ORGANIZING IDEA Changes Over Time

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GRADE LEVEL Four

ORGANIZING IDEA Changes Over Time

TITLE/SUBJECT “Apples to Oranges: Similarities and Differences in Ideas”(compare/contrast)

TIME FRAME 2-3 30-45 minute sessions

OBJECTIVES Students are given the terms “compare” and “contrast” and are asked to find similarities and differences between two common items. Next students read nonfiction selections to practice evaluating text by comparing/contrasting. A list of possible topics is given at the end of this lesson.

TEKS

Language Arts (10) Reading/comprehension.The student comprehends selections using a variety of strategies.

Language Arts (11) Reading/literary response. The student expresses and supports responses to various types of texts.

Language Arts (12) Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres).

Language Arts (13) Reading/inquiry/research. The student inquires and conducts research using a variety of sources.

LIBRARY SKILLS

The student will use the library skills of brainstorming and the comparing/contrasting of two nonfiction selections.

MATERIALS

*common objects to compare/contrast or these words written on cards: apples/oranges, juice/milk, candy/different candy, t.v. character/different t.v. character

*board, chart paper

*class set of nonfiction articles for evaluating text by compare/contrast

PROCEDURE

This first lesson provides a compare and contrast strategy. Students are given the terms “compare” and “contrast” and asked to find similarities and differences between two common items.

Set up board or chart paper .

Hold up two different objects for students to focus on. You could select two fruits (apples/oranges), two beverage choices (juice/milk), two candy bars (Snickers/Butterfingers), or two different t.v. characters (Spongebob SquarePants/Rugrats). Select items which students are familiar with so that the process of comparing objects to clear to them.

Make two columns on the board or chart paper. Invite students to list characteristics of first one of the objects (apples for example) and then the other (oranges) on the board, chart. Adding and revising is encouraged.

If students need help listing characteristics, use prompts such as “How do you decide which beverage you want to drink?” or “How do you decide which fruit to choose at lunch?”

Ask students to identify characteristics that are included in both of the objects. Use a different colored pen to indicate similarities.

With the class, brainstorm other ways students compare and contract in their lives (sports teams, restaurants, toys, books, cars, etc.). Make a class definition of compare/contrast making sure they understand why comparing and contrasting is important using examples as needed.

In the second and possibly third lesson, begin by asking class to choose two objects to compare/contrast. Review class definition on compare/contrast.

Distribute copies of two nonfiction articles and ask student to read. Here is a list of topics that could be used: historical figures, maps of different time periods, states, past and present, books on the same historical subject, scientists, weather patterns, paintings, artists’ lives, different writing styles, two different authors, two stories by the same author, books on the same topic by two different authors, a book and a film made from it.

Have students work in pairs or small groups to generate a Venn diagram (two overlapping circles) showing their compare/contrast findings of the nonfiction selection.

EVALUATION

Students could be evaluated based on their participation in the brainstorm sessions and work with partner/small group in second and lessons.