Identifying Similarities and Differences

Strategy #1
Analogies
Strategy #2
Metaphors
Strategy #3
Venn Diagram
Strategy #4
Comparison Matrix
Strategy #5
T-Chart

Strategy #1
Title: Analogies
Time: 10-15 Minutes
Room Arrangements: No set up required.
Materials: Graphic Organizer for Analogies
Process:
1. Choose a topic for students to compare during the lesson.
2. Pass out the graphic organizer to students and explain what an analogy
is to the class.
3. Practice filling in the first box as a whole class. This will give students a
model for the rest of the worksheet.
4. Allow students time to fill out the remaining analogies.
5. Discuss the results as a large group and identify if there was only one
correct answer or multiple correct answers?
Example: This strategy could be used in an English Language Arts lesson.
For example students may use this graphic organizer to help dissect and break
down the meaning of various vocabulary words.
Citation:
Buehl, D. (1990). Classroom strategies for interactive learning 2nd edition. Newark, DE:
International Reading Association.
Mcb12915.(2010). Analogy graphic organize, Retrieved May 03, 2014, from:
http://www.landmark.edu/library/citation-guides/landmark-college-citationguides/apa-citation-style-guide/#Images

Strategy #2
Title: Metaphors
Time: 20-25 Minutes
Room Arrangements: No set up required.
Materials: Graphic Organizer for Metaphors
Process:
1. The teacher will explain what a metaphor is to the class.
2. The teacher will tell the class what metaphors they will be working with in that days
lesson. These metaphors will be labeled on the graphic organizer.
3. Once topics have been identified, students will independently create a literal
meaning for both metaphors.
4. After these connections have been identified, students will search for other
connections/patterns to compare to topics that are more familiar and
understandable to them.
5. After students have independently worked on their own graphic organizer, the
teacher will put students in small groups to discuss metaphors. This will give
students the opportunity to extend, challenge, and defend their thinking.
Example: This strategy could be used in an English Language Arts lesson. For example
the class could be working on a poetry unit and the teacher may a pull a line from a poem and
use this instructional strategy to have students compare and contrast the poem and its various
meaning.
Citation:
Chiappe, D. L., & Kennedy, J. M. (2000). Are metaphors elliptical similes? Journal of Psycholinguistic Research,
29(4), 371-98. Retrieved from:
http://search.proquest.com/docview/231976385/abstract/A9CEB78DA1A84763PQ/1?accountid=13998
Levin, T., & Wagner, T. (2006). In their own words: Understanding student conceptions of writing through their
spontaneous metaphors in the science classroom. Instructional Science, 34(3), 227-278. Retrieved
from: http://search.proquest.com/docview/740288457/abstract/652EBED24D1A4A2DPQ/1?accountid=1
3998
Image Retrieved: May 03, 2014, from: http://www.docstoc.com/docs/12764853/Element-Literal-Pattern-AbstractRelationship-Element-Literal

Strategy #3
Title: Venn Diagram
Time: 20-25 Minutes
Room Arrangements: Individual Desks or Small Groups
Materials: Venn Diagram Graphic Organizer (Individual/Small Group) or
White Board with Venn Diagram drawn on it (Whole Group)
Process:
1. Explain to students what topic they will be comparing that day.
2. Hand out the Venn Diagram worksheet (Individual/Small Group
Instruction) or draw a Venn Diagram on the white board (Whole Group
Instruction) and explain how to use the diagram.
3. Give students time to compare and contrast the two identified topics
(Individually/Small Groups).
4. Allow individuals or groups to share results to the whole class.
5. The teacher will fill out a Venn Diagram on the whiteboard with the
student responses as a whole group and discuss responses.
Example: This strategy could be used in an English Language Arts lesson.
For example the teacher might ask students to compare and contrast different
characters from a book the class is reading together. This could mean comparing
the characters Ralph and Piggy from William Goldings book Lord of the Flies.
Citation:
Encyclopedia Britannica (2014). John venn. Retrieved
from http://www.britannica.com/EBchecked/topic/625445/John-Venn
Image Retrieved: May 03, 2014, from: http://www.mathaids.com/Venn_Diagram/

Strategy #4
Title: Comparison Matrix
Time: 10-15 Minutes
Room Arrangements: No set up required.
Materials: Comparison Matrix Graphic Organizer
Process:
1. Explain to students what topic they will be comparing that day or allow
students to choose their topics.
2. Hand out the Comparison Matrix worksheet and give students time
individually to identify what they know about the topics.
3. Next, students will decide if each item is comparable or not. If the item
is comparable they will mark an X under that topic.
4. Allow students time to analyze their graphic organizer and share their
results with the class.
Example: This strategy could be used in a Science lesson. For example
students could use this graphic organizer to compare and contrast the
different states of matter (solid, liquid, and gas) and their various
characteristics.
Citation:
Hall, T. & Strangman, N. (2013, October 22).Retrieved May 3, 2014, from
http://aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organi
zers#.U2VDw_IdXma

Strategy #5
Title: T-Chart
Time: 10-15 Minutes
Room Arrangements: No set up required.
Materials: Chart Paper or Whiteboard/Markers
Process:
1. The teacher will identify two topics to compare/contrast.
2. Students will create a T-Chart on paper or the teacher will create a TChart on the whiteboard. The two topics of discussion will be identified
at the top of the chart.
3. Students will take several minutes to record characteristics about each
topic under that topics column.
4. Individually, in small groups, or as a whole group the teacher will have
students identify characteristics that are similar and different.
5. As a large group, these similarities and differences will be discussed.
Example: This strategy could be used in a Science lesson. For example a
teacher could have students generate a T-chart on living and non-living
organisms. After graphs have been created, students can discuss their findings in
small groups or as a large group.
Citation:
Johnson, D., Johnson., R., & Johnson-Holubec, E. (1993). Active learning:
Cooperation in the college classroom. Edina, MN: Interaction Book
Company.

Topic #1:

Topic #2: