Lesson Title: Compare and Contrast

Grade: 2nd

Goals or Objectives: Student will be able to compare and contrast items in two different
pictures, and be able to accurately identify differences in two different books with the same story
line. They will also be able to complete a Venn Diagram, finding what is similar and different
within the two texts.
Grade Level Guide: Content Standards
Content Curriculum Focal
Points (ie: NCTM, IRA,)
International Reading
Association
National Education
Association
Educational Drama
Association

Common Core State

Standards
Standard CCSS.ELALiteracy.RL.2.8
Compare and contrast two
or more versions of the
same story (e.g.,
Cinderella stories) by
different authors or from
different cultures.

Interdisciplinary Connections

Compare and Contrast, Reading

Comprehension, Discussion,
Drama, and Language Arts

Academic Language: Compare, Contrast, Venn Diagram, Details, Summarize, Events,

Similarity, Difference, Perspective, Debate
Students Needs: Students will need to know what similar and different attributes of an object
are. They also will need to be familiar with in-class discussions.

English Language Learners

Special Needs (can be a

group such as struggling
readers or individuals)

For ELLs, there will be a

summary provided of each

For Special Needs, we will

provide a bulleted summary

version of the story in their

particular language.

of each book that the students

can refer to when creating the
in-class Venn Diagram and
participating in the in-class
discussion (hot seat).

Materials:
Student Needs:
Notebook
Pen or Pencil
Highlighter

Teacher Needs:
Computer
PPT Presentation
YouTube Access
Venn Diagram Poster
Post-Its
Discussion prompt cut-outs
Red Cape, Claws, Wolf ears, and Claws
Little Red Riding Hood book illustrated by Dubravka Kolanovic
Honestly, Red Riding Hood was Rotten! book by Trisha Speed Shaskan
Language Function: The students will be asked to evaluate and describe the two different
versions of Little Red Riding Hood. During the readings, the teachers will engage in thinkalouds, and ask the students questions about what is going on in the story and interpret that
particular section of the reading. After the reading is over, the students will engage in a hot seat
activity that will initiate polite arguing, and require the students to justify their own positions
and perspectives of their stories.

Lesson Plan
Before: Teachers will begin lesson by splitting the class into two groups (by assigning students
with the number 1 and 2) and seating them at two round tables. Both teachers will begin by
presenting a powerpoint which explains compare and contrast. Teachers will then provide an
exercise for students to practice comparing and contrasting two different images that are
familiar to students to encourage enthusiasm.

During: After the powerpoint presentation, one teacher will read the Little Red Riding
Hood book to one group of the students and engage in discussion before, during, and after the
reading. The other teacher will do the same in the other group with the Honestly, Red Riding
Hood was Rotten book. The teachers will then proceed to switch groups and read their stories
to the other group. During this transition, the teachers will play the Little Red Riding Hood
1960s song to motivate the students and provide a fun transition. After the teachers engage in
discussion with the students within their groups, the whole class will then proceed to
participate in providing details that will be posted on an enlarged Venn Diagram poster that the
teachers will provide. Details will be posted on the Venn Diagram with post-it notes that the
teachers will give the students. This time will be used for answering teacher questions and
giving the students an opportunity for individualized work.

After: After completing venn diagram as a group, teachers together will pick two students
who participated most attentively during the reading and activity to dress up as Wolf and Little
Red to participate in a Hot Seat activity. This activity will ask each student to take on the role
of the character they are dressed up as and answer questions asked by fellow students about
their side of the story. Students will have to politely debate that their side of the story is true.
After a couple of questions, teachers will pick different students to sit in the hot seats. After
this polite debate, teachers will provide two different versions of short stories of Cinderella that
students will have to compare and contrast on venn diagram as a summative assessment.
Assessment:

Type of assessment

Description of
assessment

Modifications
to the
assessment so
that all students
could
demonstrate
learning

Evaluation Criteria- What

evidence of student learning
(related to the learning
objectives and central focus)
does the assessment provide?

Formal: There will be

a
short test at the end of
the lesson, where the

There are many

different learning
styles, and each

The assessment provides an

understanding of students ability
to compare and contrast two

(formal or
informal)

Formal and Informal

student will have to

read two different,
small passages of
versions of Cinderella.
They will create their
own Venn Diagram,
and that is what will be
graded.
Informal: Teachers will
observe students during
group activity and hot
seat activity, and
assess through
observation of their
understanding and
participation.

of those are
catered to. The
stories will be
read to students
(auditory), there
will be many
visual displays
(visual), and for
Special needs and
ELLs, the
modifications are
listed above.

different stories and pictures. It

also provides evidence of their
understanding of the purpose of a
Venn Diagram and how it is used
for comparing and contrasting.

Resources:
Assessment:
Summative (Formal) assessment is attached to back
Online Resource:
https://www.youtube.com/watch?v=KteV6wsDNtU

Analyzing Teaching:

What worked?
What didnt? For whom?

The lesson itself worked well, especially splitting of into

two groups and playing the role of the book we reading.
My co-teacher and I worked well together, and the
amount of instruction that we led was split up well and
flowed well. The Hot Seat activity also was a fun way
for students to get involved and have fun while learning.

What did not work was how hard the level of the
summative assessment sent home was, and the Venn
Diagram needed to be much larger in order for students
to see what their peers wrote and to have enough room to
write their own facts.

Adjustments
What instructional changes do you need to
make as you prepare for your next lesson?

For the next lesson, I will need to make sure that all
technology is working properly to ensure that the flow of
the lesson goes well. The next time I teach this lesson, I
will also make sure that the small groups are closer
together; therefore, the sound of the other teacher will
not distract the other group. I will also make the reading
level of the text that is sent home for their summative
assessment more age appropriate.

Proposed Changes

Whole class: I would make the Venn Diagram much

larger so that the whole class is able to read each
If you could teach this lesson again to this group others comments. I would also make sure that I
of students what changes would you make to
focus more on the content within the Venn Diagram
your instruction?
before leading into the Hot Seat activity.

Groups of students: As said earlier, the only change

that I would propose for the small groups of
students is to make sure that they are at a good
distance from the other group and much closer
together in order for them to be more engaged and
not distracted.

Individual students: This lesson is not very

individualized, but I would make sure that the
comments that they are writing for the Venn
Diagram is provided more focus. Next time I will
have more of a discussion time for the students to

collaborate about their ideas for the post-it notes,

and also time for them to talk about it themselves in
front of the class.

Justification
Why will these changes improve student
learning?
What research/theory supports these changes?

These changes will improve student learning because it

will provide less distraction for the students, and thus
more of an opportunity for active listening and
engagement. Also, providing more discussion time for
the students with myself and their peers will enable me
to determine their level of understanding and what
components I need to provide more focus on and which
ones I can move on from.