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

Reading Literature

Grade 8: English Language Arts

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

Standard: Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new. RL.8.9

• Anchor Text: Use anchor texts such as “Flowers for Algernon” by Daniel Keyes and excerpts from the Prometheus myths. Discuss themes which are similar across the two texts. Learn more about accessing grade-level text in this TIP Sheet.
• Topic Study: Using a T chart, compare a modern retelling of a story with the original work. Notice how the texts are similar and how the texts are different. Pictures, drag and drop on a computer, objects, and speech to text can be used to complete the graphic organizers. Learn more about graphic organizers in this TIP Sheet.
• Venn Diagram Sorting: Choose a modern retelling of a story with the original work 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: Read a fictional portrayal of a time, place, or character. Then, read or view an actual historical account of the same time, place, or character. Engage in a conversation about the differences/similarities. Questions to consider asking include:
  • How is the fictional account of the time, place, or character similar to the actual historical account?
  • What happens in the fictional account that doesn’t actually happen in the historical account?
  • How are the themes similar?

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

Ideas to reduce this barrier could include:

• allow choice of myths from a variety of cultures
• ask students how the topic, characters, setting, or theme relates to their own lives or a favorite movie, text, or picture
• connect the content to existing communication boards and experience books

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 to support students’ use of 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) and indirect experiences (e.g., field trips, video clips, class activities, simulations) may effectively build relevant 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 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.
    • 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 do 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, the theme is a broad topic, whereas the 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. 

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