Вы находитесь на странице: 1из 4

GRADE/CLASS: Second grade

SUBJECT AREA(S): Reading and Writing (Resource)


UNIT TOPIC: Comparing and Contrasting

DAY: 2

Desired learning outcome(s):

Students will be able to compare two versions of the same story.


Students will be able to contrast two versions of the same story.
Students will be able to share the similarities between the
important ideas in two books on the same topic.
Students will be able to share the differences between the
important ideas in two books on the same topic.

Essential question(s) from learning outcome(s):


How do I compare stories?
How do I contrast stories?
How do I determine the important ideas in stories on the same
topic?
How do I share similarities between the two stories?
How do I share differences in the two stories?
Common Core/North Carolina Essential Standard(s):
RL.2.9 Compare and contrast two or more versions of the same
story by different authors or from different cultures.
RI.2.9 Compare and contrast the most important points
presented by two texts on the same topic.
Learner prior knowledge/ learner background experiences/preassessment:
Most Students are familiar with the terms Similar and difference.
Students have learned that another meaning of similar and different
means compare and contrast. Students were able to express on day
1 that they understood the meaning of both terms by the class
completing a whole group compare and contrast pre-assessment
using two students from the class and our enlarged vein diagram.
Materials and resources needed:
Smart board

The Rough Face Girl book (on YouTube)


Notebook
Two column chart with headings
Cinderella book from previous day
Key questions for assessments
Enlarged two column chart with headings
Vein diagram from previous day

Teaching strategies:
Differentiation strategies should be infused throughout.
Differentiate for content, product, and process.
introductory strategies
The lesson will begin with me asking students to look back at
our class compare and contrast vein diagram that we
completed using two of our students. I will ask student to
remember how we were able to discuss the differences in the
two students and the similarities in the two students. I will
again go over that if we are comparing we are look for
similarities, and if we are contrasting we are looking for
differences.
main instructional strategies
After students have successfully reviewed our chart from
yesterday I will explain to them that we are able to compare
and contrast many things including stories. I will discuss how
we read Cinderella yesterday, and get students involved in
painting a mental picture in their head of what Cinderella
looked like. I will help remind students that Cinderella was a
beautiful girl, who experienced difficult situation with her
stepmother and stepsisters. I will then explain to Students
that today we are going to read a story about a Algonquin
Indian Cinderella(or Native American) and the story is Titled
The Rough-Face Girl. I will explain to students that there are
multiple versions of the same fairy tale written from the
perspectives (how they interrupt or view) of different cultures.
I will then begin the Read aloud version of the book on the
smart board. This will incorporate technology which gets
students engaged in the story and it allows the students to
visualize the story better because the pictures are largely
displayed on the smart board during the read aloud. After we
have completed listening to the book, I will ask student to
pair up with their partner that they had been paired with on

the previous day. I will give the partners back the check chart
that they had completed together yesterday after they
listened to the read aloud Cinderella. The student pairs will
now be asked to complete the check chart for The Rough-Face
Girl. Students should start noticing the similarities between
the two stories including how they both begin and end.
concluding strategies
To begin concluding the lesson for the day, I will display a
large check chart on the board that looks like the ones the
partners or working with. I will ask volunteers to tell me what
themselves and their partner checked. We will do this for both
stories. I will then start discussing what they notice about
some similarities and differences in the book. I will make sure
all students are agreeing with what we have checked on our
chart.
Assessment (utilize a blend of traditional and performance assessments):

The assessment will be in pairs. The students will remain with the
same partner that they have been with that day. I will give each
pair two key questions using the categories that are on the check
chart. The students will have to discuss and explain the similarities
and differences for the category. There are three paired groups and
the questions and categories will be as follows.
Group 1

What is similar about the magic objects in both stories? (Identify the
objects)
What is the difference in the magic object in both stories?

Group 2
What is similar about the selfish sisters in both stories?
What is the difference in the selfish sisters in both stories?

Group3
What is similar about the good characters in both stories?(identify
which characters you are describing)
What is the difference between the good characters in both stories?

Differentiation strategies and assessments (remember ELLs, advanced

learners, unmotivated students, struggling learners, etc.):

The story is being read aloud on the smart board with large pictures
to accompany. This helps engage student who struggle with staying
focused during lessons. Any struggling learners are made to feel
more comfortable in the group setting. Unmotivated learners are
going partnered up with a motivated learner who will help
encourage and get them critically thinking about text connections.

EC accommodations/modifications to strategies or assessments:


(refer to IEPs or 504 plans)

Students in my classroom are able to have all material read aloud


and repeated multiple times they are in a small group resource
setting and able to focus on goals and learning strategies at a pace
that suites their learning style and disabilities. Check chart
categories will be read aloud to assure all students know the
categories. Assessment questions will be read aloud to each group.

Reflection: N/A