LESSON THREE: Comparing and Contrasting Fiction and Nonfiction Using Graphic Organizers
Students compare, contrast, analyze and evaluate the connections between information and relationships in “The Three Little Pigs” and Night.
GRADE LEVEL EXPECTATIONS
R1I Compare, contrast, analyze and evaluate connections between information and relationships in various fiction and nonfiction works, text ideas and own experiences, and text ideas and the world by analyzing and evaluating the relationship between literature and its historical period and culture.
W1A Create a variety of appropriate graphic organizers.
R2C Analyze character, plot, setting, point of view, and development of theme across genres.
R2A Locate, interpret and apply information in title, table of contents, glossary, and recognize the text features of fiction, poetry and drama in grade- level text.
LESSON MATERIALS
§ Sources of Literature
o “The Three Little Pigs” and Night
§ Supplies
o Chalkboard, overhead projector, or Smart Board
o Scoring guide to formative assessment
§ Handouts provided
o T-chart comparison/contrast graphic organizer
o Compare/contrast diagram graphic organizer
§ Words to know
o compare
o contrast
o graphic organizer
o analyze
o evaluate
o fiction
o nonfiction
Students compare, contrast, analyze and evaluate the connections between information and relationships in “The Three Little Pigs” and Night using the provided scoring guide.
LEARNING ACTIVITIES
1. Students identify the similarities and differences between fiction and nonfiction and record this information in graphic form.
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Questions for Students |
2. Use a Venn diagram, a same/different T chart, a web, a concept chart, and various other organizers on the chalkboard/overhead projector/Smart Board. Ask students which graphic organizer is most appropriate for the information they wish to record. Students then choose and create the appropriate graphic organizer. In a think aloud process, review with students the uses for each graphic organizer placed on the board/overhead projector/Smart Board so students can discuss the appropriateness of their choice. Ask students, “When you read materials to create your found poems, were you reading fiction or nonfiction?” Students should refer to their graphic organizers to answer the question and support their answer. Then ask students, “When you read a children’s book to analyze the problem/solution, were you reading fiction or nonfiction?” Students should support their answers. Also discuss readability of graphic organizers when students are supporting their answers.
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Questions for Students |
How do you know when to use each of these graphic organizers? How is the plot developed in this selection? Why did the author choose to use these complications? How effective is the author’s tone in this selection? Why does this selection not have a glossary? Is the title of this selection effective? Why/why not? How does the setting affect the story’s plot? How would this story change if it were told from a different point of view? What is each story’s theme? How are the themes different/similar? What text features are present in fiction? In nonfiction? |
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Suggestion |
Considering two previously read selections, one fiction, one nonfiction, use an appropriate graphic organizer, to compare and contrast the two selections, put information in the organizer as the teacher discusses it with the class. Teacher should guide discussion to help students identify text features and text elements. Once the graphic organizer is completed, the teacher will ask students to consider the connections between the two selections. In a discussion of how the two selections are alike and different and the reasons for each, the teacher will show students how to evaluate and analyze the connections between two pieces of literature |
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Idea |
Guide discussion so students mention text features (title, table of contents, glossary, etc.) as well as text elements (character, plot, setting, tone, point of view, etc.) and content. Wilhelm, J. and J. Lynch. (2001). Improving comprehension with think-aloud strategies. New York, NY: Scholastic Professional Books When choosing the selections to compare, be sure students include text features. In the analysis and evaluation discussion, guide discussion to help students not only identify the text features and text elements but also judge their effectiveness. |