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Compare and contrast a book character and yourself

Table of Contents Section 1: In this section you will Reflect on your own experiences with comparative thinking strategies. Examine a range of student work that demonstrates comparative thinking. Let's Get Started Comparative thinking is one of our first and most natural forms of thought. When we are infants, one of the first differences we must identify is that between mother and other. Without the ability to make comparisons—to set one object or idea against another and take note of similarities and differences—much of what we call learning would quite literally be impossible.

  1. Ideally, create a chart paper or overhead transparency version of the chart. By asking students to take a position and draw conclusions about the content, we enhance their retention and understanding.
  2. Post your Conflict Type Chart where all students can see it.
  3. Have you ever noticed how some households are different from your own? Listen for any comments students make about the plot or the illustrations.
  4. In what situations do you feel comparison works well? Explain that like the problems they have had in their own lives, characters in the stories we read also experience conflicts and challenges.
  5. How comfortable are they with comparison? The first passage you will read is taken from a 17th century father's diary, and the second passage comes from a 19th century song.

You may be wondering why we want to look so closely at comparative thinking. What makes it so special?

Examining Plot Conflict through a Comparison/Contrast Essay

By compiling the available research on effective instruction, Marzano, Pickering, and Pollock found that strategies that engage students in comparative thinking had the greatest effect on student achievement, leading to an average percentile gain of 45 points p. More recently, Marzano's research in The Art and Science of Teaching 2007 reconfirmed that asking students to identify similarities and differences through comparative analysis leads to eye-opening gains in student achievement.

  • Students can also add examples from literature of events that fit into the four categories;
  • Keeping that in mind, take a moment to answer the questions below;
  • Without the ability to make comparisons—to set one object or idea against another and take note of similarities and differences—much of what we call learning would quite literally be impossible.

Although comparative thinking is a natural operation of our minds and is essential to learning, most students have a difficult time making use of comparisons in school. To better understand how to achieve success when asking your students to make comparisons, it is important to first understand your own attitude toward comparisons and how you use them in your classroom. Keeping that in mind, take a moment to answer the questions below: How Do You Use Comparisons? What use does it have in your classroom?

In what situations do you feel comparison works well? What are the steps you use in teaching students how to make comparisons? What might your students' work be like if they made better comparisons? Answer the question below and then discuss your answer with your neighbor. As you examine this work, ask yourself, What skills are students demonstrating in this work? Use the space below to record your thoughts, then discuss your response with a partner. Looking at the Skills Skills: We all want our students to produce this kind of work—to be able to use comparative thinking independently to advance their own learning.

Each principle is tied closely to the difficulties students commonly encounter when they engage in comparative thinking. A classroom poster highlighting these four phases for students is included in this guide. Each of the four phases is represented by at least one piece compare and contrast a book character and yourself student work.

Can you determine which work samples were developed during which classroom phase? Joanne Glass, a high school history teacher, wants her students to understand how circumstances of time and place influence perspective.

With this lesson, Joanne is looking to shift her students' attention from macrohistory to microhistory. Most students are familiar with the major events, dates, and people that make up macrohistory, but students are often not aware of the knowledge that can be gained from studying the microhistory of social customs, personal writings, and everyday lives of common people.

Joanne has made sure that the activities and assessments in the lesson require students to practice the skills assessed by her state's standardized tests, including The ability to present clear analyses of issues, ideas, texts, and experiences; The ability to support positions with well-developed arguments; The ability to develop arguments with effective use of details and evidence; and The ability to explain the importance of analyzing narratives and documents from different times and places to understand historical events.

We also encourage you to be the student by completing the student activities throughout the lesson. It also focuses students' attention in preparation for the lesson ahead. Have you ever noticed how some households are different from your own?

Take a moment and jot down some ways in which households are similar and different from one another. Comparing Households How are households similar and different? The first passage you will read is taken from a 17th century father's diary, and the second passage comes from a 19th century song. As you visit these homes, pay close attention to the following criteria: I told my child that I am to die shortly, and she must, when I am dead, remember everything I said unto her.

I set before her the sinful and woeful condition of her nature, and I charged her to pray in secret places every day without ceasing that God for the sake of Jesus Christ would give her a new heart. I wished her to live happily under God and abide by the laws governing her existence here. I gave her to understand that when I am taken from her she must look to meet with more humbling afflictions than she does now [when] she has a careful and tender father to provide for her.

