Text Structure: Compare and Contrast

15 teachers like this lesson
Print Lesson

Objective

SWBAT analyze a text for compare and contrast structure.

Big Idea

Students get interactive with their notes!

Advanced Organizer

7 minutes

We are continuing on with our study of text structure!  Today's focus will be on the structure of comparing and contrasting.  The students are very familiar with this text structure and are asked to use a Venn Diagram in most classes. 

To get them thinking in the terms of comparing and contrasting, I will ask the students to complete a Venn Diagram on winter and summer.  I want it to be an easy task that every student is able to complete.  The purpose of this part of the lesson is just to get their brains ready to learn more about the concept. 

I'll allow the students about three-five minutes to work and then have them share their diagram with their Shoulder Partners.  This will give them a chance to share their responses, and hear their peers' thoughts. 

Finally, I'll ask just a couple of students to share. 

Next, to bridge it to learning for today, I will ask the students what the purpose of comparing and contrasting is and how we would use it. 

Instruction

25 minutes

I want the students to really engage in the lesson and interact as much as possible.  They do not need a lot of instruction as far as what the structure of compare and contrast is so I want to get them right into applying the concept to text. 

To prepare them, I will give them the paragraph and organizer and have them cut it out and place it in their spirals.  The organizer does need some demonstration assembling the spiral correctly.  I will model cutting out the paragraph first, then assembling the organizer. 

Next, I will have the students assemble their spirals. 

Finally, I want the students to begin thinking of the vocabulary that is used with the structure of compare and contrast.  I will ask students to brainstorm words they use or have seen used when comparing and contrast.  I will allow them some time to think on their own.  They can write these words under the organizer, at the bottom of the page. 

Then, I'll have the students compare their list to their group members and add any vocabulary to their list. 

I'll wrap up by discussing the terms and vocabulary. 

Guided Practice

25 minutes

It's time to model and get the students working.  I will project the paragraph onto the board and have the students open their spirals up to the paragraph.  I'll also have the students get out three colored pencils.  I'll use one color to model the details that are specific to chihuahuas and another color to highlight the details that are specific to collies.  Finally, I'll use a third color to highlight the details that show how the two breeds are similar.  

I will have the students complete the blank organizer and paragraph along with me.  This will help them when they are working with text on their own. 

 

Independent Practice

20 minutes

Now it's time to see how the students do with a little more complex text.  I want the students to dig in and get dirty with this structure.  To do this, I will have the students work with their shoulder partners to try and pull out the text that is used to compare and contrast. 

I will give the students a blank organizer Venn Diagram and the passage and have them work.  As they are working, I will circulate and monitor their progress.  I want to make sure they are able to complete the Venn diagram and pull out the pieces that build the passage. 

I will allow the students to work for 20 minutes as they need enough time to read the passage and then work through the Independent Practice graphic organizer.  I also like to use this time to sit with the pairs and interact with them as they go through the process. It allows me to see where they have areas of weakness.  I am able to work with them and help clarify and reteach. 

Once the students have had some time to work, I'll collect their work for an assessment. 

Closure

7 minutes

To wrap up today's lesson, I want to focus the students and help them process their learning.  The students are familiar with the structure and I want them to see how it can benefit and when an author uses this structure. 

I will ask the students to complete a Closure Slip.  I can use this to assess their learning and to help me develop lessons in the future.