Sessions Two and Three
- define the characteristics of a comparison/contrast essay.
- generate ideas for the group composition and their own essays as the process is modeled.
- develop a final copy of a comparison/contrast paper.
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- Hold up or display two different objects for students to focus on as they explore the meaning of the terms compare and contrast. You might choose two different beverage options (juice versus milk), two candy bars (Milky Way versus Reese's Cups), or two different television programs (SpongeBob SquarePants versus The Rugrats). Be sure to choose items which students are familiar with so that the process of comparing the objects will be clearer to them.
- Make two columns on the board or chart paper and invite students to brainstorm characteristics of first one of the objects (e.g., juice) and then the other object (e.g., milk). Invite students to add and revise information as they work, moving between the two columns.
- If students need help building the lists of characteristics, ask leading questions such as "How do you decide which beverage you want to drink?" or "How do you decide which candy bar to buy?"
- Ask students to identify characteristics that are included in both of the columns. Either mark these similarities using a different colored pen, or create a new chart with the column headings of "Comparison" and "Contrast."
- Based on the information in the lists, lead a class discussion on the definitions of the words compare and contrast. Refer to examples on the charts to clarify the difference between the two terms.
- As a class, brainstorm other ways students compare and contrast in their daily lives (sports teams, restaurants, toys, books, etc.). You can do this by pairing students in groups or 2-4 having them compose a list as a group and then as a coming together as a class to share ideas.
- From there, you will brainstorm and generate a class definition of compare and contrast making sure they understand why comparing and contrasting is important by using examples as needed.
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Sessions Two and Three
- Use the Comparison and Contrast Guide to review information from the first class session as needed.
- You can decide or allow the class to help you decide two things to compare and contrast for the class essay.
- Use the "Graphic Organizer" tab on the Comparison and Contrast Guide to introduce the Venn Diagram. Alternately, you can use the Compare and Contrast Chart Graphic Organizer if you prefer.
- Open the Venn Diagram Student Interactive. Alternately, you can draw a simple graphic organizer on the chalkboard of a Venn diagram (two overlapping circles).
- Label the circles and brainstorm as a class what is different about your topics and drag the ideas to the appropriate circle and what is the same about your topic and drag those ideas to the overlapping part of the circles.
- Print out the Venn Diagram, and make copies for students to use in later sessions.
- Use the "Organizing a Paper" tab on the Comparison and Contrast Guide and the Compare and Contrast Map to introduce the Similarities-to-Differences structure.
- Open a new word processor file, where you'll compose the first sections of the essay as a group.
- Brainstorm an interesting lead with the class. Have several people give ideas and model for the class how to rearrange ideas and thoughts to come up with the best and most interesting beginning and continue writing as a class from there.
- Demonstrate cut, copy, and paste commands for your word processor software.
- As you write with your class, feel free to delete ideas and change them as better ones come up and reread what has been written before asking for the next idea to be sure that the thoughts flow nicely. Refer back to the Venn Diagram as necessary.
- Use the "Transitions" tab on the Comparison and Contrast Guide to introduce the use of transitional words to increase coherence.
- Save your class draft of the introduction and the section on similarities. If possible, share the file with students, so that they can continue writing the text in their own copy of the file. Alternately, print the file and makes copies for students.
- Ask the students to continue the essay using the beginning that you've written together. They can add the section on differences and the conclusion in class or as homework.
- Use the Comparison and Contrast Guide to review information as needed. Use the "Checklist" tab to explain the requirements for the finished essay. If desired, share the Comparison and Contrast Rubric with students as well.
- Show students how to access the Comparison and Contrast Guide so that they can refer to the resource as they like while writing.
- If students work in class, circulate among students, giving ideas and help.
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- Write another comparison and contrast essay, using the whole-to-whole or point-by-point organization explained in the "Organizing a Paper" tab on the Comparison and Contrast Guide.
- Have students write a compare and contrast essay in a different content area. See the list below for a sampling of topics that can be compared.
- historical figures, maps of different time periods, states, time periods, books on the same historical subject
- scientists, weather patterns, plants in habitats
- paintings, artists' lives, different techniques
- two different authors, two stories by the same author, books on the same topic by different authors, a book and the movie made from it
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If possible, it is great to read the essay with the student individually and provide direct feedback. When this option is not available, constructive written comments are helpful. As you read the essays, keep notes on the aspects to review and share with the class later. For more structured feedback, use the Comparison and Contrast Rubric.
After you have finished responding to the essays, review them with the class, adding advice as needed. You might go back and model an area where students needed more practice. Alternately, you can use the Compare and Contrast Guide to review the area.
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Sometimes teachers get stuck thinking that their students have to write a full blown compare and contrast essay (including all of the steps of the writing process) every time they write. Don’t get stuck thinking this way!
Students don’t have to write an entire essay every time you want them to practice comparing and contrasting within their writing – students can practice this skill just by writing a paragraph, or even a sentence!
As you begin incorporating this into your lessons, provide scaffolding through sentence starters or paragraph frames. This is especially beneficial for your ELL and low language students, but ALL of your students will benefit from this strategy.
Example Sentence Starters
1. _______________ and _______________ are different because _______________.
2. _______________ and _______________ are alike because _______________.
3. The most important difference between _______________ and _______________ is _______________.
4. An important similarity between _______________ and _______________ is _______________.
After students have been successful at writing sentences that compare and contrast, expand to short paragraphs. Provide similar scaffolding to help your 3rd grade, 4th grade, or 5th grade students be successful.
Example Paragraph Frames
1. _______________ and _______________ have many differences. The most important difference is ______________________________. Another difference is ______________________________. Finally, ______________________________.
2. _______________ and _______________ are similar in many ways. For example, _________________________. Furthermore, they both _________________________. A final similarity is _________________________.
This scaffolding not only provides students with a model for how to compare and contrast in their writing, but it also improves their own writing.
You might also find these ideas on integrating writing into text features, character traits, or point of view helpful.