Compare and contrast elements of texts (Inclusive Big Idea #9)

Reading Literature

Grade 5: English Language Arts

Inclusive Big Idea #9: Compare and contrast elements of texts

Standard: Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. RL.5.9

• Anchor Texts: Use anchor texts in the same genre, like Frindle by Andrew Clements and How to Eat Fried Worms by Thomas Rockwell. Compare the main characters in each and how they contribute to the events at each school. Learn more about accessing grade-level text in this TIP Sheet.
• Topic Study: Using a T chart, compare two or more texts written in the same genre. Notice how the texts are similar and how the texts are different. Learn more about graphic organizers in this TIP Sheet.
• Venn Diagram Sorting: Choose two texts written in the same genre and create category cards with the titles of both texts. Next, create cards that have some information about the texts that are the same and create some cards that have some information about the texts that are different (e.g., characters, setting, themes, events). Ask students to sort the cards onto the Venn diagram, placing the cards with similar information in the middle of the diagram and placing cards with dissimilar information in either the right or left circle. Learn more about graphic organizers in this TIP Sheet.
• Grand Conversations: Gather students to engage in a conversation about stories written in the same genre. Ask a series of questions to the group of students that requires them to explain how the stories are similar and how they are different. Questions may include:
  • How are these stories alike?
  • How are these stories different?
  • How does this author address the topic? How does this author address a similar topic?
  • How do the authors address the topic similarly? How do the authors address the topic differently?
• Think Aloud: Read aloud a story to your students. As you read the story aloud, explain how the stories in the same genre use similarities/differences in each book. Similarly, explain how multiple authors address a similar topic in similar/different ways.

For example, one possible barrier is if the lesson is not designed to be of interest or relevant.

Ideas to reduce this barrier could include:

• share a clear purpose for why the content or skill matters in the “real world”
• personalize and contextualize content to relate to students’ lives
• connect the content to something related to the school or the local community
• ask students how the topic relates to them

Use these Inclusive Strategies to help reduce barriers.

• Why is it Important to Build Background Knowledge?
  • Students can determine what is the same and what is different in the content of what they read or see.
  • Build background knowledge about how students can use information they already know in order to compare and contrast elements of a character’s experience. Background knowledge can be built directly and indirectly. Direct experiences (e.g., teacher modeling, think-aloud strategies, cross-curricular activities) or indirect experiences (e.g., field trips, video clips, class activities, simulations) may effectively build relevant background knowledge. Indirect experiences may also build background knowledge.
• What are "Story Elements"?
  • Story elements are, essentially, the parts of a story. These elements develop the actions or events in the story in a logical way to enable readers to easily follow the text. Knowing this can help students to compare and contrast.
    • characters- the individuals in the story
    • setting- the location and time period where the story takes place
    • plot- what happens in the story and should a clear beginning, middle, and end
    • conflict- the problem in the story; the plot in a story should be centered on the conflict
    • resolution- the solution to the problem or conflict
• What is “Genre”?
  • A genre is a category of literature composition determined by literary technique, tone, content, or length.
    • Picture Books: Are considered a format and not a genre. They are a format in which art and text are interdependent. All genres appear in picture books.
    • Poetry and Verse: Condensed language, expression of imaginative thoughts and perceptions, often containing rhythm and other devices of sound, imagery, and figurative language.
    • Folklore: Traditional stories, myths, legends, nursery rhymes, and songs from the past. Oral tradition with no known author, passed on from generation to generation.
    • Fantasy: Stories set in places that do not exist, about people and creatures that could not exist or events that could not happen; make-believe and imaginative worlds.
    • Science Fiction: Based on extending physical laws and scientific principles to their logical outcomes, usually futuristic. Describes worlds that are plausible and could exist someday.
    • Contemporary Realistic Fiction: Stories could happen in the real world; characters seem real; contemporary setting
    • Historical Fiction: Stories reconstruct life in the past, using realistic actual and fictional characters, events and historical setting.
    • Biography: An account of a person's life, or part of a life history by someone else or the person him or herself. Includes autobiographies, memoirs, letters, diaries, journals.
    • Nonfiction: Informational books that explain a subject or concept using facts about the real world.
  • Galda, L., Cullinan, B. E., & Sipe, L. R. (2010). Literature and the child. Belmont, CA: Wadsworth/Cengage Learning, p. 12.
• What is Theme?
  • The central and underlying meaning of the story.
  • The big idea the author wants the reader to take away from the text-- the writer’s view of the world or a revelation about human nature.
• What are Some Common Themes Found in Literature?
  • Acceptance: These books have characters who respect and accept others’ differences and beliefs.
  • Courage: These books have brave characters who have the strength to overcome a fear or accept a risk.
  • Perseverance: These books have characters who never give up, even when facing difficult times.
  • Cooperation: These books have characters who work together to solve a problem or achieve a goal.
  • Compassion: These books have characters who want to make those who are suffering feel better.
  • Honesty: These books have characters who find that it is best to always tell the truth.
  • Kindness: These books have friendly characters who are generous and considerate of others.
  • Loyalty: These books have characters who trust each other and never turn their backs on their friends.
• How Can You Find the Theme?
  • It is common for stories to have multiple themes. Theme can be stated explicitly or implicitly. For example, fables explicitly state the theme at the end.
  • Unlike the main idea, the theme can often be found at the conclusion of the story.
  • Most often, readers have to infer the theme based on character traits, motivations, actions, emotions, and values. Learn more about inferencing in this TIP Sheet.
    • Some sample questions about theme:
      • What message did you take away from reading this text? Which clues helped you determine this theme?
      • Which passage in the text is most significant? Why?
      • How does the changes the main character undergoes help you determine the message of the book?
      • What affected your interpretation of the theme the most: the plot, the characters, the setting?

Common Student Misconceptions

• Background Knowledge: Many teachers assume students already know about a topic based on their age or what they should have learned in a previous grade or class. When background knowledge is not built or activated, students will lack the schema to understand new material and may not effectively learn and understand the topic or concept.
• Theme: Main idea and theme are often confused as being the same. Although both can be related, theme is a broad topic, whereas main idea is more specific. For example, nature may be the theme of a story, while the main idea is “littering is bad”.
• Story Elements: Students often miss aspects of story elements when summarizing a text. In addition, some texts are considered inconsiderate texts and do not provide enough to allow students to fully understand all story elements and must fill in the gaps with prior experiences and personal preferences, leading to problems with comprehension.
• Setting Purpose: Students may be overwhelmed when asked to compare ideas if they don’t understand which information is important. Set clear expectations about what characteristics of the story you want them to compare.
• Fact versus Opinion: When comparing aspects of stories, students should base their comparisons in facts about the stories, not in their opinions about the stories.
• Concrete versus Abstract Characteristics: Some points of comparison will be details that are explicitly stated within the story about characters or events, while other details may be implied or created by descriptions, language, or situations, such as mood or tone.

Links Across Content Areas

• Social Studies: Read a historical text and then watch a fictional reenactment of the same event. 

Fourth Grade: Compare and contrast elements of texts (RL 9)

Fifth Grade: Describe the central message or theme; Summarize a text (RL 2)

Sixth Grade: Compare and contrast elements of texts (RL 9)