Compare Evidence

Overview

In Lesson 7 of 10 in Investigating Text Through Evidence, students compare two previously read sources about the same topic or event. In a group of three, they organize evidence, analyze each source’s perspective, and explain where the sources agree, contradict one another, or leave questions unanswered.

Learning intentions

Students will be able to:

• Compare how two sources present the same topic or event.
• Quote accurately or paraphrase specific details from each source.
• Explain a connection, agreement, or contradiction between the sources.
• Participate respectfully in a collaborative discussion.

Success criteria

• I can cite at least one accurate detail from each source.
• I can explain one connection, agreement, or contradiction.
• I can describe how a source’s perspective affects its presentation.
• I can contribute respectfully by listening, responding, and building on another person’s idea.

Curriculum links

• Reading informational text — quoting accurately and drawing inferences from evidence.
• Reading informational text — analyzing similarities and differences in points of view.
• Reading informational text — integrating information from multiple sources.
• Speaking and listening — participating effectively in collaborative discussions.

Lesson structure (30 minutes)

1. 0–4 min · Reconnect and hook. Teacher displays the opening question in the comparison introduction slides: “Can two sources describe the same event accurately but make it seem different?” Students silently recall the two sources, then each shares one detail they remember and names the source it came from.

2. 4–8 min · Model comparing evidence. Teacher projects the comparison example in the model comparison slide and thinks aloud: “Source A states, ‘,’ while Source B states, ‘.’ Both explain ___, but Source A emphasizes ___.” Students identify the quoted details, the connection or difference, and the words that show the source’s perspective.

3. 8–17 min · Complete the evidence chart. Teacher distributes the two-source evidence comparison chart and assigns each student a role: Source A evidence finder, Source B evidence finder, or connector. Students reread the selected excerpts, color-code evidence from each source, and record at least one accurate quote or paraphrase from both. After four minutes, students rotate roles and add a connection, agreement, contradiction, or unanswered question to the chart. Students may use the group discussion cards when they need a prompt.

4. 17–24 min · Teacher-facilitated discussion. Teacher uses the discussion prompt slides to guide a structured conversation: “What does both sources agree on?” “Where do they differ?” “What might explain the difference?” “Which detail best supports your thinking?” Each student shares one idea and cites a source. Peers respond with a stem such as “I agree because…,” “I would add…,” or “I see it differently because….” Teacher records strong evidence-based responses and prompts students to clarify unsupported claims.

5. 24–28 min · Apply and complicate. Teacher asks students to answer the final question on the two-source evidence comparison chart: “How do the sources together answer or complicate our original question?” Students write a two- or three-sentence response using one detail from each source and a linking word such as similarly, however, or because.

6. 28–30 min · Share and exit check. Teacher displays the closing prompt in the synthesis and exit slides and asks each student to complete: “The sources agree/disagree about ___ because Source A says ‘’ and Source B says ‘.’” Students share aloud or submit their written response. Teacher notes whether each student cited both sources and explained a meaningful relationship.

Resources

• the comparison introduction slides
• the two-source evidence comparison chart
• The two previously read source texts or selected excerpts
• Highlighters or colored pencils in two contrasting colors
• the group discussion cards
• Timer
• Audio versions of the source texts, if available
• Teacher discussion recording space or whiteboard

Assessment

• During chart work, check that each student records an accurate detail from both sources and labels the source clearly.
• During discussion, listen for evidence-based responses, comparison language, accurate quotations, and respectful turn-taking.
• Use the final written or spoken response as an exit check: students must cite one detail from each source and explain an agreement, contradiction, or complication.

Differentiation

• Provide pre-highlighted excerpts, an audio version of each source, enlarged text, and a visual comparison chart for students with dyslexia or reading difficulties.
• Offer sentence starters: “Both sources explain…,” “Source A emphasizes…,” “Unlike Source A, Source B…,” and “This evidence suggests….”
• Keep the teacher-facilitated group small and assign rotating roles so all three students have a clear way to participate. Allow think time before discussion and accept oral responses before written recording.
• For multilingual learners, preview comparison words such as both, similarly, however, unlike, and because with simple examples. Model the difference between a quote and a paraphrase.

Extension

• Identify possible bias, missing evidence, or a reason the two sources might present the topic differently.
• Write one new question that would require a third source to investigate.
• Explain which source seems more useful for answering the original question and support the judgment with evidence.