How to compare and contrast


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  • © 2006 City of San Rafael|1400 Fifth Avenue, San Rafael, CA ,
  • How to compare and contrast

    1. 1. • What is my goal?• My goal is to compare (alike) and contrast (different) two Cinderella stories on my own.• How will I be assessed?• You will be assessed by tasks you complete.• You will be assessed by traditional assessments.
    2. 2. • A pre-assessment is information that gives a starting point in a unit of instruction.• If you complete a pre-test Mrs. Beschen knows exactly where to begin teaching our unit on comparing and contrasting (alike and different).
    3. 3. • J.D. Parker Elementary and Michele Beschen• Parent Survey for Understanding Structure Unit•• Thank you for your time in completing this survey. We are beginning a new unit titled Understanding Structure. This unit emphasizes sequencing and order. When this unit is complete, your child will be able to write a short essay comparing and contrasting two similar stories. Included in the essay will be a beginning, middle, and end. In math your child will be able to add and subtract, making sure math problems are lined up properly so that the math operation will be correctly solved.• Does your child do chores around the house? If so, what are the chores?••• Does your child have a time frame in which to complete his/her chores? If so, what is the time frame?••• Does your child receive an allowance for completing chores? If so, does your child save some of the allowance?••• When your child asks to buy something at the store, do you talk about how much it costs?•• If you pay in cash, do you figure out what change you will get with your child?•• When your child is reading to you (20 minutes—homework) do you ask questions? For example, “Where did the story take place?” “Was there a problem the main character had to overcome?” “How did the main character overcome the problem?”•• Does your child make predictions before and during reading before going onto the next page?
    4. 4. • Take notes and ask questions (go back and read notes).• Have discussions with your peers and teacher.• Keeping track of your (the student) grades by using your individual student grade book and following up with teacher/student conferences.• Use your student self-assessment rubrics.
    5. 5. Name_________________________ Beginning Developing Accomplished Exemplary Score 1 2 3 4Task 1 Does not show Shows very few Shows most ofRhodopis Shows all of the any similarities similarities and the similaritiesand Pear similarities and and differences differences and differencesBlossom differences learned learned. learned. learned.Task 2 Does not Shows very little WorkedIdentify which Helps to identify a participate by interest in helping enthusiastically to helpitems were in few of the items helping group group members identify each item;book and which that are in the members identify identify items in great help to groupwere not book. items book members.Task 3 Did not try my Sometimes tried Most of the time Tried my best all theWork best. my best. tried my best. time. Some work not Most work veryNeatness Not very neat. All work very neat. very neat. neat. Did not help Helped group Helped other members Helped groupGroup work group members members most of in the group all the members some. very much. the time. time. Total
    6. 6. Title of work:__________________________________________________________________ 3=A 2=B 1=C Score Every paragraph is Only one paragraph is not No paragraphs were indentedParagraphs are indented indented indented Topic sentence is Topic sentence is interesting, but Topic sentence does not make interesting and flowsParagraphs have a topic sentence does not flow with the rest of the sense, or no topic sentence at with the rest of the paragraph all paragraph Two or more paragraphs do Every paragraph has a Only one paragraph does not not have a conclusion thatParagraphs have a conclusion conclusion that makes have a conclusion that makes makes sense, or all sense sense conclusions do not make sense Interesting beginning, Each paragraph has only one ofParagraphs have a beginning, middle and ending the following mistakes: does not No sequential ordermiddle and end throughout paper have a beginning, middle, or endEach sentence has a subject and a The sentence is One or two grammar mistakes Three or more mistakes withverb that makes sense grammatically correct per paragraph grammar Punctuation andPunctuation and spelling is used spelling is correct-or One or two mistakes per Three or more mistakes percorrectly. incorrectly spelled word paragraph paragraph is underlinedDifferent describing words Two or three repeated words Different words used Only one repeated word per(adjectives) were used to make the used two or more times per throughout the paper paragraphparagraph interesting paragraph Total
    7. 7. • G.R.A.S.P.S. is an acronym of the word formed from theses initials.• Goal- your goal (purpose) is to persuade a reader to choose a genre they would normally not read. Your challenge is to write a summary or essay in a manner of interest to someone who does not usually read fairy tales.• Role- you will be a book reviewer whose task is to create an advertisement of two books comparing and contrasting two different versions of Cinderella. You will read The Egyptian Cinderella and The Korean Cinderella (Shirley Climo). Then write a short essay comparing and contrasting both stories.• Audience- your audience will be a different second/third grade class at J.D. Parker Elementary. You will need to convince the class that both Cinderella stories are worth the time to read.• Situation- the challenge will be getting all students to read these Cinderella stories which usually is targeted to female readers. You will exhibit your advertisement while reading your review of both stories.• Product, Performance, and Purpose- You will create an advertisement (using a science fair board) depicting both Cinderella stories studied in order to encourage the exploration and acceptance of a new reading genre. In either a second grade or third grade class, a group of two students will explain their advertisement and read their review.• Standards and Criteria for Success- your performance needs to be persuasive (showing excitement) Your tasks will be judged by your peers, the teachers, and you. Your completed project will meet the State Standard and rubrics presented. A successful result will be attained by observing your audience (their chatter and hopefully checking these books out at the library).
