COMPARE AND CONTRAST

English Language Arts

Grade 6

Amanda Crocco
 Compare and Contrast
Grade 6 – ELA
2 weeks

Overall Goal:
The “Compare and Contrast” Unit is designed to further develop students’ reading and writing
abilities by expanding student understanding and application of comparing and contrasting two
topics. The purpose of this unit is to have students be able to identify and analyze the use of
comparing and contrasting in literature. They will also be introduced to using Venn diagrams in
order to organize their thoughts. At the end of this unit, students will be crafting their own
comparing and contrasting essays in order to explain two different pieces of text. To achieve
these overall goals, the unit will be guided by the New Jersey State Standards and Common
Core State Standards.

Understandings:
Students will understand:
 How to compare and contrast two topics.
 That using a Venn Diagram is a helpful organizer when comparing and contrasting.
 That certain key words indicate when comparing and contrasting is occurring in a text
or video.
 How to decipher between two given texts.
 That compare and contrast essays have a similar structure to argumentative essays.
 That the body paragraphs of compare/contrast essays have a similar structure to
constructive responses.
 How to construct a compare and contrast essay.

Essential Questions: Skills:

What does it mean to compare and contrast?
What are the key words for comparing and
contrasting in a text?
How do you analyze a comparing and
contrasting essay?
How do you examine two videos?
How do you write a compare and contrast
essay?
How do you produce a comparing and
contrasting essay?
Students will be able to:
 Define comparing and contrasting.
 Know how to describe the similarities
and differences between two topics.
 Identify the key words for comparing
and contrasting in a text.
 Analyze a comparing and contrasting
essay.
 Recall how to use a Venn Diagram.
 Examine the similarities and
differences between two videos
 Practice writing a compare and
contrast essay.
 Read and evaluate two texts.
 Devise, edit, and finalize an original
comparing and contrasting essay of
two texts.
Resources:
 PowerPoint “Introduction to Compare and Contrast”
 Copies of “Intro to Compare/Contrast Guided Notes”
 Copies of “Compare and Contrast Group Stations”
 White board, expo markers
 Copies of “Compare/Contrast Essay Sample”
 Copies of “Compare/Contrast Essay Evaluation”
 Video: The Early Hatchling Gets the Worm (1:35)
 Video: The Present (3:20)
 Copies of Sample Venn Diagram
 Copies of “Practice Compare/Contrast Essay Writing”
 Copies of text: Stan Lee and Spider-Man
 Copies of text: The Birth of Spider-Man
 Copies of “Compare/Contrast Essay Organizer"

Standards:
NJSLSA.SL1: Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing their own clearly
and persuasively.
NJSLSA.R7: Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.
CCSS.ELA-LITERACY.RL.6.1: Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
NJSLSA.R1: Read closely to determine what the text says explicitly and to make logical
inferences and relevant connections from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
NJSLSA.R2: Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
CCSS.ELA-LITERACY.SL.6.2: Interpret information presented in diverse media and formats
(e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue
under study.
NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can
follow the line of reasoning and the organization, development, and style are appropriate to
task, purpose, and audience.
NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.

Learning Activities:
 Rotating Group Stations
o Class is split up in 4 groups of 4. Each table gets two different objects: stuffed
animals, sports equipment (ball and puck), books (textbook and fairytale), and
things of nature (rock and stick).
 o Each group discusses the similarities and differences between the objects at
their station. After talking with group members, each student fills out a C/C
Group Stations Worksheet, comparing and contrasting the two objects, using at
least 2 key words and underlining the key words they use.
 Students will read and annotate a sample compare/contrast essay. They will be guided
by a worksheet to identify the components of the essay and analyze it.
 Teacher walks class through essay (class writing). Essay is broken down into four
sections: intro, first body (comparing), second body (contrasting), conclusion. Each
paragraph is written on the board in a different color. As teacher is writing on board,
students will write on own worksheet.
o Intro: engaging hook, background info of videos, clear thesis (claim)
o Body 1 (comparing): transition & clear topic sentence on why videos are
similar, at least 2 pieces of evidence (1 from each video), clear argument
(explanations)
o Body 2 (contrasting): transition & clear topic sentence on why videos are
different, at least 2 pieces of evidence (1 from each video), clear argument
(explanations)
o Conclusion: transition and clear re-statement of thesis, bold final statement
 Individually, students read and annotate the two texts. They may fill out the sample
Venn diagram given in the essay packet in order to organize their thoughts. Then, they
fill out the essay organizer. Then, they write the essay on separate lined paper.
o After writing the essay, students will go back and edit their papers.
o Students will write a final draft of their compare and contrast essay on separate
lined paper with a proper heading, and hand it in when finished.

Assessments:
 Class discussion and evaluation of group station worksheets.
 Evaluation of student thumb count (focusing on downs first).
 Grading of original student compare and contrast essay.
 Introduction to Compare and Contrast
Lesson 1 – 1 day
Objectives:
Students will be able to:
 Define comparing and contrasting.
 Know how to describe the similarities and differences between two topics.
 Identify the key words for comparing and contrasting in a text.

Essential Questions:
What does it mean to compare and contrast?
What are the key words for comparing and contrasting in a text?

Standards:
NJSLSA.SL1: Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others’ ideas and expressing their own clearly
and persuasively.
NJSLSA.R7: Integrate and evaluate content presented in diverse media and formats, including
visually and quantitatively, as well as in words.

Resources:
 PowerPoint “Introduction to Compare and Contrast”
 Copies of “Intro to Compare/Contrast Guided Notes”
 Copies of “Compare and Contrast Group Stations”

Learning Experiences
1. Hook (5 minutes)
a. First slide of PowerPoint - asking students what is similar and different of two
images.
2. Instruction (15 minutes)
a. PowerPoint on Introduction to Compare & Contrast
b. Guided notes sheet for students
3. Activity (15-20 min)
a. Rotating Group Stations
i. Class is split up in 4 groups of 4. Each table gets two different objects:
stuffed animals, sports equipment (ball and puck), books (textbook and
fairytale), and things of nature (rock and stick).
ii. Each group discusses the similarities and differences between the objects
at their station. After talking with group members, each student fills out a
C/C Group Stations Worksheet, comparing and contrasting the two
objects, using at least 2 key words and underlining the key words they use.
4. Closing (10 min)
a. Class discussion on what the students compared and contrasted at each station.
b. Collect group station worksheets.

Assessment:
Class discussion and evaluation of group station worksheets.
 Analyzing the Compare and Contrast Essay
Lesson 2 - 1 day

Objective:
Students will be able to analyze a comparing and contrasting essay.

Essential Question:
How do you analyze a comparing and contrasting essay?

Standards:
CCSS.ELA-LITERACY.RL.6.1: Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
NJSLSA.R1: Read closely to determine what the text says explicitly and to make logical
inferences and relevant connections from it; cite specific textual evidence when writing or
speaking to support conclusions drawn from the text.
NJSLSA.R2: Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.

Resources:
 White board, expo markers
 Copies of “Compare/Contrast Essay Sample”
 Copies of “Compare/Contrast Essay Evaluation”

Learning Experiences:
1. Hook (7-10 min)
a. Do Now: Think about the components of an essay (what is in each paragraph?).
Talk with a partner.
b. Make class list.
2. Instruction (5 min)
a. Now that we are all familiar with what components are in each paragraph of an
essay, you are going to be reading and annotating a comparing and contrasting
essay. After you read, you will be answering some questions about the structure
of essay.
3. Activity (30 min)
a. Students will read and annotate a sample compare/contrast essay. They will be
guided by a worksheet to identify the components of the essay and analyze it.
4. Closing (2 min)
a. Ask students: Thumbs up/down/sideways if you are comfortable
reading/annotating/working with a compare/contrast essay?

Assessment:
Evaluation of student thumb count (focusing on downs first).
 Preparing for Compare/Contrast Essay (Class Writing)
Lesson 3 – 1-2 days

Objectives:
Students will be able to:
 Recall how to use a Venn Diagram.
 Examine the similarities and differences between two videos
 Practice writing a compare and contrast essay.

Essential Questions:
How do you examine two videos?
How do you write a compare and contrast essay?

Standards:
CCSS.ELA-LITERACY.SL.6.2: Interpret information presented in diverse media and formats
(e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue
under study.
NJSLSA.SL4. Present information, findings, and supporting evidence such that listeners can
follow the line of reasoning and the organization, development, and style are appropriate to task,
purpose, and audience.
NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.

Resources:
Video: The Early Hatchling Gets the Worm (1:35)
Video: The Present (3:20)
Copies of Sample Venn Diagram
Copies of “Practice Compare/Contrast Essay Writing”

Learning Experiences:
1. Hook (10-15 min)
a. Watch the two short films. Then, make a class Venn Diagram on the whiteboard,
showing the similarities and differences between the two videos. Students will fill
out their own paper copy of this class diagram.
2. Instruction:
a. Now that we have our class Venn Diagram completed, you will now be putting
this information into writing.
3. Activity
a. Teacher walks class through essay (class writing). Essay is broken down into four
sections: intro, first body (comparing), second body (contrasting), conclusion.
Each paragraph is written on the board in a different color. As teacher is writing
on board, students will write on own worksheet.
b. Intro: engaging hook, background info of videos, clear thesis (claim)
c. Body 1 (comparing): transition & clear topic sentence on why videos are similar,
at least 2 pieces of evidence (1 from each video), clear argument (explanations)
 d. Body 2 (contrasting): transition & clear topic sentence on why videos are
different, at least 2 pieces of evidence (1 from each video), clear argument
(explanations)
e. Conclusion: transition and clear re-statement of thesis, bold final statement
4. Closing
a. Ask students: Thumbs up/down/sideways if you are comfortable writing a
compare/contrast essay?

Assessment:
Evaluation of student thumb count (focusing on downs first).
 Writing Compare/Contrast Essay
Lesson 4 – 2-3 days
Objective:
Students will be able to:
 Read and evaluate two texts.
 Devise, edit, and finalize an original comparing and contrasting essay of two texts.

Essential Question:
How do you produce a comparing and contrasting essay?

Standards:
NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
NJSLSA.W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting,
or trying a new approach.

Resources:
Copies of text: Stan Lee and Spider-Man
Copies of text: The Birth of Spider-Man
Copies of Sample Venn Diagram
Copies of “Compare/Contrast Essay Organizer"
Extra lined paper (if needed by students)

Learning Activities:
1. Hook (1 min)
a. Do Now: Take your seats and remove everything off your desk except for a
pencil. (written on board)
2. Instruction (3 min)
a. Now that we have practiced, each of you should be able to write your own
compare and contrast essay. You will begin writing one today.
3. Activity (45 min)
a. Individually, students read and annotate the two texts. They may fill out the
sample Venn diagram given in the essay packet in order to organize their
thoughts. Then, they fill out the essay organizer. Then, they write the essay on
separate lined paper.
b. After writing the essay, students will go back and edit their papers.
c. Students will write a final draft of their compare and contrast essay on separate
lined paper with a proper heading, and hand it in when finished.
4. Closing (3-5 min)
a. Collect all materials.
b. Ask students how far they got. (Did you complete the Venn Diagram? Did you
finish the introduction? Which paragraph did you leave off on?)

Assessment:
Grading of each student’s compare and contrast essay.