Lesson 1: Identifying Compare and Contrast Key Words
- Learning Goal
- Identify similarities and differences using key words.
- Approximately 50 minutes
- Necessary Materials
- Provided: “My Brother and I” Passage, Example T-Chart, “Moving to a New Town” Independent Practice Passage, Independent Practice Worksheet
Not Provided: markers, chart paper
will explain the meaning of compare (identify similarities) and contrast (identify differences). I will read aloud the passage, “My Brother and I,” from a chart. ("My Brother and I" is provided in Books and Passages). I will circle one example of a key word which tells the reader that the author is comparing, (like, alike, same, etc.) I will explain how this key word gave me a clue as to what is the same about Jared and his brother. I will write the “compare” key word and the similarity on a T-chart. (See Direct Teaching and Guided Practice Example Chart in Teacher Student Materials below.) I will identify one “contrast” key word (different, but, on the other hand). I will explain how this contrast “key word” gave me a clue as to what is different between Jared and his brother. I will add this “contrast” key word and the differences to the T-chart.
TIP: Try brainstorming a list of clue words with students before the Direct Teaching. Students would most likely be able to identify: same, different, and alike.
Ask: How did I find similarities and differences between the two characters in the story? Students should respond that you read the text and paid attention to words that gave the reader a clue that two things were similar (compare key words) or gave the reader a clue that two things were different (contrast key words).
TIP: For students that need additional scaffolding, consider starting with sample sentences before moving onto paragraph reading.
will continue identifying “compare” and “contrast” key words from the passage. We will add the key words and the similarities and differences to the T-chart. (See Direct Teaching and Guided Practice Example Chart below.)
will read the passage “Moving to a New Town,” and circle the “compare” and “contrast” key words. You will identify similarities and difference in a T-chart. (Student Independent Practice is provided below.) Note: You will need to save the "Moving to a New Town" passage for use with Lesson 2.
Build Student Vocabulary resemble
|Tier 2 Word: resemble|
|Contextualize the word as it is used in the story||The narrator says that he and his brother resemble each other.|
|Explain the meaning student-friendly definition)||To resemble means to look or act like somebody or something else. When the narrator says that the two brothers resemble each other, he means that they look alike. They are both tall with dark hair.|
|Students repeat the word||Say the word resemble with me: resemble.|
|Teacher gives examples of the word in other contexts||I resemble my mother. We both have brown eyes and freckles. My sister does not resemble anyone in our family. My brother’s personality resembles my father’s. They are both funny. The painting I saw in the museum resembles a photograph I saw in a magazine.|
|Students provide examples||Tell me who you resemble. Start by saying “I resemble ____________.”|
|Students repeat the word again.||What word are we talking about? resemble|
After reading the passage, ask students why some siblings look alike. Explain to your class that it is in their genes. Write "genes" on the board, and show students how the word is spelled differently than "jeans." Tell students that genes make up what humans bodies look like. They come to us from our biological parents and carry information that helps make you who you are: the color of your skin, the texture of your hair, or the shape of your nose or your smile. Some children will look and act like their parents, while others will not. One sibling might be more like their parents, while the other is not. The siblings might even be exactly alike (twins). It is all in the special combination of genes!
Texts & Materials
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