Have students bring in an article. They should read and summarize their article prior to this activity. Create student work groups based on the article summaries. Purposeful group assignments are ideal here because they ensure that students do not have the same articles and the teacher can group articles together that are strong examples for compare-and-contrast. Create two summary samples from articles to use in a model of compare-and-contrast.
Distribute text and graphic organizer to all students.
In small groups or individually, students read the text. As they read, they complete the first column with ideas and statements in the text that are notable to them.
You will likely need to model this process to students. Read aloud from a text, highlighting or starring notable lines and making exclamations such as, “Well THAT’S really surprising!” or “I’m not sure I agree with that,” or “That is perfectly said!” Consider providing students with a list of the types of lines in a text that might somehow be notable to a reader. (The book Notice and Note by Beers and Probst might be helpful here.)
As they read, students complete the second column with their own ideas or reactions to the content in the first column.
As they read or after they read, students complete the third column with a synthesized conclusion drawn from the first two columns together.Many students will need additional practice with this element of the activity, since it requires them to be able to synthesize information, to evaluate it, and to draw conclusions. They may need additional focused practice in these component skills, and will also need to observe teacher modeling.
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