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Title – Comparing and Contrasting American Literature
By – Kristine Matthews
Primary Subject – Language Arts
Secondary Subjects – Social Studies
Grade Level – 8
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Compare
and Contrast Lesson Plan
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Standards
Addressed:
8-R1.1, 8-R1.7, 8-R1.14, 8-R2.2, 8-R2.4, 8-R2.10,
8-W3.3, 8-C1.3
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Performance
Objectives:
(Learning and behavior) The student will first be able use a graphic
organizer as a means of organizing information and events logically. Second, the student will demonstrate the
ability to read a variety of texts fluently, compare and contrast his or her findings on a particular topic, and
identify main points. Third, the student
will be able to compare and contrast conflict and theme, identify the author’s
purpose, and use texts to support their own ideas. And finally, the student will be able to participate
in class discussions.
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Lesson Plan
Overview:
According to the Eighth Grade SC Standards, compare
and contrast theme and conflict in a variety of texts. The students have been studying the following
literary works: “Paul Revere’s Ride,” “Harriet Tubman,” “Go Down Moses,” and
“The People Could Fly.” The students
will compare and contrast all of each of the four pieces. The students will be
assigned a comparison point and will work in small groups comparing and
contrasting that point. The students
will teach the other members of the class about their assigned comparison point. They will also participate in class
discussion about.
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ACTIVITY
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DESCRIPTION OF ACTIVITY & SETTING
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MATERIALS & TIME
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I. Focus and Review
(Establish prior knowledge)
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Word of the Day Review
Finish class discussion questions on “The People Could Fly”
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Materials: Overhead projector, overhead transparencies
Time: 15 min.
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II. Statement of Objectives
(inform)
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The teacher will explain to the students that they will be comparing and contrasting the four pieces of literature that have been covered in the America unit. They will work in small groups on an assigned comparison point. The students will teach the rest of the class about their findings.
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Materials: None
Time: 5 min.
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III. Teacher Input
(Present: task, information, guidance)
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The teacher will define the literary elements “comparison” and “contrast” and discuss the uses of each when analyzing literature. The teacher will guide a class discussion after the group work has been completed.
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Materials: Overhead projector & overhead transparency
Time: 15 min.
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IV. Guided Practice
(elicit performance)
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The teacher will circulate the room to assess the students as they work in pairs to complete a graphic organizer comparing and contrasting “Paul Revere’s Ride”, “Harriet Tubman”, “Go Down Moses”, and “The People Could Fly.” Each group will be assigned one of the following comparison points: character, theme, conflict, style, cultural connections, purpose, and genre.
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Materials: C/C Worksheet
Time: 10 min.
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V. Independent Practice, Seatwork/Homework
(retain and transfer)
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Each group will be assigned one of the following comparison points: character, theme, conflict, style, cultural connections, purpose, and genre. They will then individually teach the other students about the specific point that they compared and contrasted. Students will complete a review sheet for their exam on Thursday.
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Materials: C/C Worksheet and Review Sheet for the Test
Time: 13 min.
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VI. Closure
(plan for maintenance)
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Remind the students that they are to finish their review sheets for homework and that their exam is tomorrow.
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Materials: None
Time: 2 min.
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Compare and Contrast Worksheet
HOW ARE THEY ALIKE?
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NAME:
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Comparison Points
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Paul Revere’s Ride
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Harriet Tubman
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Go Down Moses
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The People Could Fly
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Characters
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Theme
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Conflict
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Style
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Cultural Connection
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Purpose
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Genre
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Compare and Contrast Worksheet
HOW ARE THEY DIFFERENT?
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NAME:
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Comparison Points
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Paul Revere’s Ride
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Harriet Tubman
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Go Down Moses
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The People Could Fly
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Characters
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Theme
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Conflict
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Style
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Cultural Connection
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Purpose
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Genre
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Compare and Contrast Worksheet (KEY)
HOW ARE THEY ALIKE?
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Comparison Points
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Paul Revere’s Ride
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Harriet Tubman
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Go Down Moses
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The People Could Fly
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Characters
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Hero/ Warned Colonists of British troops/ defiant, stands up to the British/ actual person though embellished
Brave/Determined/
Courageous/ Faced difficult journeys
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Hero/Leads slaves to Canada to escape slavery/defiant/ actual person
Brave/Determined/
Courageous/Faced difficult journeys
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Hero/Leads people of Israel out of slavery/defiant/ actual person
Brave/Determined/
Courageous/Faced difficult journeys
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Hero/leads people out of slavery/defiant/ mythical person
Brave/Determined/
Courageous/ Faced difficult journeys
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Theme
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Heroism
Fought for beliefs
Selfless
It is not easy to achieve freedom/takes courage, etc.
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Heroism
Heroism
Fought for beliefs
Selfless
It is not easy to achieve freedom/takes courage, etc.
Harriet leads the slaves to freedom in Canada
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Heroism
Fought for beliefs
Selfless
It is not easy to achieve freedom/takes courage, etc.
Moses saves his people by taking them to freedom out of Egypt
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Heroism
Fought for beliefs
Selfless
It is not easy to achieve freedom/takes courage, etc.
Toby leads the people to Freedom by whispering the magic words to make them fly
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Conflict
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Person vs. Society
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Person vs. Society
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Person vs. Society
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Person vs. Society
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Style
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All contain figurative language
“Kindled the land into flame”
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All contain figurative language
The new land had become a reality. It was Thomas Sims, a boy picked up
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All contain figurative language
Whole piece a metaphor
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All contain figurative language
They flew like Blackbirds – simile
The master was a lump of clay – metaphor
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Cultural Connection
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Birth of a new nation
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Use of Spirituals to signal her arrival and an escape
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Mixture of white hymns and African performance traditions
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References to life in Africa/ African words to activate magic/raise up like “ring sing” – usually a harvest ritual
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Purpose
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To inform / create a sense of unity and inspiration/
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To inform/ create a sense of unity and inspiration
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To inform/ create a sense of unity and inspiration/
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To inform/ create a sense of unity and inspiration/
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Genre
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Provide similar atmosphere
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Provide similar atmosphere
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Provide similar atmosphere
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Provide similar atmosphere
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Compare and Contrast Worksheet (KEY)
HOW ARE THEY DIFFERENT?
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Comparison Points
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Paul Revere’s Ride
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Harriet Tubman
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Go Down Moses
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The People Could Fly
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Characters
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Based loosely on his historical figure/ acted alone during the ride/ never actually completed his journey
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Actual Person
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Biblical figure
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Mythical person that embodies our fantasies and dreams/ superhuman powers
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Theme
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Leave Out
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Leave Out
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Leave Out
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Leave Out
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Conflict
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Concerns colonists’ desire for independence
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Concerns slavery
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Concerns slavery
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Concerns slavery
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Style
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Poetic Style
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More formal language, sentence structures more sophisticated
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Musical/repetition
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Informal, conversational, like someone was story telling
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Cultural Connection
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American/European Connections
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African connections
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African connections
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African connections
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Purpose
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Inspire the Union during the Civil War to take up arms as the colonists did
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To tell the horrors of slavery and its effect on people and to provide a factual account from the life of a heroic individual
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Eludes to slavery without directly saying it
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To tell the horrors of slavery and its effect on people in an entertaining way
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Genre
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Poem
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Biography
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Spiritual
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Folktale
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E-Mail
Kristine Matthews
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