Lesson Plan

Let's Compare and Contrast Nonfiction Texts!

This lesson provides students with the opportunity to compare and contrast two athletes who have been instrumental in changing the world of women's sports.
Download lesson plan
Need extra help for EL students? Try the Multiple-Meaning Words pre-lesson.
Grade
Subject
View aligned standards
Need extra help for EL students? Try the Multiple-Meaning Words pre-lesson.

Learning Objectives

Students will be able to read and comprehend informational texts.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments

Introduction

(8 minutes)
Nonfiction Compare & ContrastCompare and Contrast: Awesome Athletes!
  • Choose two nonfiction books on the same topic from your classroom library. For example, find two books about mammals (e.g. cows and horses).
  • Show the students the covers of the books, side by side.
  • On the whiteboard, draw a table with two columns, and write "same" on the left side and "different" on the right. Model trying to figure out what both books have in common by saying, "Hmm...I'm trying to figure out what these books have in common, or what is the same in each book. I know that cows have hair and feed their calves milk from their bodies. I also know that horses have hair and feed their foals milk. I think both of these animals are mammals! I'm going to write mammals in the 'same' column."
  • Model trying to figure out what is different about both books by saying, "I can tell that each book is about a different animal. One book is about cows and the other is about horses. I'm going to record this information in the 'different' column."
  • Allow students a few minutes to brainstorm ideas, and allow them to come up to the board to record their answers.
  • Explain that today students will be learning about comparing and contrasting texts on the same topic!

Beginning:

  • Review the terms nonfiction and fiction with students prior to the lesson.
  • Define same and different in English and student's home language (L1) if student is literate in L1.

Intermediate:

  • Encourage students to come up to the board to record their answers.
  • Have students do a think-pair-share with a partner to discuss ideas.