Rationale:
Comparing and contrasting two different texts is an important skills students need to develop and eventually use in their thinking and writing. Nonfiction texts offer a lot of information that allows you to support your writing and obtain new information. Students will eventually need many sources to back up their ideas in writing so it is important to teach them how to use nonfiction text in a productive way. Comparing and contrasting nonfiction text is an important part of this process and should be introduced to students early on.
Content Connection: Art
Common Core State Standards:
CCSS.ELA-LITERACY.RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.
Objective:
Given an informational text about art, students will be able to compare and contrast the main points and key details presented by each group and accurately record 5/7 similar points and 5/7 different points.
Materials:
· Two nonfiction texts
o “Pablo Picasso: Breaking All the Rules” by True Kelley
o “Who Was Pablo Picasso” by True Kelley
Procedure:
Introduction/anticipatory set:
· Split students into two groups of three and give them specific jobs.
o Student 1: Reader
o Student 2: Note taker
o Student 3: Presenter
· Give each group a book and notes/question sheets they will answer as they read.
Instruction:
· Have students work together in assigned groups to read their informational text about Art.
· After reading, have students go back through text, using text features, to write down at least 7 facts about Art that they learned while reading.
· Bring students together and have them present their information.
o On a chart paper, record all the information presented from both groups.
· Have students write down 7 facts that are similar between the books and 7 facts that are different between the books.
o They will get 10-15 minutes to do this. I will pick a timer from the online resource so students can keep track of how much time they have left.
· Use a Venn diagram to compare and contrast the texts as a class.
Closing:
· Have students discuss what they worked on today:
o How did using two texts helps us learn about Art?
o What were the major differences between the books?
o What were the similarities between the books?
· Homework: Have students complete the “Art Reports” homework sheet to practice comparing and contrasting between two different texts.
Grouping:
Students will work in their guided reading groups to complete the assignment. The text will provide appropriate challenge to each group. Working in their guided reading groups allows them to work with students who are on similar reading levels and allow me to pick the correct reading level text for the group to work with.
Assessment:
· Students should be able to read the book and write down 7 facts about Art and Pablo Picasso.
· Students should be able to write down 5/7 similarities. Students should be able to write down 5/7 differences.
· Students should be able to successfully work together and equally contribute to the group based off of their job.
Adaptations/accommodations/differentiation for specific learner needs:
· Quantity: the number of items written down during the independent compare/contrast part can be modified depending on the learner. If they are advanced and need more of a challenge, they can be asked to have at least 7 similarities and differences. For students who are struggling with this concept because of comprehension issues, they can be expected to write down 3-5 similarities and differences.
· Time: the 10-15 minutes allotted for students to complete the independent application can be modified depending on the learner. If I see a student struggling to complete the activity during this time period, I can give them an individual timer with more time on it.
· Level of support: If a student is struggling to compete their assigned job, I will ask one of the other students in the group to assist the struggling student. However, if they are struggling to understand the content or the idea of comparing and contrasting, I will pull out the student to the back table and give them prompts and additional help so that they can complete and understand the activity.
· Input: If a student is having trouble understanding the comparing and contrasting concept, I can pre-teach this idea before the lesson so that they understand it more. I can also have visual aids for them or enlarge the text.
· Output: if students are having trouble recording their ideas, I can have them tell me what they want to say orally and then write it down for them . I can also adapt the paper that they use to record their ideas to be bigger with more space to write.
Comparing and contrasting two different texts is an important skills students need to develop and eventually use in their thinking and writing. Nonfiction texts offer a lot of information that allows you to support your writing and obtain new information. Students will eventually need many sources to back up their ideas in writing so it is important to teach them how to use nonfiction text in a productive way. Comparing and contrasting nonfiction text is an important part of this process and should be introduced to students early on.
Content Connection: Art
Common Core State Standards:
CCSS.ELA-LITERACY.RI.3.9: Compare and contrast the most important points and key details presented in two texts on the same topic.
Objective:
Given an informational text about art, students will be able to compare and contrast the main points and key details presented by each group and accurately record 5/7 similar points and 5/7 different points.
Materials:
· Two nonfiction texts
o “Pablo Picasso: Breaking All the Rules” by True Kelley
o “Who Was Pablo Picasso” by True Kelley
Procedure:
Introduction/anticipatory set:
· Split students into two groups of three and give them specific jobs.
o Student 1: Reader
o Student 2: Note taker
o Student 3: Presenter
· Give each group a book and notes/question sheets they will answer as they read.
Instruction:
· Have students work together in assigned groups to read their informational text about Art.
· After reading, have students go back through text, using text features, to write down at least 7 facts about Art that they learned while reading.
· Bring students together and have them present their information.
o On a chart paper, record all the information presented from both groups.
· Have students write down 7 facts that are similar between the books and 7 facts that are different between the books.
o They will get 10-15 minutes to do this. I will pick a timer from the online resource so students can keep track of how much time they have left.
· Use a Venn diagram to compare and contrast the texts as a class.
Closing:
· Have students discuss what they worked on today:
o How did using two texts helps us learn about Art?
o What were the major differences between the books?
o What were the similarities between the books?
· Homework: Have students complete the “Art Reports” homework sheet to practice comparing and contrasting between two different texts.
Grouping:
Students will work in their guided reading groups to complete the assignment. The text will provide appropriate challenge to each group. Working in their guided reading groups allows them to work with students who are on similar reading levels and allow me to pick the correct reading level text for the group to work with.
Assessment:
· Students should be able to read the book and write down 7 facts about Art and Pablo Picasso.
· Students should be able to write down 5/7 similarities. Students should be able to write down 5/7 differences.
· Students should be able to successfully work together and equally contribute to the group based off of their job.
Adaptations/accommodations/differentiation for specific learner needs:
· Quantity: the number of items written down during the independent compare/contrast part can be modified depending on the learner. If they are advanced and need more of a challenge, they can be asked to have at least 7 similarities and differences. For students who are struggling with this concept because of comprehension issues, they can be expected to write down 3-5 similarities and differences.
· Time: the 10-15 minutes allotted for students to complete the independent application can be modified depending on the learner. If I see a student struggling to complete the activity during this time period, I can give them an individual timer with more time on it.
· Level of support: If a student is struggling to compete their assigned job, I will ask one of the other students in the group to assist the struggling student. However, if they are struggling to understand the content or the idea of comparing and contrasting, I will pull out the student to the back table and give them prompts and additional help so that they can complete and understand the activity.
· Input: If a student is having trouble understanding the comparing and contrasting concept, I can pre-teach this idea before the lesson so that they understand it more. I can also have visual aids for them or enlarge the text.
· Output: if students are having trouble recording their ideas, I can have them tell me what they want to say orally and then write it down for them . I can also adapt the paper that they use to record their ideas to be bigger with more space to write.