Name: Haley Williams

Learning Goal(s)
Common
Content
Area(s):
English
Language
Arts
(Content Standard)

Date: 11/12/14

Core State Standards for English Language Arts

Grade(s): 4

CCSS-ELA-RL. 4.1- Refer to details and examples in a text when explaining what
the text says explicitly and when drawing inferences from the
text.
Corresponding CCR Anchor Standard 1 for Reading:
Read closely to determine what the text says explicitly and
to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions
drawn from the text.
CCSS-ELA-RL. 4.3-Describe in depth a character, setting, or event
in a story or drama, drawing on specific details
in the text (e.g., a characters thoughts, words, or
actions).

Technology Integration Standards:

NETS S 1: Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and process using technology.
NETS S 3: Research and Information Fluency
Students apply digital tool to gather, evaluate, and use information.
ISTEs III. Teaching, Learning, and Curriculum: TF-III
Educational technology facilitators apply and implement curriculum plans that
include methods and strategies for utilizing technology to maximize student
learning.
ISTEs V. Productivity and Professional Practice: TF-V.
Educational technology facilitators apply technology to enhance and improve
personal productivity and professional practice.

Instructional
Objectives

Assessment
(Criteria/Look Fors)

Students will recall the definition of compare and contrast and utilize their
prior knowledge in order to identify comparisons and contrasts in a text
Students will use new signal words to be able to construct compare and
contrast sentences during teacher lead activities, group work, and
independently.
The criteria of this lesson are:
-Students recall and define compare and contrast
-Students understand why compare and contrast is important in a story
-Students successfully identify (in practice, both with the teacher and in group
work) comparisons and contrasts in a short story and can transfer that information
to a compare/contrast booklet
-Students learn and demonstrate the signal words to be used in writing compare and

contrast sentences.
-If students are can successfully take the information from the story as well as the
compare/contrast booklet-work towards making compare/contrast sentences with
items that we have not taken notes on

Materials

Time
(Total & Specific)

Smart Board with lesson notes

Story to identify comparisons/contrasts in
Compare/Contrast booklet (a plain piece of paper folded into three sections,
two sides to represent differences in two people/objects, and middle to
represent things the same)
Pencils
Total: 30-35 minutes
Specific:
-Introduction: 2 minutes
-Demonstration: 8 minutes
-Participation: 12-15 minutes
-Practice: 7-10 minutes

Instruction
Procedures
Introduction
Demonstration
Participation
Practice

Introduction: (2 minutes)
-Welcome students. Associate comparing and contrasting to their lives by having
them picture themselves at the grocery store or at an ice cream shop trying to
determine what flavor they want to buy, comparing and contrasting their options.
Demonstration: (8 minutes)
-Recap of what comparing and contrasting is; what are the definitions
-Recall story that they just read in class Once Upon a Cool Motorcycle Dude
-Briefly identify why comparing and contrasting is used/important in a text
-Introduce the signal words that we use when we are writing sentences comparing
and contrasting two things
-Show sample sentences
Participation: (12-15 minutes)
-Tell students that we are going to read a short story today and pick out the
comparisons and contrasts we see in the two characters of the story and later use the
signal words to make compare/contrast sentences
-Remind them of the two main questions we want to keep in our heads
-Read story aloud with students
-Ask for some initial similarities and differences the students noticed in the story
-Allow them to highlight these in the text on the board as well as drag the proper
text boxes into the compare/contrast book on the board
-Write these compares/contrasts in booklet while being identified
-Ask some guiding questions to encourage students to look more in-depth, infer and
predict some similarities and differences that may not be as obvious

Practice: (7-10 minutes)

-Allow students to go together in pairs and see if they can pick out more
compares/contrasts from the story, see what they came up with and put up on board
and in booklet
-Successfully create compare/contrast sentences from the information gathered (put
signal words on the board and do an example)
-Encourage students to share what sentences they formed and what signal words
they used-write on board and on booklet

Questions

Academic Language
Focus

*If students are successful, pick out two items in the room and have students write a
compare and contrast sentence-this will show that they can create these sentences
without having to have information on similarities and differences right in front of
them
*If students need more guidance, help them find more compare/contrast in the story,
do more example sentences together showing students how to properly use signal
words in a sentence.
Ask students:
-Define compare and contrast; what does it mean for us as readers, how does it help
us and why do writers use it
-Ask students to use comparing and contrasting to notice the similarities and
differences in the characters and/or objects in the short story
-Ask students to form their own compare and contrast sentences based on the
information they have just written down
*Recall
*Identify
*Define
*Categorize (differences and similarities)
*Collect and Display
*Infer/Predict
-compare and contrast
-sentence
-signal words (alike, difference, in comparison to, althoughetc.)

Closure

Student
Accommodations

Lesson is brought to a close when students have successfully completed the booklet
as well as their sentences and have read them aloud. Remind students of what we
learned today. Question why comparing and contrasting is important in a story.
(Allows us to see the details as readers-important character traits in this case)
Inform students this lesson is helping us to prepare for continuing to use and write
comparing and contrasting sentences as well as being able to see more details in a
story.
*If students are successful, pick out two items in the room and have students write a
compare and contrast sentence-this will show that they can create these sentences
without having to have information on similarities and differences right in front of

them
*If students need more guidance, help them find more compare/contrast in the story,
do more example sentences together showing students how to properly use signal
words in a sentence
Self Reflection

Did the lesson run smoothly?

Were the students motivated and engaged in the lesson?
What could have been done differently to enhance engagement?
Did students take away from the lesson what was intended?
Were each of the students learning needs met?