This 14 day Unit Plan integrates the Utah Core Standards for Language Arts and for Reading and Writing in History/Social Studies with the existing Utah Social Studies Standards. The students read, research, draw conclusions, and write beginning level argumentative essays comparing/contrasting major world religions. For a more thorough summary see the Background For Teachers section.

In this Seminar, you will be learning how to compare and contrast an event or topic told from two different points of view.  You will be learning about how different points of view change the way you look at a subject or situation.StandardsCC.1.2.4.DCompare and contrast an event or topic told from two different points of view.

Enjoy a sweet way to learn about opposites, and explore what is the same and what is different as you read, watch and play together.

This OER activity was created by Danielle Fulcher as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. The attached activity is designed for 9 - 12 World Language Arts teachers for Novice Learners of Spanish. Students will analyze the elements of various audio files, and draw comparisons from the recordings to their own interpretation of Christmas celebrations. This Lesson Plan addresses the following NDE World Language Standard(s): NE WL 1.2c, NE WL 1.3c, NE WL 2.1b and NE WL 4.1bIt is expected that this Lesson Plan will take students 45 minutes to complete.

This is a 5th grade lesson which focuses on Compare & Contrast skills. This lesson includes notes on how to rework for e-learning purposes. 

In this lesson, students will compare the two stories by telling how the character's adventures or experiences are the same. Or, they can contrast a character's adventures or experiences to tell how they are different. Both of these activities help the reader show that they understand the text.

Good readers can compare two stories by telling how the character's adventures or experiences are the same. Or, they can contrast a character's adventures or experiences to tell how they are different. Both of these activities help a reader show that they understand the text.

This resource is a one day lesson plan to give studetns instruction in comparing characters across two texts by the same author. Prior to this lesson, students should have read and discussed Pop's Bridge by Eve Bunting. This lesson will build on that story by comparing the characters in Pop's Bridge with The Wall.

Comparing and contrasting our experiences with friends and family help us better understand our own identity.  Students will learn comparison/contrast language and practice using it through an activity, two different graphic organizers, classroom discussion and conversations with their parents to better understand each other, their parents and themselves.

Watch a video that explains how to write a comparison/contrast essay. Print a document to accompany the video for more practice. Comparison/contrast essays help you learn really efficiently, because they present information in a way our brains like. When we see something new, we want to know how it's similar to something we already know about, and how it's different, too. Let's say that you need to buy a car. When you look at the different models, you'll compare what's similar and different between the models. When a cell phone manufacturer comes up with a new model, they tell you what great features the phone has that people have liked before (the similarities) and what fantastic new features it has that help it stand out (the differences).

Why is it important that students be careful what is posted for everyone to see? Students will investigate and discuss these questions during this module that directly relate to their daily life. Students will work cooperatively in groups to design an infomercial to be presented to elementary students and/or parents and community members. Key Learning Targets: I can use technology to produce and publish my work, and link to sources.I can include multimedia projects or visual displays when they will be helpful in clarifying and emphasizing information.I can actively participate and contribute to a discussion with my teacher and my peers. I can present my findings to a group or audience in a clear and concise way.I can create a storyboard to prepare a public service announcement. I can compare contrast trends of technology. I can write an explanatory paragraph to examine a topic (present and future digital footprint).

In this problem-based learning module, students will investigate why is it important that students be careful what is posted for everyone to see. Students will investigate and discuss these questions during this module that directly relate to their daily life. Students will work cooperatively in groups to design an infomercial to be presented to elementary students and/or parents and community members. Key Learning Targets: I can use technology to produce and publish my work, and link to sources.I can include multimedia projects or visual displays when they will be helpful in clarifying and emphasizing information.I can actively participate and contribute to a discussion with my teacher and my peers. I can present my findings to a group or audience in a clear and concise way.I can create a storyboard to prepare a public service announcement. I can compare contrast trends of technology. I can write an explanatory paragraph to examine a topic (present and future digital footprint).

Students will choose a podcast to listen to and analyze it by identifying similarities and differeneces between education in modern society and education historically. 

This is an assignment for a comparison contrast essay for a Composition I class.

The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

In this unit, students will explore great works of American literature and consider how writers reflect the time period in which they write. They will write two literary analysis papers and also work in groups to research and develop anthologies of excellent American stories.

ACCOMPLISHMENTS

Students read and analyze stories from several 19th-, 20th-, and 21st-century American authors. After researching a time period, they select stories from that period to create an anthology. The readings enhance their understanding of the short story, increase their exposure to well-known American authors, and allow them to examine the influence of social, cultural, and political context.
Students examine elements of short stories and have an opportunity for close reading of several American short stories. During these close readings, they examine the ways that short story writers attempt to explore the greater truths of the American experience through their literature.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

If you were to write a short story about this decade, what issues might you focus on?
What defines a short story? Just length?
To what extent do these stories reflect the era or decade in which they were written?
To what extent are the themes they address universal?

CLASSROOM FILMS

History.com has short videos on the Vietnam War (“Vietnam” and “A Soldier's Story”).

In this lesson, students will reflect on the main characters in the two short stories they have read recently. They will begin a short paper about these stories.

Students explore picture books to identify the characteristics of four types of conflict. They then write about a conflict they have experienced and compare it to a conflict from literature.

Students build their understanding of the terms "compare" and "contrast" by participating in class discussions, using Internet resources, working collaboratively, and by visually representing information in a Venn diagram.