| To gain an understanding of a text, students need | | | | different from your best friend? How is the main |
| to connect it with what they already know. One | | | | character's home (or bedroom) like yours? How is |
| powerful way to do this is through comparisons. | | | | the main character's home (or bedroom) different |
| Compare the text to another text | | | | from yours? How would you have reacted |
| Students compare the key elements of the text | | | | when..........? What would you have done when..........? |
| the class is exploring to another text. Comparing | | | | What would your parents have said about.......? |
| "Harry Potter and the Philosopher's Stone" with " | | | | Compare the text to the world |
| The Lion, The Witch and The Wardrobe" would | | | | Students compare elements of the text with the |
| provide ample opportunity for class discussion and | | | | wider world. This can be done by exploring |
| reflection (characters, setting, main ideas, | | | | aspects of the world that are elements of the |
| stereotypes, language, imagery, mood, and | | | | text. If the setting of a text is a fantasy beach, |
| paragraph and chapter size). | | | | student's research on the environment of real |
| Compare the text to personal experience | | | | beaches would help them make a detailed |
| Students compare the text to their personal | | | | comparison. Similarly, if a text is set in a past era, |
| experiences. What characters reminded you of | | | | student's research on elements of that period of |
| someone you know? How is the main character | | | | time would help them make a detailed comparison |
| like your best friend? How is the main character | | | | with the present. |