Comparing & Contrasting Coralines

Subject Area(s):

• K-12: Language Arts

Grade Level(s):

• 3rd-4th Grade

Description:

To give students experience comparing and contrasting, they will compare and contrast the book and movie versions of Neil Gaiman's "Coraline."

Goals & Objectives:

Instructional Goals:

Introduce students to analysis using the tool “compare/contrast.”

Students will use their analysis to evaluate a creative work.

Students will participate in class discussion. 

Learning Objectives: 

Students will use Venn Diagrams and T-charts to compare and contrast the two versions of “Coraline” with 100% accuracy.

Each student will contribute at least once to the class discussion.S

tudents will integrate compare/contrast vocabulary from the class discussion into their nominations.

Students will discuss at least two differences and two similarities between the two versions in their evaluative nomination.

Students’ analysis will support their stated preference for one version over the other. 

Motivational Goals:

Promote the value of reading.

Generate an interest in reading.S

tudents will feel confident in their comparing/contrasting skills.

Students will be less intimidated when asked to “analyze”.

Materials:

See attached Lesson Plan in "Supporting Files."

Procedures:

See attached Lesson Plan in "Supporting Files."

Assessment:

See attached Lesson Plan in "Supporting Files."

Supporting Files:

• Beers__A2__plan_2.doc
  

Standards:

AASL Standards for the 21st Century Learner

Learners use skills, resources, & tools to:

1. Inquire, think critically, and gain knowledge.

1.3 Responsibilities

• 1.3.4 Contribute to the exchange of ideas within the learning community.

2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.

2.1 Skills

• 2.1.1 Continue an inquiry-based research process by applying critical-thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
• 2.1.2 Organize knowledge so that it is useful.
• 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

2.2 Dispositions in Action

• 2.2.4 Demonstrate personal productivity by completing products to express learning.

3. Share knowledge and participate ethically and productively as members of our democratic society.

3.1 Skills

• 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning.
• 3.1.3 Use writing and speaking skills to communicate new understandings effectively.
• 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.

3.2 Dispositions in Action

• 3.2.2 Show social responsibility by participating actively with others in learning situations and by contributing questions and ideas during group discussions.

4. Pursue personal and aesthetic growth.

4.1 Skills

• 4.1.8 Use creative and artistic formats to express personal learning.

4.3 Responsibilities

• 4.3.1 Participate in the social exchange of ideas, both electronically and in person.