ALEX Classroom Resource

  

Comparing and Contrasting: Picturing an Organizational Pattern

  Classroom Resource Information  

Title:

Comparing and Contrasting: Picturing an Organizational Pattern

URL:

http://readwritethink.org/classroom-resources/lesson-plans/comparing-contrasting-picturing-organizational-974.html

Content Source:

ReadWriteThink
Type: Lesson/Unit Plan

Overview:

Students investigate picture books organized in comparison/contrast structures to discover methods of organization (usually a combination of the point-by-point, whole-to-whole, or similarities-to-differences patterns) and the ways authors use transitions to guide readers. Students can then decide what organizational patterns and transitional words work best to accomplish their individual purposes in writing and apply those to their papers. 

This lesson is designed to be used during a unit when students are writing a comparison/contrast paper. It will be most helpful prior to drafting, but it could also be useful during revision.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 6
2 ) Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. [RL.6.2]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.6.2- Identify the theme or main idea of a story; provide a simple summary of a story.


English Language Arts
ELA2015 (2015)
Grade: 6
7 ) Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch. [RL.6.7]

English Language Arts
ELA2015 (2015)
Grade: 6
9 ) Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. [RL.6.9]

English Language Arts
ELA2015 (2015)
Grade: 6
10 ) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.6.10]

English Language Arts
ELA2015 (2015)
Grade: 7
21 ) Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. [W.7.2]

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison or contrast, and cause and effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. [W.7.2a]

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. [W.7.2b]

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. [W.7.2c]

d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.7.2d]

e. Establish and maintain a formal style. [W.7.2e]

f. Provide a concluding statement or section that follows from and supports the information or explanation presented. [W.7.2f]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.7.21- Compose informative or explanatory texts by stating a topic, providing facts or details, and providing an appropriate conclusion related to the topic.


English Language Arts
ELA2015 (2015)
Grade: 7
24 ) With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-7.) [W.7.5]

English Language Arts
ELA2015 (2015)
Grade: 7
29 ) Write routinely over extended time frames, including time for research, reflection, and revision, and shorter time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and audiences. [W.7.10]

English Language Arts
ELA2015 (2015)
Grade: 8
36 ) Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.8.1]

a. Apply rules of subject-verb agreement when interrupted by a prepositional phrase, with inverted word order, with indefinite pronouns as subjects, compound subjects joined by correlative and coordinating conjunctions, and collective nouns when verb form depends on the rest of the sentence. (Alabama)

b. Explain the function of verbals (gerunds, participles, infinitives) in general and their function in particular sentences. [L.8.1a]

c. Form and use verbs in the active and passive voice. [L.8.1b]

d. Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood. [L.8.1c]

e. Recognize and correct inappropriate shifts in verb voice and mood.* [L.8.1d]


Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.8.36- Demonstrate standard English grammar when communicating.
ELA.AAS.8.36a- Use a complete sentence with appropriate subject-verb agreement when asking and answering questions.


English Language Arts
ELA2015 (2015)
Grade: 8
41 ) Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. [L.8.6]

Tags: Compare and Contrast Map, Comparison and Contrast Guide, Venn Diagram
License Type: Custom Permission Type
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AccessibilityText Resources: Content is organized under headings and subheadings
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Author: Cassie Raulston