    8. 8. Criterion Exceeds Meets Needs Support 3 points 2 points 1 point Purpose and Supporting The essay compares and The essay compares and The essay compares or Details contrasts three supporting contrasts three details contrasts three details, but details including inferences with/without inferences, but does not include both. There from the stories the supporting information is is no supporting information consistently. The essay general. The essay includes or support is incomplete. includes only the information only the information relevant to the comparison relevant to the comparison. Transitions The essay moves smoothly The essay moves from one The transitions between from one idea to the next. idea to the next, but there ideas are unclear or non- The essay uses comparison is little variety. The essay existent. and contrast transition uses some comparison and words to show relationships contrast transition words to between ideas. show relationships between ideas.Organization and Structure The essay contains both a The essay contains both a The essay may or may not topic and concluding topic and concluding include a topic or concluding sentence. The essay follows sentence but does not follow sentence. Many details are a consistent order when a consistent order when not in a logical order. There discussing the comparison. discussing the comparison. is little sense that the writing is organized. Scoring for Compare and Contrast Essay Grade Purpose and Supporting Details ____ Transitions ____ 8-9 = A Organization and Structure ____ 7-6 = B 5-4 = C Total ____ 3-1 = D
    9. 9. Throughout this unit, we have assessed ourselves, our peers and now, we assessour knowledge. Here are a few of the questions that will be on this assessment.True True/False Item: By comparing The Persian Cinderella and Walt Disney’s Cinderella we find that both maincharacters receive help from an outside source enabling them to go to a party.False True/False Item: The Persian Cinderella and Walt Disney’s Cinderella are different in that the fathers giveboth girls money to buy fabric to make gowns.Short Answer or Fill-in-the-Blank Item: If you wanted to give one inference that is similar to both The PersianCinderella and Walt Disney’s Cinderella you would state that __________________________________________.Multiple-Choice Item:Which of the following is a similarity to The Persian Cinderella and Walt Disney’s Cinderella?a. Both Cinderella stories had animals in them that helped the characters succeed in finishing chores.b. Both Cinderella stories had fathers that weren’t always with his daughter to save her from cruelties the step- mother and/or step-sisters commit.c. Both Cinderella stories have the prince himself looking for Cinderella.d. Both Cinderella stories have a fairy who grants wishes.Essay Item: Discuss three similarities and three differences between The Persian Cinderella and Walt Disney’sCinderella. Tell why you picked those particular details.
    10. 10. The lesson, the tasks, and the assessments, now all we need is the survey.1. Circle which book was your favorite. Tell why it was your favorite. The Egyptian Cinderella The Korean Cinderella The Persian Cinderella Walt Disney’s Cinderella2. How was the pace when Mrs. Beschen taught the lesson? Circle your answer. The pace was too fast (I got lost)The pace was too slow (I already knew the information) The pace was just right (!).3. I understood the goals presented. Circle your answer. yes no4. I understood the rubrics presented. Circle your answer. yes no5. I understood the assessments given. Circle your answer. yes no6. I would like to participate in a similar unit again. Circle your answer. yes no Explain your answer.7. I would like to use rubrics again. Circle your answer. yes no Explain your answer.8. Did the different assessment formats help you in your success of this unit? Explain.