Same and Different Lesson Plan
Purpose: The purpose of this lesson is to teach the concept of opposites using very simple synonyms and antonyms. The language “same” and “different” is used throughout this lesson because these words are easier to conceptualize in a concrete manner than the word “opposites”. This lesson could be used with individuals with a broad range of capabilities, such as nonverbal learners, very young children, or learners with visual and concrete learning styles.
Objectives:
- ELA: The student will demonstrate understanding of same and different.
- Mathematics: The student will match objects based on their attributes.
- Communication: The student will indicate whether two objects are the same or different by pointing, eye gazing, or speaking.
Standard:
Technology Literacy, Communication and Collaboration; K-2: 3.4 Use a variety of age-appropriate technologies (e.g., drawing program, presentation software) to communicate and exchange ideas.
Prerequisite skills: A learner must have competent receptive language abilities in order to be successful in this lesson. They must also possess the ability to identify attributes of objects receptively or expressively.
Materials:
This lesson was designed using 18 boardmaker symbols, but it could be simplified/ expanded as necessary. The following symbols were used in this lesson:
- same
- different
- happy
- sad
- boy
- girl
- fast (1)
- fast (2) (label: quick)
- stand (1) (label: calm)
- stand (2) (label: still)
- baby (1)
- baby (2) (label: infant)
- push
- pull
- stop
- go
-sleepy
-tired
Preparation
Cut boardmaker symbols into individual cards and laminate them
Procedure
1. Divide Boardmaker cards into two piles, ensuring that each card is in the opposite pile from its corresponding “match” (i.e., synonym or antonym).
2. Spread cards out in two columns right in front of the learner.
3. Point to each card and name the object on it, have the learner point and/ or say/ sign the names with you if she/he is capable.
4. Model matching two synonyms by physically brining them together. Point to each card and verbally label it. Then point to the “same” card and state that the objects are the same.
5. Model matching two antonyms in the same manner.
6. Put 2 cards that are synonyms in front of the learner. Name the objects again and then ask if they are the same or different, pointing to the same and different cards as you say it.
7. Repeat the process for two “different” cards.
8. If the learner needs support, model a few more times. Use prompts such as pointing, asking to re-state the objects, or putting the correct choice closer to the learner before telling them the answer.
9. Praise the learner for getting the right answer!
More advanced skills
If the learner has mastered the previous tasks, try these more advanced lessons:
1. Put 4 cards in front of the learner, 2 that are the same and 2 that are different. Ask the learner to find the “same” pair.
2. Put all cards in front of the learner in two columns, with corresponding “matches” on opposite sides. Ask the learner to find the matches, and then indicate if they are the same or different.
3. Memory style: put all cards face down. Take turns with the learner flipping over two at a time. If someone finds a match, they must indicate whether the cards are the same or different. Great to play with a peer!
Implementation Guide for Parents and Educators
Purpose: The purpose of this lesson is to teach the concept of opposites using very simple synonyms and antonyms. The language “same” and “different” is used throughout this lesson because these words are easier to conceptualize in a concrete manner than the word “opposites”. This lesson could be used with individuals with a broad range of capabilities, such as nonverbal learners, very young children, or learners with visual and concrete learning styles.
Assistive Technology
Boardmaker Symbols: Boardmaker is an educational technology software program by Mayer Johnson that provides simple communication symbols. It is used widely by educators and speech pathologists to create schedules, visuals, books, and educational activities such as this one. If you do not have Boardmaker software, you can download it at:
http://www.mayer-johnson.com/boardmaker-v-6
Functional use: Developing an understanding of the concept of same vs. different is very functional for an individual. Once learners have developed this skill, they could request something different or indicate that they want more of something or have a common interest. This is a skill that would increase functional communication abilities and therefore increase the quality of life for the individual. Developing the concept of same and different is also a prerequisite skill for many other foundational skills, such as basic mathematical abilities. Once the concept of same and different has been mastered, a learner can start to develop an understanding of more and less and then bigger and smaller. In addition, this activity will provide an opportunity to practice the use of functional vocabulary words with the common terms used in this lesson. Development of the targeted skill can open the door for many other functional and educational experiences.
Possible Pitfalls:
1.) If the learner is struggling, first ask yourself if their mood seems off, distractibility is high, or they seem more fatigued than usual. If the answer is yes to any of these criterion, try taking a break and starting again. Depending upon the attention span of the learner, this activity may need to be broken up into separate intervals.
2.) If the learner is having trouble understanding the concept being taught, model matching all of the “same” and “different” cards yourself. Have the learner point to and name the cards with you and repeat “same” and “different” to keep them actively involved.
3.) If the learner still answers incorrectly 4 times in a row, the lesson is probably too difficult for them. It can be simplified using the following strategies:
*Begin to target the concept of “same” first, as this is slightly easier to understand and conceptualize than “different”.
A.) Errorless Teaching
-Place 2 cards that are the same on a flat surface in front of the learner.
-Point to each card individually and name them.
-Have the learner point with you and repeat the names if he is able. Hold up the “same” and “different” cards, with the “same” card in closer proximity to the learner and directly in front of him. Ask if the objects are the same or different. (The same card should be in such close proximity to the learner that it is impossible for him to make the wrong choice.)
-When the learner chooses the correct response, praise him enthusiastically.
-Repeat the process twice more with the same cards, and then move on and repeat the procedure with a different set of “same” cards.
- After about 10 rounds with the “same” cards, the procedure can be tried with “different”.
- The idea behind this strategy is to set the learner up to be successful and then reinforce them for getting the correct answer, therefore developing a positive association with the correct answer and eventually connecting the correct answer with the concept being taught. That connection can take longer for some learners to make than others. Support can be faded by moving the correct choice further away from the learner.
B.) Prompting Hierarchy
-Place 2 cards that are the same on a flat surface in front of the learner.
-Point to each card individually and name them.
-Have the learner point with you and repeat the names if he is able.
-Put the “same” and “different” cards in front of the learner, point to the objects again and then ask if they are the same while pointing to the “same” card or “different” while pointing to the “different” card.
- Place your hand over the learner’s and help them touch the “same” card. Say “same” while you do it.
-Praise the learner for choosing the correct response.
-Reinforce the concept by pointing to the 2 cards and naming them again, then say “same”.
-Repeat the procedure for a few more “same” cards.
-Begin to fade prompting by moving on to gestural prompting. Instead of taking the learner’s hand, point to the correct answer, putting your finger directly on the “same” card.
-Praise the learner after she points to the correct answer.
-Fade prompting further by gesturing in the general direction of the correct answer. Continue to praise the learner for answering correctly.
-The purpose of this strategy is similar to the previous one; the learner begins to understand that their response is correct when they are reinforced answering correctly. They eventually begin to connect their correct response to the concept being taught. This connection will take longer for some learners to develop than others.
-Once the learner begins to answer correctly most of the time for the “same” lesson, move on to the “different” lesson.
C.) Another way to differentiate the lesson in order to make it simpler is to change the “same” pictures to be exactly the same rather than similar and to change the words that describe them so that they are the same.
Sample Boardmaker Cards:
