Writing a Comparison/Contrast Paper

Goals:

1. The students will create an outline for the comparison/contrast paper.
2. The students will compare and contrast another person or culture and their chosen pirate.
3. The students will revise their classmates' comparison/contrast first drafts.
4. The students will write a comparison/contrast paper based on their brainstormed list from Are People Who You Think? lesson.

Resources:

1. A brainstormed list of pirate characteristics from Are People Who You Think? Lesson
2. The Holt Handbook, 4thEdition, On-line
3. Pens
4. Paper

Time:

This lesson will require 4 to 5 hours of class time.
 

Procedure:

1. Using directinstruction, construct a diagram to demonstrate components of a comparison/contrast paper. This diagram consists of an inverted triangle, one rectangle for each body paragraph and a rightside-up triangle for the conclusion paragraph. The following diagram is of an introductory paragraph for a comparison/contrast paper.

1. Explain the value of a thesis statement in a comparison/contrast paper. The thesis statement contains the paper's main idea. For a comparison/contrast paper, the thesis contains the three ideas expressed in the body paragraphs (oneideaperparagraph). (E.g.-Although ocean animals such as dolphin and sharks have some basic similarities, they also have very different diets, sleepinghabits and predators.)
2. After the introductory paragraph, the second part of the paper contains the body paragraphs. Each body paragraph contains one topic from the thesis statement along with support for that topic. The following diagram is of the body paragraphs for a comparison/contrast paper.

1. Explain the importance of using transitions for each new paragraph. The paper should not just be a group of paragraphs, but should flow from one paragraph to the next paragraph. (E.g. Just as these ocean animals differ in their eating habits, they also differ in sleeping patterns.) Starting with a new topic sentence, the next body paragraph can be started.
2. After the three body paragraphs, the paper is summarized with a conclusion paragraph. This paragraph should be a right-side-up triangle (opposite of introduction). The paragraph should begin with the thesis statement reworded and any major points restated. Then the paragraph should broaden out to become more generalized. However, this generalization should still stay focused on the thesis.

 
1. The students need to pick a pirate from Are People Who You Think? Lesson and a famous person from any point in time for the comparison/contrast paper.

• Use procedure number 6 or 7 (unlessstudentsneedmoreexamples)

1. Give an example of two aquatic animals to compare and contrast from the presentations from Ocean Life.
2. Give examples of pirates and people to compare and contrast in class as a demonstration.
   • Compare and contrast females such as Anne Bonny and Madonna.
   • Compare and contrast the criminal styles of Blackbeard and Al Capone.
   • Compare and contrast personalities of Captain Hook and Ursela from Walt Disney's The Little Mermaid.
3. Allow the class to choose a topic from the above examples to discuss in class.
4. Create a skeleton outline on the blackboard.
5. In a large class setting, discuss ideas for similarities and differences. Choose three ideas for the body paragraphs. Create a thesis and strong topic sentences for each body paragraph. Find a catchy opening statement and restate the thesis for the conclusion paragraph. Fill in the outline with the seide as.
6. Students will choose a topic for their individual papers.
7. Students will be assigned to create an outline for their paper to be evaluated by the teacher with comments on good points, missing topics and possible areas of weakness. The students will turn in the outline on Thursday and the teacher should redistribute the outlines with comments on Friday.
8. Assign three copies of the first draft of the paper due on Monday.
9. On the Monday of the second week, the students create groups of three students to collaborate on there vision process. Direct instruction may be needed to inform the students on how to use a rubric for assessment. Distribute the Comparison/Contrast Assessment Rubric for the students to use in there vision process. Circulate around the room to assist students. Also, the teacher should assess the drafts using the Comparison/Contrast Assessment Rubric.
10. Redistribute the edited papers to original authors and assign three copies of a second draft due on Wednesday.
11. Give class time for students to journal about an interesting fact they learned about their pirate or famous person.
12. On Wednesday of the second week, the students divide into new teams of three and revise the papers using the Comparison/Contrast Assessment Rubric.
13. Redistribute the revisions and rubrics to the original authors and assign one copy of the final paper due on Friday. This final draft is evaluated by the teacher using the Comparison/Contrast Assessment Rubric.

Assessment:

1. The students will hand in an outline of their comparison/contrast paper. (Criteria for success = All five points listed in procedure #9 included in outline.)

   Students will hand in a final paper. (Criteria for success = Using the Comparison/Contrast Assessment Rubric, each student must receive a total score of 22 points to beconsidered successful. These 22 points correspond to scores of 3 on the four point scale and a 2 on the three point and two point scales.)

2. Students will hand in journal entry. (Criteria for success = The students will describe one interesting fact about their pirate and / or famous person.)

Curricular Strands and Major Topics:

1. Language Arts-The writing process of a comparison/contrast paper and the research materials on a pirate and famous person.
2. Social Studies-Study of famous person and pirate.

Possible Extensions:

1. Students can hold small debates on their comparison/contrast paper to conclude which person was a better thief, Al Capone or Blackbeard. Other topics for the debates can be used.
2. Have students learn about the time period when the individuals in the students' comparison/contrast paper lived and how those individuals related to the time period.

   
    
    
    

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