Compare & Contrast

Fourth GradeComparing / Contrasting #11.ALIKE2.3.4.5.

Fourth GradeDIFFERENT__________________________________________________________________

Fourth GradeMoth1. both are insectsComparing / Contrasting #1ALIKEButterfly2. both have two sets of wings3. both belong to Lepidoptera order4.5.Dull-colored wingsthickerNo hooks at the end feather-likeFront and rear wings areconnected – move togetherin flightDuring the nightDIFFERENTcolorBody size_____________________________________antennae_____________________________________wingsseen_____________________________________Brightly colored wingsslenderHooks at the endFront and rear wings donot connectDuring the day

Fourth GradeMothButterfly

MODEL WRITING EXAMPLETHE MOTH AND THE BUTTERFLYThe moth and the butterfly are just like my cousin and me. We both belong to the samefamily but are we different! It is the same for these two insects.Both the moth and the butterfly belong to the same group of insects called Lepidoptera.Both of these insects have two sets of wings as antennae. However, they have many differencesthat set them apart.Even though the wings are similar, the butterfly’s wings are not connected while the wings ofthe moth are. This means that the moth’s wings move together when it flies.When you look at a butterfly, you see brightly colored wings and a slender body. On theother hand, you would see dull-colored wings and a much thicker body on a moth. The antennae ofthe butterfly have hooks at the end while those of a moth are more feathery.Finally, the moth and butterfly are different in their behavior. The butterfly can be seen inthe daytime while the moth is seen at dusk or at night.The butterfly and moth may be related but they are more different than alike!

Student Name: _________________________________________ Grade: 4 th gradeTeacher’s Name: _______________________________________ Lesson 1 Compare/ContrastSchool: _______________________________________________ScaleCriteria 4 points 3 points 2 points 1 point TotalFocus &OrganizationWriting stays focused on thetopic and the material iseffectively and accuratelyorganized in acompare/contrast patternWriting stays focused on thetopic and the material isaccurately organized in acompare/contrast patternWriting stays somewhatfocused on the topic and theorganizes the material into acompare/contrast pattern butvaries the pattern throughoutWriting is not focused onthe topic and the materialis not organized into apattern that compares andcontrastMechanicsAll sentences are completeusing correct capitalization,punctuation, and spellingSentences are complete butcontain 1 - 3 errors incapitalization, punctuation,and spellingMost sentences are completebut contain4 - 6 errors in capitalization,punctuation, and spellingFew, if any, sentences arecomplete with 7 or moreerrors in capitalization,punctuation, and spellingSupportProvides well-developedand accurate support(examples, details, reasons)for criteria being examinedProvides accurate support(examples, details, reasons)for criteria being examinedProvides some support(examples, details, reasons)for criteria being examinedProvides little, if any,support (examples,details, reasons) forcriteria being examinedOpeningWriting creatively beginswith an interesting lead thatthoroughly identifies thetwo objects being comparedand contrastedWriting begins with anappropriate opening leadthat accurately identifies thetwo children beingcompared and contrastedWriting begins with anopening lead that identifiesthe two objects beingcompared and contrastedWriting begins with anopening lead that does notfully identify the twoobjects being comparedand contrastedConclusionWriting constructs athorough ending to thewriting that follow logicallyfrom the opening leadWriting constructs anappropriate ending thatfollows logically from theopening leadWriting constructs a closingthat somewhat followslogically from the openinglead…it may not be fullyexplainedWriting constructs aclosing that does notfollow logically from theopening lead

Acquisition Lesson Planning FormPlan for the Concept, Topic, or Skill – Not for the DayCreated By:Essential Question:Activating Strategies:(Learners Mentally Active)Acceleration/Previewing:(Key Vocabulary)Teaching Strategies:(Collaborative Pairs;Distributed Guided Practice;Distributed Summarizing;ic Organizers)Sonya Bennett Compare and Contrast Fourth GradeLesson TwoHow do I use a graphic organizer to plan and complete a compare/contrast paper?Give One Get One: Brainstorm nouns that could be compared and contrasted for one minute on a sheet of notebook paper.Allow the students five additional minutes to walk around the room and add additional items to their list by giving one andgetting one. At the conclusion of five minutes, have each student count the number of items on his/her list and award a prize ortreat to that student.Preview any vocabulary that you feel will give the students difficulties.Discuss how many things in this world have similarities and differences.Explain to the students that you are going to read a story entitled A Day in the Lives Of Kristy and Nick. This story is about thelives of two friends. Remind students about reading carefully in order to find similarities and differences between them (useguiding questions to assist them). Students will use the information from the story to complete compare/contrast graphicorganizer and write a comparison piece using their graphic organizer, a rubric, and the writing process.Distribute a copy of the story, graphic organizer, and rubric to each student. Allow students once again underline similaritiesand differences with markers if needed.Students will use their graphic organizers to write a rough draft compare/contrast piece in their own words. Remind them to usetransitions, their graphic organizers, and the rubric to assist them.Students will revise and edit to make a final copy.Distributed Guided Practice/Summarizing Prompts:(Prompts Designed toInitiate Periodic Practice orSummarizing)Summarizing Strategies:(Learners Summarize &Answer Essential Question)What is a compare and contrast relationship?Students will conference with the teacher and answer the essential question. Classmates will post all comparison writings in thehallway for viewing.

