Mini-Lesson Planning For Compare And Contrast (Page 2 of 4) in pdf

Activating Strategy:

Partner Share

This is a fast-paced activity in which the teacher will direct students to “talk with your partner”. Partners

will first discuss ways in which they are similar (hair or eye color, age, have pets, etc) and then ways in

which they are different. The teacher should call on a few partner groups to have them briefly share their

information.

Mini-Lesson Delivery for Compare and Contrast (Similarities and Differences)

Day One: Explicit Instruction

(through Read-Aloud) How will I focus my students on what they need to

learn? What important vocabulary will I introduce/review?

Signal Words/Phrases

Add the following signal words and phrases to interactive word wall: compare, contrast, alike, different, same,

similar, however, although most, as well as, both, similarly, in contrast, too, on the other hand

Explain that compare and contrast is an important skill that we must learn to be good readers. Show

students two objects or two people. Compare and contrast pictures or objects using a Venn diagram, the

“Similar Different Chart” or Double Bubble Map below.

Examples:

Compare a clock and a watch

Compare pencils and crayons

Have students tell about how the two items are different. List attributes on the chart in the two areas

indicated. Model with students as you write AND do think-alouds throughout.

Different

Similar

Different

Double Bubble Thinking Map

Day Two: Modeled Instruction

How will I show my students what they are expected to do to

answer the essential question(s)?

Read Aloud – Stellaluna by Janell Cannon (or other familiar text)

1. Use a familiar trade book (Stellaluna, The Tortoise and the Hare, familiar selections from Trophies, etc.)

2. Discuss the story, emphasizing the parts where Stellaluna, the baby bat, compares herself with the

baby birds with which she comes to live. As you review the story, make a list on the chart paper of the

things that Stellaluna noticed were different about her and the birds. Some examples are, Stellaluna hung

upside down, the birds could not; Stellaluna did not like to eat worms, she could not land gracefully, etc.

Be sure this is done through a think-aloud process. The teacher is modeling for the students without

student input.

3. Next, conduct a think-aloud about how Stellaluna and the birds are alike: they both could fly, they both

were afraid of the owl, etc.

Mini-Lesson Planning For Compare And Contrast Page 2