Joanie Anderson ESOL Completed Lessons Compare and Contrast 4/20/13 Function: Compare and Contrast Date: 4/20/13

Grade: 2-3 Language Level: 2-4

Day One
Content Objective: Given a graphic organizer, students in a whole group, will successfully contrast two main characters from a text, through correctly filling out a venn diagram. (Cognitive, Understanding) Language Objective: Using sentence frames, students in pairs, will successfully contrast two main characters from a text, through oral practice. (Cognitive, Understanding) Essential Question: How can we use comparing and contrasting skills in our everyday lives? What are some jobs that require comparing and contrasting skills? Learning Goal: Using a Venn diagram I can contrast two main characters from a text. Materials: Graphic organizers, sentence frames, pocket chart, document camera.
[We will read both Ruby Bridges and Now Let Me Fly during our read aloud time, the week before these lessons are given]

Intro: We will begin the lesson by reviewing our two mentor texts Ruby Bridges and Now Let Me Fly. -Who remembers the main character from Ruby Bridges/Now Let Me Fly? -How would we describe our main character? -What was the main conflict or big problem in the story? -How did the story end? Lesson Development: -Introduce Compare and Contrast Language Function. Today we are going to be contrasting our two main characters Ruby and Minna. Can anyone tell me what the word contrast means? -Introduce/review our graphic organizer, the Venn diagram (most of our students have had practice using this type of graphic organizer earlier in the year). -Students in a whole group will brainstorm the differences between Minna and Ruby while filling out the outer sections of the Venn diagram (I will also model how to do this on the document camera). -Lastly, I will introduce our sentence frames. We will practice answering the question , in what ways do Minna and Ruby differ? Ruby is different from Minna because __________.

Ruby is ________________ whereas Minna is________. -I will model once how to use each of the sentence frames introduced. -Students in pairs will orally practice using the sentence frames. Closure: We will review the differences between Ruby and Minna. I will have 2-3 students share their answers with the whole class (orally using the sentence frames). Assessment: All students will turn in their graphic organizers at the end of the lesson. I will also keep a checklist of my students and listen to the pairs of students as they practice language orally.

Day Two
Content Objective: Given a graphic organizer, students in a whole group, will successfully compare two main characters from a text, through correctly filling out a Venn diagram. (Cognitive, Understanding) Language Objective: Using sentence frames, students in pairs, will successfully compare two main characters from a text, through oral practice. (Cognitive, Understanding) Essential Question: How can we use comparing and contrasting skills in our everyday lives? What are some jobs that require comparing and contrasting skills? Learning Goal: Using a Venn diagram I can compare two main characters from a text. Materials: Graphic organizers, sentence frames, pocket chart, document camera, clock apt. worksheet. Intro: We will review the work we did in our graphic organizer on Day One. - I will ask at least three students to give me information from there graphic organizer, detailing the differences between our characters. -Since we contrasted our main characters yesterday, what do you think we will do today? Lesson Development: Today we will compare our two characters and look for their similarities and we finish filling out our Venn diagrams. - Students in a whole group will brainstorm the similarities between Minna and Ruby while filling out the center section of the Venn diagram (I will also model how to do this on the document camera). - We will answer the following question using our slightly altered sentence frames. What are the similarities between Minna and Ruby? Ruby is like Minna because_____________. Both Ruby and Minna are ___________________. -I will model once how to use each of the sentence frames introduced. -Students in pairs will orally practice using the sentence frames. -Finally, students will be given a clock appointment sheet.

[In the 12, 4, and 8 oclock boxes, students put the names of their language partners.] Closure: I will ask two pairs of students to share with the whole class using sentence frames. Assessment: I will ask students to turn in their graphic organizers as well as their clock appointment sheets. Throughout the clock activity I will continue to work my way through the class with my checklist and mark off students who are successfully able to use the sentence frames.

Day Three
Content Objective: Given a sheet of butcher paper, students in groups of 4, will successfully create a poster either comparing or contrasting our two main characters. (Cognitive, Applying) Language Objective: Using sentence frames, students in pairs, will successfully compare two main characters from a text, through oral practice. (Cognitive, Understanding) Essential Question: How can we use comparing and contrasting skills in our everyday lives? What are some jobs that require comparing and contrasting skills? Learning Goal: With a group of my classmates, I can create a poster that compares or contrasts Minna and Ruby. Materials: sentence frames, pocket chart, butcher paper, markers, clock apt. sheets. Intro: Review oral language practice. Students, we will begin todays lesson by practicing with our sentence frames. -Students will do the clock appointment activity again, orally practicing language/the sentence frames. Lesson Development: -Students will be placed in groups of four. Each group will be provided with butcher paper, markers, and will be given the graphic organizer they created earlier. -Students will create a poster that either contrasts or compares Minna and Ruby. Closure: Students will share/explain the posters they made with the whole class.

Assessment: I will assess students during the time they present their posters.

Day Four
Content Objective: Given sentence strips and markers, students in a whole group will collectively construct a cooperative strip paragraph comparing and contrasting two main characters.(Cognitive, Applying) Language Objective: Using sentence frames, students in pairs, will successfully compare two main characters from a text, through oral practice. (Cognitive, Understanding) Essential Question: How can we use comparing and contrasting skills in our everyday lives? What are some jobs that require comparing and contrasting skills? Learning Goal: With a group of my classmates, I can create a poster that compares or contrasts Minna and Ruby. Materials: sentence frames, pocket chart, butcher paper, markers, sentence strips, markers. Intro: We will review the work we have done thus far and practice orally using our sentence frames. Student will practice in pairs, and I will call on at least three students to orally share. Lesson Development:

-Using sentence frames is not very different from writing a paragraph. I want all of us to work together to turn what we know about the differences and similarities between Minna and Ruby, into a paragraph! -Together we will create a topic sentence for our paragraph (I will write it out on a sentence strip). - Then, students will be placed in groups of four and will construct a sentence comparing or contrasting Minna and Ruby. -We will put all of our sentences together and then we will edit our paragraph out loud. -Once our paragraph is edited, we will create a closing sentence for our paragraph. Closure: Students will then write out on their own, the paragraph we just created as a whole class. Assessment: Students will be assessed by their group sentence strip they create and the full paragraph they turn in at the end of the lesson.

Day Five
Content Objective: Given a piece of paper, students will individually create a paragraph in which they compare or contrast themselves to one of the main characters from our mentor texts. (Cognitive, Applying) Essential Question: How can we use comparing and contrasting skills in our everyday lives? What are some jobs that require comparing and contrasting skills? Learning Goal: I can successfully write a paragraph comparing or contrasting myself to Minna or Ruby. Materials: Pocket chart, cooperative strip paragraph, sentence frames, paper. Intro: We will review the work we did the previous day by reading out loud together the cooperative strip paragraph we created. Lesson Development:

- Remember how we created a paragraph together yesterday? Today it is your turn to create a descriptive paragraph by yourself, it will be great! -Everyone will be given a piece of paper and I will review the process we went through the day before as we wrote a paragraph together. -Students will be released on their own to write. Closure: Students will then be asked to share their work. Assessment: Students will be assessed through their final writing project (descriptive paragraph).