Similarities+and+Differences

T-chart to compare two ideas or characters || web activity in content areas i.e. nonliving and living things showing dependency upon each other || poetry unit-teach what they are; students practice writing them within their poems; have not taught metaphors as a way to compare thoughts or ideas in other areas || touch on analogies in daily language, discuss relationships and connections -students never had to write their own || Ex: Character analysis and Genre of stories || Category Organizer for Word Sorts Ex: Teacher directed sorts like sort words by the number of syllables || As part of reg. ed. grade 5 poetry unit students compose personal trait poems by comparing physical characteristics to a similar object. Ex: My eyes are large green marbles. || I use analogies when I am reviewing pa ||
 * Grade/Subject || Comparing || Classifying || Metaphors || Analogies ||
 * Stephanie || venn diagrams-compare nonfiction text to historical fiction text
 * Shirley || Venn Diagrams in reading
 * Kdg. || Use balance scale (whole class to model and begin), predict which is heavier with 'flip sticks', take turns weighing objects, recording on chart || Classify 3-D shapes of objects into geometric categories; use animal pictures to classify as diurnal, nocturnal, or corpuscular; use food pictures/seed packets to classify as part of the plant we eat. Classify plants by root systems, leaf shapes, or where it grows. || Have children complete a simple metaphor (select picture from group of pictures) EX: eye is to lamp as ear is to (radio). || Sentence starters: red as a ___; (color word) as a__ _. ||
 * Jill || Comparing the changes that occur between boys and girls during puberty - Changes that happen to 1) Girls 2) Boys 3) Both || Classifying sports into categories based on the tactics or the ideas implemented into the game. For example "Striking Games" such as baseball, softball, golf etc. "Invasion Games" such as soccer, field hockey, football etc. ||

__perimeter__-a fence __octagon__-stop sign __area__-tiling a bathroom floor || Math: Use the graphic organizer to create analogies and justify the relationship of math skills used in careers. ||
 * Metaphors - Teaching students about the human body cell and having them compare it to a city. Ex "City Limits" cell membrane, "Electric Company" mitochondria || Analogies - Cell to Tissue to Organ to Organ System to Organism IS LIKE Field Hockey Player to Center Back (Position) to Defense to Field Hockey Team to Athletic Program ||
 * Cory || Compare the characters in two different stories (Odd Velvet & Bootsie Barker, for example). How are they alike/different; how did the other children react to/treat both characters; common changes in the characters... Possibly use cooperative learning groups for this?? || Organize feelings as comfortable and uncomfortable (PATHS); students draw feeling faces on pre-made cards which are yellow (comfortable) and blue ( uncomfortable) || Still thinking on this one... || Extension of feelings identification unit activity; Happy is to smile, as sad is to frown... Could also incorporate into Olweus bullying program. ||
 * Jen || I've used this strategy during K small group non-fiction reading lessons when comparing spiders with animals that are not spiders, comparing farm animals and zoo animals, mammals and insects, etc. || I've used this for strategy for math when sorting attribute blocks (size, color, shape) with pre-K and Kindergarten level students. || I haven't used this strategy often but think it could be used successfully for inclusion science lessons by comparing plants to our bodies and how we grow. || I haven't used this strategy often but think it could be used in a meaningful way to introduce concepts such as opposites. ||
 * Sandy || Math: Use a Venn diagram to indicate when it is best to use fractions vs. percents (or either) to solve a problem. || Math: Use a matrix to classify money from different countries. || Math: Identify items that represent mathematical concepts. Examples: __volume__-a can of Spaghetti-Os,


 * __Complete the Chart Activity - Implications for Practice__**
 * Kindergarten - Santa Claus in different countries and compared & contrasted different characteristics
 * Word sort
 * Living and Nonliving Things
 * Word wall - sorting by short vowels and/or long vowels
 * The Chart is very adaptable for differentiation
 * Parts of speech & syllables
 * Polygons, quadrilaterals, etc.

__**How They Relate Activity - Implications for Practice**__
 * Analogies
 * "We're going on a trip..."
 * Ex. Create a rule, plural and singular for example, students have to try to guess the rule and try to offer an answer to see if they know the rule. So, on this trip, we can take desks but not the chair, earrings but not a necklace, etc.
 * "What's my rule?"
 * Call up students and then ask the students what the rule is. The rule could be physical characteristics or commonalities, etc.

__**Discussion from the Chapter:**__
 * An analogy could be an exit slip
 * Discussion and inquiry are a beneficial by-product
 * Promotes higher level thinking
 * "I Spy"
 * Incorporating what's my rule and Venn diagrams with kinesthetics: create a physical Venn diagram on the floor. Have a student take objects and place them in the Venn diagram. Then have other students try to take objects and place them correctly in the Venn diagram according to the student's rule. The student who developed the rule tells the other students whether their objects fit or don't fit.