Pat Baker
Grade 4
Let’s Be Detectives…
Compare/Contrast Compare-contrast is the process of identifying how things are alike and different. Comparison refers to how two things are alike; contrast refers to how they are different. This is one of the most difficult text structures for students to understand because it requires evaluating and synthesizing. The following site has graphic organizer pdf files where you may type text and save it on the form (this isn’t always the case with pdf files).
http://my.hrw.com/nsmedia/intgos/html/igo.htm
Reading:
Objectives: The student will be able to compare & contrast black bears to the bears in Goldilocks using a T chart*. [By 4th grade the students prefer this type of compare contrast chart. Many think Venn diagrams are for lower elementary.]
Links to Standards: LA 4.1.6a author’s purpose
Anticipatory Set: I subscribe to www.starrmataica.com , which includes math & language art objectives which I project on the whiteboard. This lesson will start with the compare/contrast lesson through the making of a T chart.
Assessment: Students will be able to complete a T chart by comparing and contrasting bears from Goldilocks and black bears in the wild.
Learning Connections: When students use compare and contrast, they will pay attention to details that may be overlooked. It also helps in activating prior knowledge. Students will make a poster to be placed in room to list the characteristics & definition of compare/contrast.
Learning Activities or Tasks: Students will partner read basal pg 36-39 (Fast Facts about Black Bears), and review the story of Goldilocks. Students compare & contrast the bears by completing a T chart .
Teaching Strategies: Introduction, computer instruction, teacher modeling, partner sharing.
Adaptations/Modifications: Listen to selection on CD
Enrichment: Search the Internet to learn more about black bears.
1. Using a student-friendly search engine (google.com/ask.com), type the keywords black bears into the search line.
2. Click on one or more Web site links listed to learn more about bears.
3. Use a word web, chart, or other graphic organizer to record interesting information about bears.
Materials & Resources: LCD Projector hooked to a computer, reading basal, copies of Goldilocks, T-charts
Lesson Evaluation & Reflection: To be completed when lesson has concluded.
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Writing:
Objectives: The students will write a compare/contrast writing using the ALL/ALL format when comparing black bears and brown bears.
Links to Standards: writing process 4.2.1 a&b prewriting & generating ideas, then proceeding to a draft.
Anticipatory Set: Are there other bears besides the Chicago Bears? What do we know about bears in the wild?
Assessment: Students will be able to complete a four paragraph essay using the ALL/ALL** format giving details about brown bears and black bears.
Learning Connections: We read about black bears. There was a black bear in our basal selection from Because of Winn-Dixie. Are there other bears besides black bears? Is it possible to compare/contrast them?
Learning Activities or Tasks: Students will google search brown bears and black bears. Each student will find 3 details about each bear type. The class will cooperatively generate an introduction, 1st paragraph about black bears, 2nd paragraph –brown bears, and a concluding paragraph. Whatever I want my students to do well, I first have to show them how. Of all the changes I have made in my teaching, adding explicit demonstration to everything I teach has been a big boost to student learning.
Teaching Strategies: Integrating technology. Discussion, Shared writing
Adaptations/Modifications: Cooperative group to gather data/shared writing
Enrichment: Students may transfer their writing into a powerpoint or web using Kidspiration.
Materials & Resources: computer lab
Lesson Evaluation & Reflection: To be completed when lesson has concluded.
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Social Studies/Computer Class
Objectives: Each student chooses a geographical attraction in the United States and browses a few Web sites or print reference materials to develop an inquiry question about what makes it unique and appealing.
Links to Standards 4.1.6a author's purpose
Anticipatory Set: How do the diverse regions and peoples of the United States reflect its greatness?
Assessment : rubric 1-4pt with a 4 to include
* Research is accurate and very detailed. Sources are reliable and relevant to inquiry question.
* Poster is informative, well organized, and visually appealing.
Students will share why their chosen region in unique. Group discussion will incur to compare/contrast regions.
Learning Connections: Students read a selection from realistic fiction, Because of Winn-Dixie, and will just have finished a historical fantasy, Lewis and Clark and Me. The former takes place in Florida, while the latter retells the journey of Lewis and Clark through our part of the country. Each region is strikingly different. Does this diversity make for a great country?
Learning Activities or Tasks: In this project, students choose a geographical attraction in the United States and research what makes it unique and appealing. Students may use print or online resources as available. Students will produce a 18x12” poster depicting what makes that region unique and special.
Teaching Strategies: Integrating technology, inquiry, research, discussion
Adaptations/Modifications-cooperative learning as needed
Enrichment: Create a Travel Brochure Have each student choose a setting and think of categories of information to include about it, such as "fast facts," weather, attractions to see, fun things to do, and so on. Students can draw pictures and maps or print online images to illustrate their brochures
Materials & Resources: social studies book, state books, computer lab
Lesson Evaluation & Reflection: To be completed when lesson has concluded.
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*T chart
---------------Goldilocks’ bears -------------Black bears
Attribute 1
Attribute 2
Attribute 3
** ALL/ALL Besides an introduction and concluding paragraphs this format consists of students writing paragraph 2 only about one topic (in this case the black bears) while paragraph 3 is only relates to brown bears.
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