Compare and Contrast

Grade: 5th,6th ,7th (1st/2nd grade level)

Teachers: Kelly Murray, Teressa
Grabowski and Maxiel Peralta
Paraprofessionals: 1
Length of Lesson: 45 minutes
Essential Question of Unit:
How do characters actions and external
traits help us understand the story better?

Setting: This lesson will be executed in a

District 75 Public Middle School in the
Bronx. It is a classroom of 12 children
classified as having Autism. All 12
students have IEPs and alternate
assessment.
Behavioral Objective:
At the end of the lesson, the students will
independently complete a compare and
contrast activity by sorting or matching.
At the end of the lesson, the students will
earn free time by using whole body
listening and following directions.

Purpose:
Students will sort, match or write external characteristics that are similar or different
between two characters.
Standards:
RI. 1, RI 9

Vocabulary:
Compare: when two things are alike (same)
Contrast: when two things are different
Materials:
SmartBoard Compare/Contrast
Activity
Center bins, white boards, and signins
Homework Compare and Contrast
worksheet
Timer
iPad for turn taking
Center 1: matching cards, iPad
Center 2: Mario Character visual,5
white boards, markers, small
erasers
Center 3: Double Bubble Map, Dry
erase markers, eraser, and word
bank
Homework Sheet
Seat Cushions
Therapy Putty

Assessments:
Pre: According for the SANDI assessment
for children with special needs, these
students all received a 2, 1, or 1 on the
compare and contrast question. They need
instruction in this area to improve their
reading comprehension and making
connections skill.
Final: Students will be assessed in the
Spring with SANDI assessement again for
a formal assessment. For the informal
assessment, as each teacher is working with
the centers, they will make clear
observations of who is able to sort, match
or write comparisons or a contrast between
the two characters. Also, a homework
assignment will be given to where they will
have to do something very similar to what
they did in center 2.

 Fidgets
Behavior Visuals/Timers
Assignment/Procedure: Students will work
at each center with 4 in a group. They will
work on matching (same) pictures together
at center one which will incorporate a
social skill of taking turns. At center 2,
they will be working with making external
comparisons and differences with two
Mario characters if needed choices of
visuals will be provided. At center 3, they
will start becoming familiar with a double
bubble map. There will be a word bank if
needed, and two cartoon characters they re
familiar with. At each center, there will be
3 steps there for them to follow, sign in,
read directions and get work from bin
I do Miss. Kelly will introduce the
schedule by having one of the students read
it, from there the students will help her
create the aim.
We do Next, the smartboard sorting
activity will begin. First, Ms. Teressa will
introduce both sides of the T-Chart
(compare and contrast.) She will remind
them that compare means the same and
contrast means different. The students will
raise their hand without calling out to get a
turn. Once all things are sorted into
comparisons or differences between the
two cartoon network characters, the centers
will be introduced. Each student will have
a visual with his or her name on it. They
will look at the schedule to find out what
group they are in. Ms. Kelly will direct
them on when to go to their group and
follow the 1,2,3 steps; 1- sign in, 2-read
directions, 3- get work from bin.
Centers
Center 1- At center one, the students will
be taking turns playing memory. It will be
taught that when playing memory, you are
making a comparison, which means the
cards are the same. This center will be

Time and Questioning:

5 minutes
What do you think it means to compare
two things?
What is another word for contrast?

5 minutes smartboard (Teressa)

8 minutes at each center & 2 minute

transition
Center 1: Teressa
Why does matching help us with making
comparisons?

working on social skills too. They will be

using the iPad to help with taking turns.
Center 2- Ms. Kelly will be working on
making comparisons and differences by
using Mario Kart characters. They will first
pick two characters. Then, if needed using
choices, will decide what they see on the
characters that are the same and different.
They will be writing this on a white board.
Center 3- Ms. Maxiel will be using two
visuals where children are playing in the
snow. Using a double bubble graph and a
visual support of choices, the students will
find things the characters have in common
and things that are different about the two.
* The students will have 8 minutes at each
center. When the timer goes off they are
expected to get their names and move to
the next center.
You do/Closure The students will go
back to their desk with their name tag. One
teacher will take the name tag and give out
an exit slip. Then, homework will be
explained and handed out.
Next Steps:

Center 2:Kelly
What are some things the two characters
have that are the same?
Center 3: Maxiel
How are these pictures different?

5 minutes

When the students have mastered making

comparisons and differences with the
external features of two characteristics,
they will be read two books, Bats at the
Ballgame and Bats at the beach both by
the same author. They will work on
comparing and contrasting after reading
and the skill of recalling what was read to
them.

Exit Slip
Match.

1. Compare

2. Contrast

Different

Same

Name:______________________

Exit Slip
Match.

1. Compare

2. Contrast

Name:______________________

Different

Same