1.

Venn Diagram
Basics

Time needed: 10-20 minutes

Grade appropriate level: K-3
Materials: Venn Diagram sheets (could be hand-made by students as well), large
Venn Diagram for whole class visibility, colored pencils or other writing utensils
Classroom Arrangement: No specific set-up necessary but students can work at
small table groups or individual desks as long as they have adequate desk/table
space.

Process Directions

The teacher will introduce two topics that may easily be compared or
contrasted by students such as historical Native American lifestyle
and todays lifestyle.
The teacher will then either hand out the Venn Diagram or will direct
a student who has been following directions to do so. If need be, the
diagrams may also be created by the students. The diagrams should
be based on the number of items being compared. (i.e. two topics= two
circles, three topics= three circles, etc.)
The teacher should have students working individually or in small
groups and have the desks moved accordingly.
Throughout the lesson the students will be instructed to fill in the
circles of the diagram with differences in the larger sections of the
circles and similarities residing in between. The diagram should be
completed by the end of the lesson. (See example of diagram on the
back of this sheet)
The teacher will allow students to use this for a study guide or aide in
future learning.

When/Example

Use when comparing and contrasting multiple topics or items.

An example used above had to deal with lifestyle differences between
life now and Native Americans historical life. This strategy could also
be used with almost every other content area subject that could be
compared or contrasted.

SourceVenn, J. (1880). On the diagrammatic and mechanical representation of

propositions and reasonings. Philosophical Magazine and Journal of
Science. 10(59). Retrieved from googlebooks

More time 2 Teach (2013) Freebie venn diagram w/ lines. Retrieved from
http://www.teacherspayteachers.com/Product/FREEBIE-Venn-Diagram-wlines908461

2. Double Bubble
Basics

Time needed: 10-20 minutes

Grade appropriate level: 1-3
Materials: Double Bubble worksheets (could be created by the students if need
be), colored pencils (Red, Blue, and Purple), pencils, large Double Bubble example on
the board for classroom to see.
Classroom Arrangement: No specific set-up necessary, but students can work at
small table groups or individual desks as long as they have desk space. If this is
group work, the room needs to be grouped accordingly.

Process Directions

The teacher will introduce two topics that can be easily compared
such as two texts on the same material.
The teacher will either hand out premade Double Bubble worksheets
or will have the students create them using the colored pencil colors
given in the materials section. One side of the bubbles is blue, one is
red, and there should be three bubbles in the middle in purple. The
blue and red bubbles should be linked to the purple bubbles.
The teacher should have the students arranged in the classroom
arrangement found in the materials section.
The teacher will instruct the students throughout the lesson to fill in
the blue side with one topic point and the red with the other topic
point. By the end of the lesson the students should be able to find the
similarities to write in the center purple circles.
This may be used for additional academic use such as studying or as
learning aide for essays/presentations.

When/Example

This strategy is used for students to identify similarities and

differences of two items or content material. Such as when looking at
two texts on the same subject. This would be a strategy to complete
the second grade standard on that subject.
These could also be used once completed as mentioned above in
studying or as a learning aide.

SourceHyerle, D. (1996). Thinking maps: Seeing is understanding. Educational

Leadership, 53(4), 85-89.

KBAT dalam PdP. (n.d.). Template i-think. Retrieved from

http://ipik.edu.my/KBAT_WEBv2/template_ithink.html

3. Metaphors
Basics

Time needed: 10-15 minutes

Grade appropriate level: K-3
Materials: Paper and writing utensils
Classroom Arrangement: No specific set-up necessary, but students can work at
small table groups or individual desks.

Process Directions

When/Example

The teacher will have the students begin this classification exercise
by having the students identify the most crucial features of
information that needs further explanation.
The teacher will have the students take the crucial information and
begin to interchange the specific words for general words.
Once the words have been interchanged, the teacher will have the
students define a pattern that can be found within this information.
The students will then be instructed by the teacher to identify
another previously known item or situation with the same pattern.
The teacher would then use this metaphor for the future explanation
since this new concept will make more sense to them now.
Can be used when dealing with difficult vocabulary or concepts that
often emerge in subjects such as science.
This could even be used to clear up a concept such as the U.S. being a
salad or a melting pot.
Used when clarification and a relationship base are needed for
understanding the content concept.
Classification strategy

Source-

Adapted from the ideas of:

Ernest, C.H. & A. Paivio. (1971). Imagery and verbal associative latencies as a

function of imagery ability. Canadian Journal of Psychology, 25/1: 83-90.

4. Idea Face Off

Basics

Time needed: 10-15 minutes

Grade appropriate level: 2-3
Materials: No materials necessary; paper and writing utensils may be used if
students want to keep track of their thoughts
Classroom Arrangement: Small groups of 4-5 students to form face off teams.
Can be arranged at desks, tables, or carpets depending on room space.

Process Directions

The teacher will begin this strategy by splitting up the class into
groups of 4-5 students. Room arrangement should be moved
accordingly.
The teacher will choose two topics and announce them to the teams;
the teacher will begin with similarities as the topic, switching to
differences later in the lesson.
The teacher will point to the first team giving about 15 seconds and
ask for a similarity.
The teacher then will point to the next team. The round ends and a
point is given to the previous team once a team has failed to give an
answer within the 15 seconds. The teacher can determine, based on
the information and time, how many points to play to.

When/Example

Used when similarities or differences need to be identified in course

content.
An example of this could be shown in a science idea face off with the
life cycle of fish versus frogs.
See lesson section for additional example

SourceBright Hub, Inc. (2012). Compare and contrast interactive activities. Retrieved
from http://www.brighthubeducation.com/middle-school-englishlessons/99251-compare-and-contrast-interactive-activities/.

5. Word Sorts

Basics
Time needed: 5-20 minutes
Grade appropriate level: K-3
Materials: Paper word slips with related words, writing utensils, pocket charts for
whole group, and paper/ notebooks for future use of recall.
Classroom Arrangement: No specific set-up necessary, but students can work at
small table groups or individual desks for group work, whole group work, or
individual work.

Process Directions

The teacher will introduce the two syllables that are being compared
within the word sort.
If this is a whole group exercise the teacher will move to the next
bullet point; if it is individual or group work the teacher should first
have the students show a level of understanding through a mini word
sort before proceeding to the next bullet point.
The teacher will hand out paper slips with words containing the
syllables on them to the students or will have them in hand or on the
board to be placed in the pocket chart if it is a whole group activity.
The teacher will then instruct the students to sort the words into two
columns depending on the syllables that have been identified.
Once the words have been compared and checked by the teacher, the
students should write down the columns in their notebooks for future
reference. This activity can be used in multiple ways, syllables are just
an example.

When/Example

Can be used for syllables, vowel sounds, word families, etc.

Language Arts strategy.
Use when practicing speed and accuracy for recognition and decoding
based on the similarities within the words.

SourceTaba, H. (1967). Teachers' handbook for elementary social studies. Reading,

MA: Addison-Wesley Publishing Co., Inc. Retrieved from
http://books.google.com/books/about/A_Teacher_s_handbook_to_elementa
ry_socia.html?id=TKUOAQAAMAAJ