The wild night wind is blowing cold, 'Tis dreary crossing o'er the wold. He is crossing o'er the wold apace, He is stronger than the storm; He does not feel the cold, not he, His heart it is so warm; For father's heart is stout and true As ever human bosom knew.

Nay, do not close the shutters, child; For along the lane The little window looks, compare and contrast a book character and yourself he Can see it shining plain; I've heard him say he loves to mark The cheerful firelight through the dark.

I hear his footsteps now, He's through the garden gate; Run, little Bess, and open the door, And do not let him wait; Shout, baby, shout!

  • Answer the question below and then discuss your answer with your neighbor;
  • Keep an eye out for students who use comparative thinking in your classroom;
  • Creating a real-world task and asking students to stretch their thinking beyond the original context increases transfer and helps students find deeper meaning in the content;
  • In addition, ask the students to identify the type of conflict and the reasons for the category they have chosen.

You'll notice that even at this early stage of the lesson, students are engaged in addressing state standards by analyzing primary documents from different time periods. Description Now Joanne asks students to use the criteria provided in the description organizer see Figure 1.

Description Organizer You'll notice that we have added a section to the right for you to record your own thoughts on the lesson. Thinking About Phase One: Thorough descriptions framed by clear criteria lead to deeper and richer comparisons.

The more students are encouraged to think about details and specifics in their description, the easier and more sophisticated their comparisons will be. Take a moment to look back at the readings with the criteria from Figure 1. How do the criteria affect your thinking? Note that criteria are not perfectly synonymous with critical attributes.

Most comparison strategies ask students to focus their attention on critical attributes, which are the defining characteristics of the items under investigation. Critical attributes are always a good starting point for helping students to focus their attention on the essential information, but sometimes we want students to go beyond simply describing the items by these attributes.

For example, if students are describing renewable energy and nonrenewable energy, we may want students to consider not only the critical attributes e.

How can I start writing my compare and contrast essay between me and someone else (character)?

Comparison Joanne now moves her students into the comparison phase by having them work with partners to identify similarities and differences between the two households and then to record those similarities and differences using the Top Hat Organizer see Figure 1.

Notice how much easier it was to conduct a comparison having already completed detailed descriptions of the readings. These first two phases encourage students to use details and evidence from the readings to support their comparisons, and the Top Hat Organizer helps students give their thoughts a shape.

Conclusion For this phase, Joanne asks her students to discuss what they have learned as a result of their comparison and to form some conclusions. She uses the questions in Figure 1. Guided by questions, students are forced to distill the evidence they have gathered from the passages and analyze the two readings in greater depth.

Compare and contrast yourself with the main character from your book.

By asking students to take a position and draw conclusions about the content, we enhance their retention and understanding. Now you will be asked to synthesize what you have learned in this lesson in a creative task. Think about today's society. How do our time period and culture affect the role that fathers play in our families? Want Ad Pick two universal traits for ideal fathers, whether they come from the 17th, the 19th, or the 21st century. Then pick two more traits that you believe are unique to modern fathers.

Use the four traits you select to develop a want ad for an ideal 21st century father. Thinking About Phase Four: Creating a real-world task and asking students to stretch their thinking beyond the original context increases transfer and helps students find deeper meaning in the content. How does their work compare with yours?

Section 1: Why Compare & Contrast?

Student Work from the Lesson Figure 1. Reflecting on Section 1 1. How did the strategy help Joanne to achieve her goals? How did the phases of the strategy support the principles of the strategy? How is it different? To prepare, you should do the following things before you move on: Keep an eye out for students who use comparative thinking in your classroom. What steps do you notice them taking? How comfortable are they with comparison? Take note of these instances, and be ready to share them as you proceed through the following sections.

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  • You may be wondering why we want to look so closely at comparative thinking;
  • As a class, create a working definition and record the definition on the board or chart paper;
  • Comparison Joanne now moves her students into the comparison phase by having them work with partners to identify similarities and differences between the two households and then to record those similarities and differences using the Top Hat Organizer see Figure 1;
  • Conclusion For this phase, Joanne asks her students to discuss what they have learned as a result of their comparison and to form some conclusions;
  • Ask students to share what they have written for each illustration in pairs, small groups, or as a whole class.

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