• The goal of this lesson is to introduce and familiarize students with identifying similarities and differences between texts. Through observation and anecdotal notes, assess each student’s ability to compare two texts on the same topic.
• Use the following checklist to determine which students have met the goal and which students may need additional instruction:
  • Student can identify similarities between two texts on the same topic.
  • Student can identify differences between two texts on the same topic.

Focus Question: How does comparing two texts on a similar topic increase our understanding of the topic?

Note: Prior to teaching this lesson, make sure students understand the concept of comparing and contrasting. It may be helpful to create an anchor chart listing words that signal “compare” and words that signal “contrast.”

Display pictures of two similar animals. Say, “Look closely at each picture. What is the same about both animals? What is different?” Allow students about a minute to view the pictures. Then call on several volunteers to share their observations with the class. Write responses on the board.

Display a Venn diagram on an overhead projector (L-1-4-3_Venn diagram.docx). Note that the traditional Venn diagram with overlapping circles is used for modeling and for the lesson. However, an alternate version with overlapping colored rectangles is also provided. Say, “When we want to show how things are the same and different, we can use a Venn diagram to sort out the information.”

Introduce or review the purpose of the overlapping circles. Say, “We will use a Venn diagram to compare and contrast the two animals in the pictures. Each animal has its own circle.” Write the name of one animal over the circle on the left. Write the name of the other animal over the circle on the right. Say, “In the outside part of each circle (point to these parts on the diagram), we will write information about just one animal. In the overlapping part of the circles (point to it on the diagram), we will write what is the same about both animals.”

Proceed to fill out the Venn diagram as a class, modeling where to put the information from students’ responses that you listed on the board. Have students summarize the differences (what is different) and similarities (what is the same) about the animals.

Have students turn to a partner and discuss why it is important to identify what is the same and what is different about two things. Walk around the room and assess students’ understanding of the concept.

Part 1

Say, “Today we are going to read two books about the same topic. These books are both about deserts.” Display the books and ask, “Why might we read different books about the same thing?” (The books might give different information. We can learn more about the topic.)

Say, “We are going to compare and contrast the books. We will look for similarities and differences between the books. What are similarities?” (things that are the same) “What are differences?” (things that are different) “When we are finished reading the books, we will compare and contrast the features of the texts.” Review text features such as table of contents, illustrations, captions, headings, glossary, and index. Create a list on the board or on chart paper. Help students define the features and/or find examples of each one.

As you read In the Desert, show students the pages on a document camera or overhead projector. Prompt students to analyze the text by asking questions, such as, “What did the text tell us about the desert?” (what you can see, hear, smell, touch, and taste in the desert) “What did you notice about the illustrations?” (The illustrations were real pictures with a boy showing how he used his senses to experience the desert.) Students might also point out that the pictures did not have captions. The author did not really describe what the mountains look like or how the flowers smelled.

Introduce Life in the Desert by Kerri O’Donnell. Say, “We are going to explore this book together. As we read, we will look for similarities and differences between this book and In the Desert.” To begin, direct students’ attention to the table of contents. Remind them that a table of contents lists the titles of parts of a book and the page number on which each part begins.

On page 5, point out that the word desert is defined so the reader knows what it means. Also point out that the word soil in the last sentence is in bold print. Turn to the glossary and remind students that a glossary gives the meanings of words in the text. Read the meaning of the word soil.

Read page 6 and ask, “What features did the author use to support the text?” (a picture and caption)

When you read page 10, point out the word Kalahari. Ask, “Why is this word in bold print?” (It is a word we might not know. It is in the glossary.) Explain that the author also shows how to say the word. Point to the pronunciation in parentheses.

Finally, turn to the index at the end of the book and remind students that the index lists all the topics in the book and the pages on which they are found.

Have students turn to a partner and share some other things they may have noticed about the text. Then ask partners to share out their answers. (The pictures are photographs. Each page has a title and tells about something different.)

As a class, discuss what students learned about the desert that is the same in both books and what is different. Ask, “How did reading two books about the desert increase your understanding?” (Each book had some information the other book did not have. Each book showed something different about the desert.)

Part 2

Review the comparison of the two books about deserts by doing an activity called Pop-Up. When all students are seated and quiet, set a timer for five minutes. When you say “Go!” students pop up individually and say one thing they recall from either book about deserts. (Examples: The illustrations were real pictures. One book told what you could see in the desert. One book had bold-printed words.) When the timer rings, all students must be seated and quiet again.

Ask, “What kind of graphic organizer will help us compare and contrast the texts?” (a Venn diagram)

Display a traditional Venn diagram or the alternate version on an overhead projector (L-1-4-3_Venn diagram.docx). Explain to students that you will work together to identify some similarities and differences between the texts. Say, “As we identify the similarities and differences, I will write them in the correct places on the Venn diagram.”

Remind students that differences are recorded in the outside circles and similarities are recorded in the overlapping part of the circles. Below is an example of a completed diagram, but you may find other similarities and differences to add.

Part 3

Review the process of comparing texts and the use of a Venn diagram to record the similarities and differences. Explain to students that they will work with a small group to read and compare two texts and record their information in a Venn diagram. After students have completed the work, groups will share their books and information. 

Ask, “What are some parts or features of informational books that we can compare?” Create a list, such as the following, for students’ reference:

• Illustrations
• Descriptions
• Information
• Features (glossary, index, table of contents, captions)

Divide students into groups and provide each group with two texts about the same topic at students’ independent reading level and a copy of a Venn diagram. Give students about 30 minutes to complete the task of reviewing the books and recording their comparisons. While students are working, circulate around the room and provide help where needed.

Have students in each group share out their work, comparing similarities and differences between the books they read. Venn diagrams can be collected for assessment.

Extension:

• Students who need additional opportunities for learning may benefit from the following small-group activity:
  • With prompting and support, have students analyze the two texts read in class or other books at students’ independent reading level. Say a feature, such as captions. Have students stand up if that is a difference between the texts or remain seated if it is a similarity. Continue this process with other aspects of the texts. Have students prove their answers by referring to the books.
  • Students who are ready to move beyond the standard may work in pairs to create a Venn diagram checklist. The checklist should include a list of features in informational books (e.g., table of contents, index, glossary, photographs or drawings, captions, headings). Provide each pair with two books about the same topic and a blank Venn diagram. Each partner should use the checklist to identify as many features as possible about one of the books. Then the partners should compare their lists and complete the Venn diagram.