LESSON THREE: Using a Matrix to Compare, Contrast, and Analyze Connections
LESSON DESCRIPTION
Students make connections between text ideas and own experiences, text ideas and world, and text and other text by analyzing research concerning animals contained in fables.
GRADE-LEVEL EXPECTATIONS
R1I Compare, contrast and analyze connections between, information and relationships in various fiction and nonfiction works, text ideas and own experiences, text ideas and the world by responding to literature that reflects a culture and historic time frame.
LESSON MATERIALS
§ Source of literature
o Aesop’s Fables (www.gutenberg.org)
§ Supplies
§ Handouts provided
§ Words to know
o analyze
o fiction
o nonfiction
FORMATIVE ASSESSMENT
Students complete the Text Connections Chart focusing on connections between own experiences (self), world, and other texts concerning a chosen animal. Scoring guide provided.
LEARNING ACTIVITIES
1. Discuss prior knowledge concerning connections between text ideas and own experiences, text ideas and world, and text ideas and other texts. Students create their own matrix with three columns: own experiences, world, and other texts. Students may work in pairs using Kagan’s Match Mine where one student directs another student in creating the graphic organizer. Allow pairs to discuss how to make each kind of connection, and allow pairs to share responses.
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Strategy
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In Kagan’s Match Mine strategy (Kagan, S. (1994) Cooperative Learning (p. 13:16). San Juan Capistrano, CA: Kagan Cooperative Learning)., one student instructs another student in creating a graphic organizer. |
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Questions for Students
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Identify three examples of text connections? How would you classify a connection you made with a text? What approach would you use to compare and contrast text connections? How does making connections between text and other text, own experiences, and the world enhance understanding? What is the function of making text connections? Can you think of an original way to record text connections? |
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Idea
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Definitions of connections can be found in the Glossary of Terms, Communication Arts, Grade Level Expectations on the DESE website. |
2. Discuss students’ prior knowledge concerning classifications of animals. What traits must an animal possess to be placed in a certain category? Write these traits on the matrix next to the animal group.
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Questions for Students |
How would you classify your researched animal? What are the features of the various classifications of animals? What data was used to make the connection of each animal’s classification. |
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Idea
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Classifications of animals can be found in the Science Grade-Level Expectations found on the DESE website. Chart paper to make the wall matrix. |
3. Students independently complete the three column matrix for the animal they researched. Students complete the “self” column by listing what he/she has actually experienced or seen concerning the animal (at a zoo, for example). Students list details in the “world” column from movies, television shows, and related sources. Students complete the “text” column by listing details from the fables read and from previous research. He/she would list details in the world column from movies, television shows, and related sources.
4. After completing the three column chart for their animal, students determine the animal’s classification. Students present their information to the class. The class determines where to place the animal on the wall matrix.
Text Connections Chart Scoring Guide
2 points response includes at least one detail in each column
1 point response includes at one detail in two columns
0 points other