COMPREHENSION ACTIVITY | CI 475 RESOUCE BOOK

Name: Venn Diagram

Description: A Venn diagram is a graphic organizer that allows students to compare and
contrast two things. There are two circles, which overlap in the middle, and whatever two
things are being compared label the two individual circles. Characteristics that only apply to
only the one thing are listed in its appropriate labeled circle, but characteristics that apply to
both things are listed in the middle where the circles overlap. This is a great tool to visually
show how two things are different and/or related. It can be used to compare characters in a
book, events in history, concepts in math or science, and in a variety of other ways. Venn
diagrams are also versatile because you can assign them as an individual assignment for
homework, and then discuss what students wrote then next day and create a combined class
diagram, or they can be used as an in-class activity and be completed together.

Example:

Illinois Learning Standard and Rational: I chose to use a Venn diagram as my strategy for
reading comprehension because it takes a great amount of understanding to be able to
compare and contrast two different things. A student must have a full understanding of both
things being compared to be able to list traits that are characteristic for just itself, or for both it
and another thing. As stated in R.I.3.9 and R.L.3.9 students should be able to compare and
contrast the important points and details between two texts that concern the same topic,
between stories written by the same author, and between characters in a book. By completing
Venn diagrams students physically list out the similarities and differences between two things
demonstrating their comprehension of the two topics and ability to distinguish similarities and
differences as required by these two state standards.
 COMPREHENSION ACTIVITY | CI 475 RESOUCE BOOK

Application for Students with Disabilities:

General:
- Create Venn diagram on computer or organize alternate way
If a student with disabilities is unable to write you can adapt the Venn diagram by having them
create it on a computer. This way the student can type it or tell someone else what to type. In
addition, some students may be overwhelmed by how much is going on with all the circles. By
creating it on the computer they may feel that it is better organized or presented so they can
understand it and not feel as cluttered or overwhelmed. In addition, if a student feels
overwhelmed by the circles and placing details in the correct spot you could alter how the Venn
diagram is presented and create columns of information instead. This again may be more
aesthetically pleasing or helpful for a child who has an organizational or learning disability
because the information may be more clearly labeled and written. You could create three neat
columns, one for each of the things that are being compared individual traits, then a column for
shared traits.

Specific Activity:
- Voting with your feet to create a Venn diagram
I will read two stories aloud to students that are different versions of the same basic story such
as “The True Story of the Three Little Pigs” by Jon Scieszka and the classic version “The Three
Little Pigs” by Paul Galdone. When I am done reading as a class we will write out summaries of
each. I will then explain how I am going to read statements that may be true for both books, or
only one or the other. I will designate one side of the room as “applies to both” and the other
as “only to one story”. As I read each statement each child will have to walk to the side of the
room that they believe applies for that statement. I will have students justify themselves, and
come up with a group conclusion on where the statement should go on the diagram. I will then
draw a large diagram on the board, and for each statement write it under the correct area.
After we finish students will copy the Venn diagram so they have one for their records.
 Students with disabilities may have trouble with recalling facts from the stories, or may
mix up what happened in which book. To help students I could create a reading guide
that they could fill out as I read. The guide would contain questions that would be
closely related to the details I would ask them later, so that they could look back and
recall what happened with their notes. For example on the guide for each book ask
‘What kind of house did the first pig live in?’, then during our class activity ask students
to choose if ‘The first pig lived in a straw house’ is a similarity or only true for the
original “The Three Little Pigs”. In addition, some students may not be able to easily
move from one side of the room to the other. For these students I could create large
flash cards that say “similarity” or “difference” and while the students walk to the side
of the room they believe is correct, that student could raise their card and participate.
 COMPREHENSION ACTIVITY | CI 475 RESOUCE BOOK

This activity model is intended to be used after students have learned about the states and
regions of the United States.

Objective:
 Students will obtain a full understanding of the similarities and differences between
Illinois and California during a unit on states.
 Students will learn how to successfully create a Venn diagram, and be able to make their
own diagram on any two topics for homework.

Materials:
 Chalk Board/White Board/Smart Board
 Individual Venn diagram hand outs (2 sets)
 Two hula hoops
 List of facts about Illinois and California with similarities and differences
**See the attached handout for fact sheet**
 Giant poster labeled “Illinois” taped to one side of room
 Giant poster labeled “California” taped to the opposite side of the room

- Additional Materials for Students with Disabilities:

 Three large cards labeled “Illinois and California”, “Illinois”, and “California” for each
student who cannot move easily
 Electronic version of hand out for students who cannot write and need things typed

Introduction Activity:
 To introduce what a Venn diagram is, and what it is used for, I would ask three students
to help me and strategically decide which three students. For example: I would want
three girls, one of whom shares a common trait with the other two- one has a pink shirt
and brown hair, one has a blue shirt and blonde hair, and one has pink shirt and blonde
hair. I would then place two hula hoops, spread apart, on the ground in the front of the
room.
 I would tell the class that one of the hoops is only for people with pink shirts, and the
other is only for people who have blonde hair. The student with a blue shirt and blonde
hair would stand in the hoop for blonde hair, and the student with a pink shirt and
brown hair would stand in the hoop for blonde hair. However, the student with blonde
hair and a pink shirt would be stuck since she has both traits.
 I would then ask the class what they think we should do. After sharing ideas, I would tell
them that we could overlap the hula hoops so that part of the hula hoops shares space,
where the student could stand.
 I would then draw on the board a Venn diagram and explain that this is an
organizational tool to compare and contrast two things.
 After students understand what each part of the Venn diagram represents, I would tell
them that we are going to take what we have been learning about states and regions
and apply it to a Venn diagram.
 COMPREHENSION ACTIVITY | CI 475 RESOUCE BOOK

Procedure:
 Tell students that as a class they are going to create a Venn diagram on the board
comparing and contrasting Illinois and California since they have just learned about the
states.
 Have students get up and stand one on side of the room. Explain that they are going to
“vote with their feet” after each statement is read. This means that for each fact that is
read, they will walk to either the side labeled “Illinois”, the side labeled “California”, or
stand in the middle of the room if the fact applies to both.
 For students who cannot readily move due to physical disabilities or
other problems hand out a set of flashcard that have “Illinois”,
“California”, and “Illinois and California” written on them. Instead of
moving from side to side they can raise or point to the appropriate card.
 Read the list of facts, and after students move, ask each side to defend why they chose
that side. As a class agree upon where the fact should be appropriately placed on the
Venn diagram and write it on the board.
 Continue until all facts are read.
 Have students return to their seats and pass out individual Venn diagram worksheets.
Have the students copy the completed Venn diagram from the board to their worksheet
to keep for reference.
 For students who cannot write, have an electronic version of the handout
ready. They can type it instead, or have an aid or classmate write it
instead.

Checking for Understanding:

 Have two other states in mind, and list off a fact. Ask if it should be placed in the middle
or only under one state. Ask for reasoning why.
 Questions??

Closure:
 After there are no questions, tell students that they can pick any two states they want,
and for homework you want them to complete a Venn diagram. Pass out another blank
Venn diagram, and tell students they will go over it tomorrow in class.

ILLINOIS/CALIFORNIA VENN DIAGRAM FACTS FOR CLASS ACTIVITY

Located in the Midwest- Illinois

 COMPREHENSION ACTIVITY | CI 475 RESOUCE BOOK

Located on the West Coast- California

Borders a body of water- Both

Experiences all four seasons- Illinois

Remains warm year round- California

Is part of the continental United States- Both

Contains a lot of mountains- California

Is one of the flattest states- Illinois

Where Chicago is located- Illinois

Where San Francisco is located- California