Fourth GradeA Day in the Lives of ……….Kristy and Nick were best friends. They had lived next door to each other all their lives.However, as they got older they began to drift apart from one another. Let’s follow them for aday and see if we can find out why.Kristy woke up at 7:00 A.M. and got dressed for school. She sat down with her family andate a grapefruit, toast, egg, and a glass of milk for breakfast. She brushed her teeth, grabbedher book bag and bike helmet, and rode off to school. She had quit stopping for Nick because hewas never really on time.Nick rolled out of bed at 7:45 A.M., threw on his clothes, and grabbed a Pop Tart to eat inthe car as his mom drove him to school.At lunch, Nick and Kristy sat together. Kristy emptied her lunch bag and began eating hertuna sandwich, apple, and yogurt. Nick began munching on his chips, bologna sandwich, andchocolate pudding while drinking a can of cola. Kristy had a glass of milk with her lunch.After school, Kristy went straight to soccer practice while Nick went home and watchedtelevision.For dinner that night, Kristy’s family ate tacos with rice and beans, lettuce, tomatoes, andcheese. Nick’s family had hot dogs and French fries.After dinner the two friends got together to do their homework. When they finished,Kristy went home to shower and got ready for bed. She was in bed by 9:00 P.M. so she would bewell-rested for school tomorrow. Nick played video games until 10:30 P.M. and then got ready forbed

Fourth GradeComparing / Contrasting #11.ALIKE2.3.4.5.

Fourth GradeDIFFERENT__________________________________________________________________

Fourth GradeKristy1. same ageComparing / Contrasting #1ALIKENick2. live next door to each other3.both have families4. do homework together5.grapefruit, eggs, drinks milk, tunasandwich, taco, rice, apple, yogurtRides bikeSoccer practiceShowers, brushed teeth and goes to bedearly

Fourth GradeDIFFERENTFood eatenGetting to schoolAfter school activitiesCare of body________________________________Watches TVStays up late to play video gamesGoes to bed late_________________________________Poptart, bologna sandwich, chips, cola,chocolate pudding, hot dogs,French FriesDriven by mon

Fourth GradeWriting SampleComparing / contrastingKristy and Nick are just like my best friend and me. We are alike in some ways.On the other hand, there are several differences in our life styles.Both Kristy and Nick are about the same age. They live near each other just likemy friend and me. They both live with their families. After dinner, Kristy and Nickcomplete their school assignments together.These two children may be alike in many ways. However, they have different lifestyles. They eat differently. While Kristy eats healthy foods such as fruit, milk andeggs, Nick prefers fast and unhealthy foods like pop tarts and soda. Kristy leavespromptly for school and Nick needs his mom to drive him there. After school, Kristygets fresh air and exercise at her soccer practice, whereas Nick just sits idly in frontof a television. Finally, unlike Kristy who takes better care of her body by showeringand getting to bed early, Nick stays up late on school nights playing video games.These two children may have similarities in their lives, but their differencesreally shine forth.

Student Name: _________________________________________ Grade: 4 th gradeTeacher’s Name: _______________________________________ Lesson 2 Compare/ContrastSchool: _______________________________________________ScaleCriteria 4 points 3 points 2 points 1 point TotalFocus &OrganizationWriting stays focused on thetopic and the material iseffectively and accuratelyorganized in acompare/contrast patternWriting stays focused on thetopic and the material isaccurately organized in acompare/contrast patternWriting stays somewhatfocused on the topic and theorganizes the material into acompare/contrast pattern butvaries the pattern throughoutWriting is not focused onthe topic and the materialis not organized into apattern that compares andcontrastMechanicsAll sentences are completeusing correct capitalization,punctuation, and spellingSentences are complete butcontain 1 - 3 errors incapitalization, punctuation,and spellingMost sentences are completebut contain4 - 6 errors in capitalization,punctuation, and spellingFew, if any, sentences arecomplete with 7 or moreerrors in capitalization,punctuation, and spellingSupportProvides well-developedand accurate support(examples, details, reasons)for criteria being examinedProvides accurate support(examples, details, reasons)for criteria being examinedProvides some support(examples, details, reasons)for criteria being examinedProvides little, if any,support (examples,details, reasons) forcriteria being examinedOpeningWriting creatively beginswith an interesting lead thatthoroughly identifies thetwo objects being comparedand contrastedWriting begins with anappropriate opening leadthat accurately identifies thetwo children beingcompared and contrastedWriting begins with anopening lead that identifiesthe two objects beingcompared and contrastedWriting begins with anopening lead that does notfully identify the twoobjects being comparedand contrastedConclusionWriting constructs athorough ending to thewriting that follow logicallyfrom the opening leadWriting constructs anappropriate ending thatfollows logically from theopening leadWriting constructs a closingthat somewhat followslogically from the openinglead…it may not be fullyexplainedWriting constructs aclosing that does notfollow logically from theopening lead

