Mini-Lesson Planning For Compare And Contrast

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Mini-Lesson Planning for Compare and Contrast (Similarities and Differences)
Benchmark(s)/Standard(s)
What is the next benchmark(s) on my course timeline or FCIM calendar?
LA.A.2.2.7
Recognizes the use of comparison and contrast in a text.
Definition
Comparison and contrast are ways of looking at objects and thinking about how they are similar (alike) and
different.
Essential Question(s):
How do authors use compare/contrast to help readers understand information? How do
readers use signal words to identify compare/contrast? How can a graphic organizer be used to compare and contrast
text or objects?
FCAT Stem Questions
How are _________ and __________ALIKE?
How is ___________ DIFFERENT from _____________?
How is ______________ both SIMILAR and DIFFERENT from ______________?
What is the DIFFERENCE between _____________ and ________________?
How is ____________ SIMILAR/DISSIMILAR to __________________?
Materials/Resources:
What do I have or need to have in order to teach the lesson objective(s)?
Teacher: Picture book or completed class novel; chart paper, overhead (LCD projector or doc camera),
t
ext samples, graphic organizer templates (students can also draw these on paper)
Student: Paper, pencil
Lesson Agenda:
How will I deliver this lesson to help my students answer the essential question(s)?
FCIM Mini-Lesson: Sequencing
Day One: Explicit Instruction (10 min)
Day Two: Modeled Instruction (15 min)
Day Three: Guided Practice (15 min)
Day Four: Independent Practice (10 min)
Day Five: Mini-Assessment (10 min) & Review Student Responses
Special Note: Day One could be Explicit and Modeled Instruction; Days Two and Three could be Guided
Instruction; Day Four could be Independent Practice. This depends upon your Instructional Focus
Calendar.
Suggested Read-Aloud:
Stellaluna by Janell Cannon
Pre-read the book, Stellaluna (or other appropriate text). Anticipate where background knowledge needs
to be built. Highlight places to stop, question, make predictions or make connections. Identify the author,
title, setting, characters, etc. Activate prior or common knowledge. Take a picture walk. List the important
words in the story. During oral reading, conduct several teacher think-alouds. Include statements like,
“This reminds me of…” “This part is like…” “This character ____ is like____ because…” “This is similar
to…” Students need to hear your thinking so they can do this as they read independently.
Special Note: This is a suggested text. Use any other story, informational text, literature from Trophies, or
other familiar text that is appropriate for your students. The format for presentation would be similar.

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