its time on land. The toad crawls on the ground and does not have strong legs. They frog likes the land and the water. They have strong legs and can leap long distances. Toads and frogs like to eat insects, worms and spiders. Toads do not have teeth, so they swallow their food whole. Frogs have teeth and can chew. When the frog wants to swallow it plus its eye down into its head. This helps push the food down the through. Do you think you could tell the difference between a toad and a frog?


ALIKE 1. 2. 3. 4. 5.


_________________________________

_________________________________


Third Grade








Student _____________________________ Third Grade Compare / Contrast School ______________________________ Lesson 2 Task Component

4 points

3 points

2 points

1 point

total





















Total Score

Created By: Emily Anderson Third Grade Compare/Contrast Writing Assessment



Display pictures of a whale and fish or view a short video, which includes both. Ask students to identify what things are alike about the two. Distribute “What Is A Whale?” to students to read.





Graphic Organizers)

Pass out graphic organizer, Compare/Contrast # 1, for students to complete the “Alike” and “Different” columns for a whale and fish. Allow students to get a copy of Compare/Contrast Organizer # 2 to complete after completing Compare/Contrast Organizer # 1.



Summarizing)

Remind students to review the wall display, “ Steps in the Writing Process.” Distribute a rubric to each student. Remind students to read before writing the first draft. Tell students to write a five- paragraph essay to compare and contrast a whale and fish.. Remind students to revise, edit, and publish.

Summarizing Strategies: (Learners Summarize &

Answer Essential Question)

Allow students to share their writings with the class before submitting the rubric and entire writing process to the teacher. Display students’ work after scoring with the rubric.

Third Grade

What is a Whale?

A whale is a huge sea animal that looks like a fish. Whales are not fish. They belong to a group of animals called mammals. Whales give birth to live young, and feed them with their milk like all other mammals. Mammals, including whales, are warm-blooded animals. The body temperature of warm-blooded animals stays about the same regardless of the temperature of their environment. Whales have flukes, or horizontally flattened tail fins, that allow them to swim through the water easily. Fish have vertical tail fins. Whales have lungs and breathe through a blowhole. Fish breathe with gills. The whale is an enormous animal. The blue whale is the largest animal on earth. It can grow up to 100 feet long and weigh over 150 tons. Not all whales are as large as the blue whale, but they are all extremely large animals. The body of a whale is covered with a smooth skin that helps them to slide through the water. Whales have a layer of fat under their skin called blubber. The whale’s blubber is about six inches thick. It keeps the whale warm in the water. Whales live in groups called herds, and communicate with each other by making sounds called phonations. Scientists believe whales are phonations to keep in contact and to arrange group activities. Whales can be found in the deep waters of the oceans and are very interesting animals.


ALIKE 1. 2. 3. 4. 5.


_________________________________

_________________________________


Third Grade








Student _____________________________ Third Grade Compare / Contrast School ______________________________ Assessment Rubric Task Component

4 points

3 points

2 points

1 point

total





















Total Score

Teacher’s Name ________________________________________ Third Grade: Compare / Contrast School ________________________________________________ Month ____________________

Student’s Name Opening Organization Support Conclusion Mechanics Average 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21 Class Average

Principal’s Report

School: _____________________ Teacher: ____________________ Third Grade: Assessment Three – Compare / Contrast

Task Components Class Average Scores Opening Organization Support Conclusion Mechanics Average for all components

a. concept map of unit compare and contrast

Documents