Acquisition Lesson Planning FormPlan for the Concept, Topic, or Skill – Not for the DayCreated By:Essential Question:Activating Strategies:(Learners Mentally Active)Acceleration/Previewing:(Key Vocabulary)Teaching Strategies:(Collaborative Pairs;Distributed Guided Practice;Distributed Summarizing;Graphic Organizers)Distributed Guided Practice/Summarizing Prompts:(Prompts Designed to Initiate PeriodicPractice or Summarizing)Sonya BennettAssessment Compare and Contrast Fourth GradeHow do I use a graphic organizer to plan and complete a compare/contrast paper?Five words—Three words: The teacher asks each student to brainstorm on his/her own 5 words/things that come tomind when thinking of elephants. Students then get into pairs, trios, or groups of four to share and discuss their words.Finally each small group selects 3 words from their discussions that they believe are most distinctive about anelephant. Each group will share and explain the reasons why they chose their particular words.Preview any vocabulary that you feel will give the students difficulties. Word suggestions are located on the conceptmap.Explain to the students that you are going to read a story entitled Elephants to use in writing a compare/contrast piece.Remind students about reading carefully to assist them in discovering similarities and differences between two typesof elephants in the story (scaffold using guiding questions chart). Remind the students that they may need to read thestory twice to ensure understanding.The teacher will distribute the story, compare/contrast graphic organizer, and rubric. Students will use the informationfrom the story to complete the graphic organizer and write a compare/contrast piece in their own words while utilizingthe writing process.How are the two objects in the story similar?How are the two objects in the story different?Summarizing Strategies:(Learners Summarize &Answer Essential Question)Students will score their paper using the rubric. The teacher will assess the summary using the rubric and conferencewith each student regarding their progress.

Fourth GradeElephantsYou may think that an elephant is an elephant. The factis, there are two very distinct types—Asian and African.Asian and African elephants have many things in common.Both species of elephants have long trunks, thick legs,huge heads, and little body hair. On the other hand, thereare noticeable differences. The African elephant is muchlarger and has much larger ears than the Asian elephant.Only male Asian elephants have tusks, but both male andfemale African elephants have tusks.

Fourth GradeComparing / Contrasting #11.ALIKE2.3.4.5.

Fourth GradeDIFFERENT__________________________________________________________________

Student Name: _________________________________________ Grade: 4 th gradeTeacher’s Name: _______________________________________ Writing Assessment: Compare/ContrastSchool: _______________________________________________ScaleCriteria 4 points 3 points 2 points 1 point TotalFocus &OrganizationWriting stays focused on thetopic and the material iseffectively and accuratelyorganized in acompare/contrast patternWriting stays focused on thetopic and the material isaccurately organized in acompare/contrast patternWriting stays somewhatfocused on the topic and theorganizes the material into acompare/contrast pattern butvaries the pattern throughoutWriting is not focused onthe topic and the materialis not organized into apattern that compares andcontrastMechanicsAll sentences are completeusing correct capitalization,punctuation, and spellingSentences are complete butcontain 1 - 3 errors incapitalization, punctuation,and spellingMost sentences are completebut contain4 - 6 errors in capitalization,punctuation, and spellingFew, if any, sentences arecomplete with 7 or moreerrors in capitalization,punctuation, and spellingSupportProvides well-developedand accurate support(examples, details, reasons)for criteria being examinedProvides accurate support(examples, details, reasons)for criteria being examinedProvides some support(examples, details, reasons)for criteria being examinedProvides little, if any,support (examples,details, reasons) forcriteria being examinedOpeningWriting creatively beginswith an interesting lead thatthoroughly identifies thetwo objects being comparedand contrastedWriting begins with anappropriate opening leadthat accurately identifies thetwo children beingcompared and contrastedWriting begins with anopening lead that identifiesthe two objects beingcompared and contrastedWriting begins with anopening lead that does notfully identify the twoobjects being comparedand contrastedConclusionWriting constructs athorough ending to thewriting that follow logicallyfrom the opening leadWriting constructs anappropriate ending thatfollows logically from theopening leadWriting constructs a closingthat somewhat followslogically from the openinglead…it may not be fullyexplainedWriting constructs aclosing that does notfollow logically from theopening lead

Teacher’s Name ________________________________________ Fourth Grade: Compare / ContrastSchool ________________________________________________ Month ____________________Student’s Name1.2.3.4.5.6.7.8.9.10.11.12.13.14.15.16.17.18.19.20.21Class AverageFocus andOrganizationMechanics Support Opening Conclusion Average

School: _____________________Teacher: ____________________Principal’s ReportFourth Grade: Assessment Three – Compare and ContrastTask ComponentsFocus and OrganizationMechanicsSupportOpeningConclusionAverage for all componentsClass Average Scores