Compare and Contrast PRESENTATION

Compare and Contrast PRESENTATION

What will our lesson look like?

Learning Intention

Success Criteria

Language Objective

• Students can identify and analyze literary elements in texts.
• Students effectively apply compare and contrast strategies in writing.

The learning intention is to guide you in understanding the concept of comparing and contrasting and apply this skill to analyze themes and the author's use of language in literary texts.

I will be able to use academic language and vocabulary related to comparing and contrasting, including terms such as "similarities," "differences," "themes," and "moral lessons."

Do Now:

• Think about two books or movies that you have recently experienced.
• In the chat, write down two similarities and three differences between these two works.

• Genre refers to the different types of literature, including fiction, non-fiction, poetry, and drama. A reader can compare and contrast texts within and across genres, identifying how they are similar and in what ways they conflict, or disagree. Texts can share a genre but highlight different genre features.
• In a comparative response, readers analyze what they have read, explaining the similarities and differences between and among texts. A comparative response allows readers to demonstrate their understanding of the texts.
• In a comparative response, you cite text evidence to demonstrate comprehension. Text evidence refers to details from the text that support ideas and opinions about the text. You can quote text evidence by including the author’s exact words and placing them within quotation marks, or paraphrase, or restate the text in your own words. Always reproduce text evidence in a way that is accurate, or represented correctly and without error.
• Watch Concept Definition Video

Define

VOCABULARY

comparative response

accurate

contrast

compare

adjectiverepresented correctly and without error

verbto explain how two or more things are similar

verbto explain how two or more things are different

nounan oral or written response in which a reader explains the similarities and differences between two or more things

VOCABULARY

text evidence

paraphrase

genre

quote

nounthe different categories or types of literature, in which the main categories are fiction, nonfiction, poetry, and drama

verbto restate an entire passage from a text in your own words

verbto use an author’s exact words and place them within quotation marks

noundetails from the text that a reader can use to support his or her ideas and opinions about the text

Checklist for Compare and Contrast

To prepare to write a comparative response, reread each text and do the following:

• highlight:
• evidence that demonstrates genre features
• evidence that reveals each text’s theme or key ideas
• evidence that makes the text interesting, surprising, or complex
• annotate:
• the ways in which the texts are similar
• the ways in which the texts are different

To write a response with accurate text evidence in order to compare and contrast texts within and across genres, use the following questions as a guide:

• What are the genre features of the texts?
• How are the texts similar? How are the texts different?
• What text evidence can I use to support my ideas?
• Have I quoted or paraphrased the text evidence accurately?
• How exactly does this text evidence support my ideas?

SKILL MODEl

Review examples of a writer’s incomplete and complete thinking as he or she refines the application of his or her writing skills, such as comparing and contrasting texts. This will help you better understand how to write stronger comparative responses. For example, while comparing and contrasting two selections about the same person, you would need to consider how the person is presented in each selection. Then, you would analyze the ways each author described the person’s traits and achievements. Finally, you would choose text evidence to support your ideas. While reviewing the following examples of complete and incomplete thinking, keep in mind the writer’s goals. In the following table, you can see how the writer considers a few key questions from the Checklist:

SKILL MODEl

SKILL MODEl

The writer’s first attempt is an example of incomplete thinking: Both selections present the central idea of how Helen Keller overcame disabilities that had placed her in physical, mental, and emotional darkness. However, the information presented is different, both in delivery and amount. Langston Hughes uses elements consistent in the genre of poetry: imagery, form, and even one rhyme. He suggests that Ms. Keller “found light brighter than many ever see” despite the darkness she lived with in blindness. The phrase “through the soul’s own mastery” supports his idea that it was through Keller’s inner strength that she overcame her physical disabilities. Helen Keller’s autobiography is a narrative which also speaks of her darkness. She writes, “Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in …?” Keller wrote of her continual anger and despair that she experienced when she was so isolated, unable to communicate with anyone. In each of these compelling texts, the reader learns of Helen Keller’s struggles through very different genres of writing.

SKILL MODEl

The writer rereads and sees that although he states the central idea of both selections, he doesn’t provide enough evidence of Helen Keller “overcoming” obstacles in the autobiography. Before revising his comparative response, the writer takes a moment to pause and jot down a few notes about his next steps. After looking over how I compared and contrasted the two very different genres, I see that I need to include some more evidence from the autobiography. If the main idea is that Keller overcame her disabilities, I have not shown how she wrote about her victories over her struggles in the autobiography. The readers need to see that there is a similarity in the central of both texts. I include evidence from the poem, but my supporting evidence from the autobiography is lacking.

SKILL MODEl

The writer’s second attempt is an example of complete thinking: Both selections present the central idea of how Helen Keller overcame disabilities that had placed her in physical, mental, and emotional darkness. However, the information presented is different, both in delivery and amount. Langston Hughes uses elements consistent in the genre of poetry: imagery, form, and even one rhyme. He suggests that Ms. Keller “found light brighter than many ever see” despite the darkness she lived with in blindness. The phrase “through the soul’s own mastery” supports his idea that it was through Keller’s inner strength that she overcame her physical disabilities. Helen Keller’s autobiography is a narrative which also speaks to her darkness. She writes, “Have you ever been at sea in a dense fog, when it seemed as if a tangible white darkness shut you in …?” Keller wrote of the despair she had experienced when she was isolated, unable to communicate. She goes on to tell about the life-changing experience she had when her teacher, Anne Sullivan, arrived. Anne took the child Helen outside and put her hand under a spout of water. At the same time, Anne spelled sign language for the word, “w-a-t-e-r” on Keller’s palm. Keller writes, “I knew then that “w-a-t-e-r” meant the wonderful cool something that was flowing over my hand. That living word awakened my soul, gave it light, hope, joy, set it free!” In the text, Keller says that there were still barriers, but in time, they faded away. By reading both texts, the reader learns of Helen Keller’s struggles through different genres.

SKILL MODEl

The writer includes enough evidence from both the autobiography and the poem in his revised comparative response. This allows him to show that both texts have similar central ideas.

THANKS!