Textual Comparison Foundations

Lesson Overview

Year Group: 6–8 (KS2/KS3)
Subject: English (ELA)
Unit: Textual Comparison Skills - Lesson 1 of 4
Curriculum Alignment:
Aligned with the UK National Curriculum for English under "Reading - comprehension" (Key Stages 2 and 3):

• Listen to, discuss, and compare a wide range of fiction, poetry, plays, non-fiction, and reference texts.
• Identify themes, compare perspectives, and analyse how meaning is conveyed across texts.

Lesson Duration: 60 minutes
Class Size: 7 students

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Lesson Objectives

By the end of this lesson, students will:

1. Understand the purpose of comparing texts and how it enhances comprehension and analysis.
2. Define and use key comparison terms: similarity, contrast, perspective, and tone.
3. Practise identifying basic similarities and differences between two short texts.

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Resources Needed

• Whiteboard or interactive whiteboard
• Printed hand-outs with two short texts (fiction and non-fiction excerpts, see “Materials”)
• Key terms flashcards (or printed word cards for group activity)
• Highlighters (two colours per student)
• Sticky notes in two colours per student

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Preparation

• Print two short excerpts: one from a fictional story (e.g., an adventure or mystery) and one from a non-fiction article (e.g., about adventure travel). Ensure both texts explore a similar theme to make comparison easier, e.g., “Overcoming Challenges”.
• Prepare flashcards or word-cards with key phrases (similarity, contrast, tone, perspective, message, structure).

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Lesson Structure

1. Starter Activity (10 minutes)

Objective: Activate prior knowledge and introduce textual comparison purposefully.

Activity: "Same or Different?"

1. Display two simple images on the whiteboard (e.g., a dog and a wolf).
2. Ask, “What’s the same? What’s different?” Write their responses in two columns: Similarities / Differences.
3. Explain how the technique of identifying similarities and differences applies to comparing texts.
4. Transition by asking, “Can stories or articles about the same topic feel different? Let’s explore this idea today.”

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2. Direct Instruction (15 minutes)

Objective: Teach students the key concepts and terminology of textual comparison.

1. Key Terms: Introduce these terms on the whiteboard one by one, with examples:
   • Similarity & Contrast: Ways texts are alike or different. Example: Both texts may discuss a hero, but one text might celebrate bravery, while another focuses on fear.
   • Perspective: The point of view or opinion shown by the writer. Example: Imagine one text is written by a teenager and another by a parent on the same event.
   • Tone: The mood or feeling (serious, humorous, hopeful). Example: “A storm” described as “a thrilling adventure” or a “looming danger”.
2. Purpose of Comparison: Explain the “why” of textual comparison, using student-friendly examples:
   • It helps us think critically about authors’ choices.
   • It helps us understand how writers explore the same topic in different ways.

Write these questions for students to keep in mind when comparing texts:

• What is the theme of both texts?
• Are the writers’ perspectives the same?
• What tone does each writer use?

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3. Guided Practice (15 minutes)

Objective: Scaffold analytical skills by guiding students to find similarities and differences in two texts.

Activity: Comparing Two Short Texts

1. Distribute the hand-outs with Text A (fiction) and Text B (non-fiction).
   • Text A: An excerpt about a boy climbing a mountain to rescue a friend.
   • Text B: A magazine excerpt about a mountaineer reflecting on a dangerous climb.
2. Ask students to read both texts independently (5 minutes).
3. As a group, guide them through an example comparison: “Look at how the experience of climbing is described—What’s similar? What’s different?”
4. Ask them to use one colour highlighter for thematic connections (e.g., the idea of bravery) and another colour for differences (e.g., the author’s perspective).

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4. Independent Group Work (15 minutes)

Objective: Encourage collaboration and deeper engagement by working in pairs or small groups.

Activity: Sticky Notes Comparison

1. Group the students into pairs or trios. Provide each group with sticky notes in two colours:
   • Colour 1 for similarities.
   • Colour 2 for differences.
2. Ask groups to jot down quick ideas on sticky notes, and then categorise them under two headings on a shared board or sheet:
   • Similarities between Text A and Text B.
   • Contrasts between Text A and Text B.

Example Prompts:

• Is the tone more serious in one text?
• Do both texts include personal experiences?
• How is the challenge of “climbing” described differently?

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5. Plenary (5 minutes)

Objective: Consolidate students’ understanding and preview the next lesson.

Activity: Reflect and Predict

1. Invite students to quickly share one similarity or difference they noticed.
2. Ask, “Why do you think different writers can look at the same idea differently?”
3. Preview next lesson: “Next time, we’ll go deeper into how authors use specific techniques like structure and language choices to shape their message.”

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Differentiation

• For Advanced Students: Encourage more nuanced connections, such as how structure or vocabulary choices impact each text’s tone and perspective.
• For Students Needing Support: Use sentence starters (e.g., “One similarity is…”) and visual aids like Venn diagrams to organise ideas.

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Assessment Opportunities

• Formative Assessment: Observe students’ contributions during pair work (sticky note activity).
• Exit Ticket: Ask students to write down one similarity and one difference they noticed between the two texts before leaving class.

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Homework/Extension

Ask students to find two short texts (fiction or non-fiction) at home that discuss a similar theme (e.g., friendship, adventure). They should prepare one similarity and one difference to share during the next lesson.

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Notes for Teacher

• Ensure the selected texts are age-appropriate, relevant, and not too lengthy to keep students engaged.
• Emphasise collaboration—small group discussions help students articulate their thinking and support one another.

By introducing these concepts gently but purposefully, students will begin building transferable skills that align with later comparisons in poetry, literature, and beyond!