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K–12 teaching and learning · from the UNC School of Education

Comparing/contrasting characters: A Taste of Blackberries

This lesson is designed to use with Chapter 1 of the novel A Taste of Blackberries. Students will use a Venn Diagram to compare and contrast the two main characters and then relate the material to their own lives.

A lesson plan for grades 3–5 English Language Arts

By Denise Caudle

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Learning outcomes

The students will show knowledge of the text read in class and show understanding of how to use a Venn Diagram.

Teacher planning

Time required for lesson

1 hour

Materials/resources

  • A Taste of Blueberries - preferably one for each child
  • bulletin board paper for class diagram
  • markers, crayons or colored pencils
  • construction paper

Technology resources

You may want to use an overhead projector or some other projection device to record characteristics of the characters as you read.

Pre-activities

Students will need to have had previous lessons concerning figurative language. They will also need at least a brief introduction to Venn Diagrams.

Activities

  1. Since this is the first activity with this novel, start with some predicting and have students relate their prior knowledge to the topic. Some questions you may want to use: “Who has ever picked or eaten blackberries?” “What was that like?”
  2. Set up a class Venn Diagram. Model how to use the Venn Diagram by having students compare 2 celebrities. Have them place similarities in the intersection of the Venn Diagram and differences in the outer parts of the circle.
  3. Read Chapter One as a class. Tell the students to look for ways Jamie and the narrator are alike and different as they read. Have students use sticky notes coded A (alike) and D (different) to mark passages where they find information for their Venn Diagrams.
  4. As you read Chapter One as a class, you can also have students use sticky notes to point out any figurative language (F) as you are reading. (The first three chapters are very rich in similes and metaphors.)
  5. After reading the chapter, discuss material and have students give ideas of how the two characters are alike and different and fill in the class diagram. Be sure to question the students as to where the information should be placed on the diagram.
  6. Now students will make their own Venn Diagram comparing and contrasting themselves with their best friend.

Assessment

  1. While you are working on the class diagram, observe and listen closely to students’ answers and assess how well they are understanding the concept.
  2. After students have completed their diagrams, allow a few students to share and take them up to assess their understanding.
  3. After reading both Chapters One and Two, give a comprehension test to see how well the students are understanding the material.

Supplemental information

Comments

You may wish to continue filling in the class Venn Diagram while reading the next two chapters as well. There are many clear characteristics of the two characters in chapters Two and Three as well.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 3

  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.02: Interact with the text before, during, and after reading, listening, or viewing by:
      • setting a purpose.
      • previewing the text.
      • making predictions.
      • asking questions.
      • locating information for specific purposes.
      • making connections.
      • using story structure and text organization to comprehend.
    • Objective 2.05: Draw conclusions, make generalizations, and gather support by referencing the text.

Grade 4

  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.02: Interact with the text before, during, and after reading, listening, and viewing by:
      • setting a purpose using prior knowledge and text information.
      • making predictions.
      • formulating questions.
      • locating relevant information.
      • making connections with previous experiences, information, and ideas.
    • Objective 2.05: Make inferences, draw conclusions, make generalizations, and support by referencing the text.

Grade 5

  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.02: Interact with the text before, during, and after reading, listening, and viewing by:
      • making predictions.
      • formulating questions.
      • supporting answers from textual information, previous experience, and/or other sources.
      • drawing on personal, literary, and cultural understandings.
      • seeking additional information.
      • making connections with previous experiences, information, and ideas.
    • Objective 2.05: Evaluate inferences, conclusions, and generalizations and provide evidence by referencing the text(s).
  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.03: Justify evaluation of characters and events from different selections by citing supporting evidence in the text(s).

  • Common Core State Standards

    • English Language Arts (2010)

      • Language

        • Grade 3
          • 3.L.5 Demonstrate understanding of figurative language, word relationships and nuances in word meanings. 3.L.5.1 Distinguish the literal and nonliteral meanings of words and phrases in context (e.g., take steps). 3.L.5.2 Identify real-life connections between...
        • Grade 4
          • 4.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 4.L.5.1 Explain the meaning of simple similes and metaphors (e.g., as pretty as a picture) in context. 4.L.5.2 Recognize and explain the meaning of common...
        • Grade 5
          • 5.L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 5.L.5.1 Interpret figurative language, including similes and metaphors, in context. 5.L.5.2 Recognize and explain the meaning of common idioms, adages,...

      • Reading: Literature

        • Grade 3
          • 3.RL.3 Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.
          • 3.RL.9 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).
        • Grade 4
          • 4.RL.3 Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
        • Grade 5
          • 5.RL.3 Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).