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.
Shoulder Partners 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.
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. She is the author of four books. You can teach it effectively in a few steps.
You can see students' critical thinking skills improve as they learn to write the essay. Once mastered, students feel proud of their ability to systematically compare and contrast two subjects.
They have been used in regular high school classes where reading levels ranged from fourth to twelfth grade. Step 1 Discuss practical reasons for comparing and contrasting. Discuss reasons for learning to write about similarities and differences. Selecting subjects that matter to students is critical for this step. For example, one might be to compare two models of cars and then write a letter to a benefactor who might buy them one. Writing a compare and contrast essay is even harder.
A lot of times this gets pushed to the back burner, and we practice the skill of comparing and contrasting with things that are less frustrating and take less time — like the overused Venn Diagram. However, teaching students to compare and contrast topics within their writing is an important skill. Scaffolding student writing can minimize the frustration of students, save valuable time, and help your students become better writers.
Start Small — Compare and Contrast Sentences and Paragraphs 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.
As you begin incorporating this into your lessons, provide scaffolding through sentence starters or paragraph frames.
As you begin incorporating this into your lessons, provide scaffolding through sentence starters or paragraph frames. Be sure to choose items which students are familiar with so that the process of comparing the objects will be clearer to them. Today's focus will be on the structure of comparing and contrasting. If students need help building the lists of characteristics, ask leading questions such as "How do you decide which beverage you want to drink? 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.
Have students write a compare and contrast essay in a different content area. She is the author of four books. Provide scaffolding similar to the sentence frames to help your 3rd grade, 4th grade, or 5th grade students be successful. If students need help building the lists of characteristics, ask leading questions such as "How do you decide which beverage you want to drink? They have been used in regular high school classes where reading levels ranged from fourth to twelfth grade.