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English lesson plan · 5th grade (Year 6 in England) · 30 minutes

Compare and contrast: how are they alike and different?

Reading Comprehension

CCSS RI.5.3CCSS RL.5.3CCSS RL.5.9England: Y5/6 Reading (comparing within and across texts)England: KS2 SATs Reading

Objective and success criteria

Students will: Compare and contrast: how are they alike and different?.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Choose the best summary of a short text

Leads to: the next skill in this area.

Materials: A short text or extract (one copy each), Highlighters, Question cards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Choose the best summary of a short text). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Honeybees live in colonies of thousands. The queen lays the eggs. Worker bees collect nectar and pollen, look after the young and guard the hive. Drones have one job: to mate with a queen. Every bee has a role that keeps the colony alive. Which is the best summary? (Drones are male bees. / In a honeybee colony, the queen, workers and drones each have a job that keeps the hive alive. / Bees are the most amazing insects in the world. / Worker bees collect nectar and pollen.) → In a honeybee colony, the queen, workers and drones each have a job that keeps the hive alive.Prompt: A summary is short and covers the WHOLE text, not just one part.
  2. Every morning, an old fox watched the farm from the hill. One winter, when the snow was deep, the farmer's daughter left scraps by the fence. The fox never touched the hens again, and each spring it brought its cubs to the hill to watch the farm. Which is the best summary of the story? (The fox had cubs. / A girl's kindness to a hungry fox in winter makes the fox leave the farm's hens alone. / It snowed a lot one winter. / Foxes like to sit on hills.) → A girl's kindness to a hungry fox in winter makes the fox leave the farm's hens alone.Prompt: A summary is short and covers the WHOLE text, not just one part.
  3. Lena was nervous about the school talent show. At practice, she forgot the words to her song twice. On the night, she spotted her grandad in the front row, giving her a thumbs-up. She took a deep breath, sang every word, and the hall burst into applause. Which is the best summary of the story? (Lena overcomes her nerves, with her grandad's support, and sings well at the talent show. / Talent shows are a waste of time. / Lena forgot the words twice. / Lena's grandad sat in the front row.) → Lena overcomes her nerves, with her grandad's support, and sings well at the talent show.Prompt: A summary is short and covers the WHOLE text, not just one part.

Hook · 3 min

  • Read the first lines of a short text aloud and ask what students predict will happen and why.
  • Share the objective: Compare and contrast: how are they alike and different?. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Story A: Priya trained every morning before school and won the cross-country race. Story B: Tom rehearsed the piano every evening and played perfectly at the concert. How are Priya and Tom ALIKE?
  • Step 1: Comparing means finding what is the same; contrasting means finding what is different.
  • Step 2: So the answer is: Both worked hard and succeeded.
  • Answer: Both worked hard and succeeded.
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Text A: Frogs have smooth, moist skin and long back legs for leaping. Text B: Toads have dry, bumpy skin and shorter legs for hopping and walking. How are frogs and toads DIFFERENT? (their skin and their legs / their eyes and ears / the food they eat / the number of toes) → their skin and their legsPrompt: Read both texts and note what each says about the same topic.
  2. Which signal word or phrase shows a SIMILARITY? (on the other hand / whereas / in the same way / however) → in the same wayPrompt: Try the word in a sentence: 'Cats purr; ___, dogs bark.'

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which signal word or phrase shows a SIMILARITY? (similarly / however / unlike / whereas) → similarlyPrompt: Try the word in a sentence: 'Cats purr; ___, dogs bark.'
  2. Text A: Frogs have smooth, moist skin and long back legs for leaping. Text B: Toads have dry, bumpy skin and shorter legs for hopping and walking. How are frogs and toads DIFFERENT? (their eyes and ears / the number of toes / the food they eat / their skin and their legs) → their skin and their legsPrompt: Read both texts and note what each says about the same topic.

Watch out for

  • Answering from memory or opinion instead of evidence in the text.
  • Copying a long quote without explaining what it shows.

Support and stretch

Support

  • Review first: Choose the best summary of a short text.
  • Use concrete materials: a short text or extract (one copy each).
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-5.

Free lesson plan from eurekami.com/lesson-plan-builder

eurekami

Compare and contrast: how are they alike and different?

Name

Date

Score/ 6

Should Our School Keep Bees?

Letter A: Yes to bees! Our school should put two beehives on the flat roof above the library. Bees pollinate fruit, vegetables and wildflowers, and in many places their numbers have fallen. A school hive would give local bees a safe home. It would also turn our roof into a living science lesson: we could study how a colony works, measure how much honey it makes, and plant bee-friendly flowers in the playground. Several schools near us already keep bees, and the beekeepers say pupils are never near the hives, because the roof is locked. Letter B: Not so fast. I agree that bees are important, but I do not think hives are right for our school yet. Some pupils and staff are allergic to bee stings, and even a locked roof is close to open windows. Hives also need an expert to check them every week, and no one at school has that training. Instead, we could help bees in safer ways: plant a wildflower strip by the fence, build a bug hotel, and invite a beekeeper to visit with an observation hive behind glass. If, after a year, we find a trained volunteer, we could think about hives again.

  1. Question 1

    Read "Should Our School Keep Bees?". What do BOTH letters agree on?

    • A. The school should put hives on the roof now.
    • B. The library should move.
    • C. Bees are dangerous and should be avoided.
    • D. Bees are important and worth helping.

  2. Question 2

    Read "Should Our School Keep Bees?". What is the main DIFFERENCE between the two letters?

    • A. Letter A dislikes bees; Letter B loves them.
    • B. Letter B wants more hives than Letter A.
    • C. Letter A wants hives now; Letter B prefers safer ways to help bees first.
    • D. Both letters want the same thing.

  1. Question 3

    Text A: The Moon has no air, so it has no wind, clouds or rain. Text B: Earth has air, which brings wind, clouds and rain. What is the main DIFFERENCE between the Moon and Earth in these texts?

    • A. Both have rain.
    • B. Earth has air and weather; the Moon does not.
    • C. The Moon is bigger than Earth.
    • D. Earth has no clouds.

  2. Question 4

    Which signal word or phrase shows a DIFFERENCE?

    • A. on the other hand
    • B. both
    • C. in the same way
    • D. similarly

  3. Question 5

    Text A: Paper bags break down quickly, but making them uses a lot of energy and water. Text B: Cotton bags last for years, but they must be reused many times to be better for the planet. What do BOTH texts show?

    • A. Cotton bags are always bad.
    • B. Paper bags are perfect.
    • C. Each kind of bag has good and bad points.
    • D. Bags should never be used.

  4. Question 6

    Which signal word or phrase shows a SIMILARITY?

    • A. whereas
    • B. however
    • C. on the other hand
    • D. similarly

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Answer key: Compare and contrast: how are they alike and different?

  1. 1. D. Bees are important and worth helping.

  2. 2. C. Letter A wants hives now; Letter B prefers safer ways to help bees first.

  3. 3. B. Earth has air and weather; the Moon does not.

  4. 4. A. on the other hand

  5. 5. C. Each kind of bag has good and bad points.

  6. 6. D. similarly