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Published by jimmytinoco

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Published by: jimmytinoco on Jan 19, 2012
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Backwards Design Lesson Plan
Designer: Jimmy Tinoco Term/Cadre: Fall Term 3
Cadre 19Subject Area: Language Arts Title: Compare and ContrastStage 1
Desired ResultsEstablished Goals: R 2.5 Comprehension and Analysis of Grade-Level-Appropriate text: compare and contrastinformation on the same topic after reading several passages or articlesUnderstandings:
Students will understand that: 
- there is/are a signal word/s that tell whether you arecomparing or contrasting- that you can compare and contrast information on thesame topic after reading several passages- that several passages can have details that are similar - that several passages can have details that are different
Essential Questions:
What types of passages will have details to compare andcontrast?Will there always be things to compare and contrast in astory?
Students will know: Students will be able to:Stage 2
Assessment EvidencePerformance Tasks:
- Students will be introduced to signal words and practice
picking them out of sample sentences explaining why
 (there will be sample of both comparing and contrasting)
- the different types of passages being read
Apply, by
- writing sentences that compare and contrast two pictures
of two types of bears making sure they’re using signa
lwords- reading aloud grade-level passages
- on how you can use the compare and contrast skill in alltypes of readings- on how you can relate compare and contrast skill to real-world situations
Other Evidence:
- approaching whiteboard and circling signal words insentences.- filling out template with
comparing andcontrasting to pictures that are related in some way- filling out template with complete
to compareand contrast after reading to grade-level passages- use skills learned to take a multiple-choice test oncomparing and contrasting
Stage 3
Learning PlanLearning Activities:
- Students should be able to read a variety of grade-level passagesindependently- Students should be able to understand the concept of two things having similarities and differences
W = Whereto; Where from- Share objective:
I will compare and contrast information on the same topic afterreading several passages or articles.
 - Share that it is an important reading comprehension skill that will make them better readers and thinkers.- Give clarity on what compare and contrast mean along with their signal words andhave them know that they will apply those words to grade-level passages.- Skills will be taught in a sequence that will build up to the main objective.
- Students will know how to find the differences andsimilarities in two different passages.- Students will know how to compare and contrast thecharacters, settings, and plots of two different passages.- Students will be able to find the similarities in two or more different passages.- Students will be able to find the differences in two or more different passages.- Students will be able to compare and contrastdifferent passages across the curriculum.
H = Hook and Hold-Will you be able to compare and contrast two things that have similarities anddifferences from a passage or passages?- Start with vocabulary and terms that will be needed and used - using PowerPoint- Start by comparing and contrasting two different things that have similarities usingengaging visuals (two types of bears
grizzly and panda).- Have active discussions and quick writing activities that go with visuals.- Students will come up with their own subjects to compare and contrast
themand write sentencesE = Equip for Expected Performance1
- go over meaning of compare and contrast and signal words2
- students are shown sentences on PowerPoint and students have to choose the signalword on a paper that matches the slide in front of them3
- students will be chosen to come up to the board where sentences are written, circlethe signal word, and explain why they chose it (are they comparing/contrasting?)4
- students will then be shown two visuals (diff. bears) and are asked to compare them5
then they will write a complete sentence, making sure they use asignal word
they will then share their sentences6
students will come up with their own subjects to compare and contrast
then write acomplete sentence using their signal words to compare and contrast
then illustrate their sentences and discuss7
- next, students will be given a short passage that includes two compare and contrastquestions
they will read and compete
we will discuss in detail the prompt and thequestions along with their answers
we will analyze thoroughly8
students will be given two longer passages on bears (one about grizzlies and theother about pandas)
students will read both passage and answer compare and contrastquestionsR = Rethink, Revise/Refine, Reflect- when individual students come up to the board, they will explain their answers
peerswill then agree or disagree by volunteering, or teacher calling random students- students will share answers from their questions for peer review- make sure they are using the signal words used when comparing and contrasting- students will continue to read a variety of passages comparing and contrasting twothings- these skills will be integrated into their writing- have students realize the real world applications for comparing and contrastingE = Encourage Self-Evaluation- asking students if they have clarity on what compare and contrast mean- What part was difficult for them?- students will continue to have the opportunity to read passages where they can compareand contrast across the curriculum

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