Teacher modeling
Keep the modeling short and sweet, and remember that you are not modeling what the similarities and differences are, but the PROCESS of thinking that led you to just one or two of those ideas. Keep the model brief. Leave obvious and important similarities and differences for students to uncover.

In preparation for this model, it may be helpful to look back to the notes from watching and analyzing the “Superman and me” video on PD days 6 and 9.

One way to prepare for the teacher model is work backwards. Look at one idea you put down as a similarity or difference, and then ask, “what did I do to arrive at these ideas? What parts of the text did I use? What connections did I make? What questions did I ask myself (even if implicitly!) that led me to this idea?” Making this inferential reasoning explicit for yourself, and then think about one small slice you’d like to model for the students.

Inviting students to model for one another
You may want to use the reciprocal modeling approach, where you model one part of the text and invite students model another. This can be followed by a metacognitive conversation about what the student modeled.