Same and Different

Learning Intention

We are learning about comparing.

Success Criteria

• I can tell how two characters are the same.
• I can listen to a story and find something Gloria and Officer Buckle have in common.

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Standards

CCSS.ELA-LITERACY.RL.1.3

• Describe characters, settings, and major events in a story, using key details.

CCSS.ELA-LITERACY.RL.1.9

• Compare and contrast the adventures and experiences of characters in stories.

CCSS.ELA-LITERACY.SL.1.2

• Ask and answer questions about key details in a text read aloud or information presented orally.

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Materials Needed

• Officer Buckle and Gloria by Peggy Rathmann (picture book)
• Large chart paper and markers
• Character comparison graphic organizer (simple Venn Diagram with only the overlapping section for sameness)
• Sticky notes (two colors)
• Hand mirror for character role play
• Pre-cut “character badge” cards with simple illustrations of Officer Buckle & Gloria
• Interactive presentation slides with images of the characters and simple comparison prompts
• Crayons and individual student whiteboards or paper

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Lesson Breakdown (60 minutes)

1. I Do: Introduction & Modeling (15 minutes)

• Engage: Show the cover of Officer Buckle and Gloria, ask students to look closely at the characters on the cover and make predictions about who they are.
• Read Aloud: Teacher reads the story aloud with expressive voices for both Officer Buckle and Gloria, pausing to show key illustrations clearly.
• Model Comparing: After reading, display a prepared chart with two columns labeled "Officer Buckle" and "Gloria" and a center area for “Same.”
• Think aloud to model: "Officer Buckle wears a uniform, Gloria is a dog. But they both want to help keep people safe." Write "Help keep people safe" in the center.
• Use the presentation slides showing pictures of the two characters and highlight things they share (both are brave, both are helpers).
• Emphasize the word “same” in context and introduce the graphic organizer showing how "same" means what two things share.

2. We Do: Guided Practice (20 minutes)

• Character Badge Role Play: Give half the class Officer Buckle badges and the other half Gloria badges.
• Routine: In pairs, students share one thing their character does and listen to their partner’s character’s action. Can they find something both characters do?
• Come back together, chart some ideas with student help (e.g., both characters are friendly, both help others). Write these on sticky notes in the overlapping "Same" section.
• Use the interactive presentation to reinforce children’s responses, having them come up and place their sticky notes on the graphic organizer.
• Ask questions and support students in answering: "How are Gloria and Officer Buckle the same? Can you tell me more?"
• Write these key ideas into the “same” section visibly for reference.

3. You Do: Independent Practice (15 minutes)

• Students receive mini blank graphic organizers (overlapping area only).
• Ask students to draw or write one way the characters are the same. Provide sentence starter options on the board:
  • “Officer Buckle and Gloria both ______.”
  • “They are the same because ______.”
• For students who need extra support, offer them the option to draw a picture instead.
• Circulate and provide feedback, encouraging use of vocabulary words like “same,” “both,” and “help.”

4. Informal Assessment & Closing (10 minutes)

• Have students share their drawing or sentence with a partner or small group explaining how Officer Buckle and Gloria are the same.
• Use a thumbs-up/thumbs-down quick check:
  • “Can you tell me one way these characters are the same?”
  • Listen for accuracy and understanding.
• Close by revisiting the learning intention and success criteria:
  • “Let’s say our I Can statements together.”
  • Display on chart or presentation.

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Differentiation Notes

• Pre-K / Kindergarten level students can focus on drawing and simple verbal responses with adult support.
• Higher level students can write full sentences and provide more detailed examples of sameness.
• Use visuals, gestures, and repetition to support all learners.

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Teacher Reflection Prompts

• Was the concept of “same” clearly understood by all students? Did the hands-on role-play help engagement?
• How effectively did students use the vocabulary “same” and “both” in their responses?
• Which supports helped my lower-level learners?
• How did peer sharing enhance understanding?

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This plan balances a carefully scaffolded gradual release model with highly interactive and kinesthetic learning that captures attention and supports the wide range of abilities within your diverse first-grade classroom.