You will learn
- Choose criteria.
- Find similarities.
- Find differences.
- Write a comparison.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Choose criteria.
- Gather evidence from each.
- Compare.
- Draw a conclusion.
Words to know
to show how things are alike
to show how things are different
points used for comparing
a final judgement based on the evidence
1. Discover: Two stories about courage
Original summaries. Story 1, The Night Fisher: Ayo goes out in a storm to rescue a drifting boat. He is brave but afraid, and the storm is a danger. Story 2, The Quiet Answer: Dayo answers a hard question in class though everyone may laugh. She is brave but afraid, and the danger is embarrassment.
Using criteria of theme, setting and conflict: both show courage despite fear (compare). The first is external danger at sea; the second is social fear in a classroom (contrast). The conclusion: courage can look different but needs facing fear.
Think: What criteria did we use?
2. Understand: Stories side by side
Idea 1: Criteria
Choose criteria such as theme, character, setting, conflict and style.
Idea 2: Compare and contrast
Compare likenesses and contrast differences with evidence from both works.
Idea 3: Conclusion
End with a conclusion that says what the comparison shows.
3. Worked examples
Example 1 (I show you): Compare
What is similar?
- Courage.
Answer: both show courage despite fear
Example 2 (We do it together): Contrast
What is different?
- Setting.
Answer: sea storm versus classroom
Example 3 (You try): Conclusion
What is the conclusion?
Show the steps and answer
- Courage differs.
Answer: courage can look different but needs facing fear
Did you know?
Comparing stories from different cultures often reveals shared human values.
Why this matters
Comparison deepens understanding of each text.
4. Explore: Venn it
Compare two works.
- Choose two texts.
- Pick three criteria.
- Fill a Venn diagram.
- Write a conclusion.
Think about it: what did you notice?
You can compare literary works.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Both ___.
- However, ___ but ___.
- The evidence is ___.
- Overall ___.
Guided practice
Question 1. To show likenesses is to ___.
compare
Question 2. To show differences is to ___.
contrast
Question 3. Points used for comparing are ___.
criteria
Independent practice
Level 1: Start
- To show likenesses is to ___.
- To show differences is to ___.
- Points used for comparing are ___.
- A final judgement is a ___.
- Ayo rescued a ___.
Level 2: Grow
- What is Dayo afraid of?
- What danger does Ayo face?
- What do both show?
Level 3: Stretch
- Do both stories show fear?
- Is the setting the same?
- Should evidence come from both?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Compare two stories you know using three criteria.
Show a sample answer
a comparison
Another one. Compare two stories or films with a family member using three criteria.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can choose criteria.
- I can find similarities.
- I can find differences.
- I can write a comparison.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Choose criteria.
- Gather evidence from each.
- Compare.
- Draw a conclusion.
11. Next lesson
Next lesson: Evidence-based literary interpretation. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Define compare and contrast. [2 marks]
- Name three criteria for comparing stories. [3 marks]
- State one similarity between the stories. [1 mark]
- State one difference. [1 mark]
- Explain how to compare two works. [3 marks]
Total: 10 marks.
Marking guide and model answers
- compare shows likenesses [1]; contrast shows differences [1]
- theme [1]; setting [1]; character or conflict [1]
- both show courage despite fear [1]
- one is at sea, one in a classroom [1]
- choose criteria [1]; gather evidence from both and compare [1]; give a conclusion [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- To show likenesses is to ___.
- To show differences is to ___.
- Points used for comparing are ___.
- A final judgement is a ___.
- Ayo rescued a ___.
- What is Dayo afraid of?
- What danger does Ayo face?
- What do both show?
- Do both stories show fear?
- Is the setting the same?
Homework
Compare two stories or films with a family member using three criteria.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. To show likenesses is to ___. | compare | 1 |
| 2. To show differences is to ___. | contrast | 1 |
| 3. Points used for comparing are ___. | criteria | 1 |
| 4. A final judgement is a ___. | conclusion | 1 |
| 5. Ayo rescued a ___. | boat | 1 |
| 6. What is Dayo afraid of? | being laughed at | 1 |
| 7. What danger does Ayo face? | a storm | 1 |
| 8. What do both show? | courage despite fear | 1 |
| 9. Do both stories show fear? | yes | 1 |
| 10. Is the setting the same? | no | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 compare; 2 contrast; 3 criteria; 4 conclusion; 5 boat. Level 2: 1 being laughed at; 2 a storm; 3 courage despite fear. Level 3: 1 yes; 2 no; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Choose criteria | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Find similarities | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Find differences | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Write a comparison | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: choose criteria; find similarities; find differences; write a comparison.
Prerequisite knowledge. Tone and mood.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 6 » Reading: Literature. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RL.6.9 (compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics); Cambridge Primary English Stage 6 (comparing texts). These sources informed the lesson.