What are we going to do?

1. Learning Objective We will compare and contrast the overall structure in two or more texts. What are we going to do? CFU Clue Words compare – like, likewise, also, too, both, same, similar contrast – unlike, different from, but, whereas Activate Prior Knowledge To compare means to tell how two or more things are similar. To contrast means to tell how two or more things are different. What is similar and what is different about these two pictures? Students, you already know how to tell what is similar and what is different about two things. This is called comparing and contrasting. Now, we will compare and contrast the overall structure in two or more texts. Make Connection

2. Concept Development 1 Text structure is how an authororganizes the information. • There are different types of text structure. • Clue words can help signal the type of text structure. Clue Words CFU Which sentence below is an example of chronological text structure? How do you know? A The San Francisco-Oakland Bay Bridge was completed on November 12, 1936. B The Golden Gate and San Francisco-Oakland Bay Bridge are both suspension bridges. Why is ___ not a chronological text structure? What words in passage #2 help signal the type of text structure? Explain. Chronological – time words (3:00 p.m.), days, years, months, words that talk about age (12 years old) Comparison: same – like, likewise, also, too, both, same, similar different – unlike, different from, but, whereas #1 #2 Compare and Contrast Overall Text Structure #1 vs #2 Golden Gate Bridge Bay Bridge

3. Concept Development 2 Text structure is how an authororganizes the information. • There are different types of text structure. • Clue words can help signal the type of text structure. Clue Words CFU What is similar between a cause and effect and problem and solutiontext structure? What is different between the two text structures? What words in passage #1 help signal the type of text structure? Explain. In your own words what is text structure? “Text structure is ______.” Cause/effect – because, since, as a result, unless, for this reason, so, this, led to, thus, therefore, consequently Problem/Solution –problem, solution, challenge, threat, difficultly, effects, results, solve, fix, answer, in fact, for example #1 #2 Compare and Contrast Overall Text Structure 1 reason why something happens 2 what happens Vocabulary #1 vs #2

4. Skill Development/Guided Practice Text structure is how an authororganizes the information. How did I/you determine the type of text structure? How did I/you compare and contrast the overall text structures? CFU Compare and contrast the overall structure of two or more texts. Read each text. Determine3 the type of text structure. Hint: Refer to table and underline clue words, if any. Compare and contrast the overall text structures. (write) Hint: Tell what is similar and different between the text structures. 1 2 a 1a 2 #1 #2 Comparison Chronological 3 figure out 4 government ends the law 5 products brought from one country into another to be sold Vocabulary The text structures are different. The first text is comparing the similarities and differences between the Sugar and Stamp Acts. The second text tells the time order of when the taxes were forced on the colonists.

5. Skill Development/Guided Practice (continued) Text structure is how an authororganizes the information. How did I/you determine the type of text structure? How did I/you compare and contrast the overall text structures? CFU Compare and contrast the overall structure of two or more texts. Read each text. Determine the type of text structure. Hint: Refer to table and underline clue words, if any. Compare and contrast the overall text structures. (write) Hint: Tell what is similar and different between the text structures. 1 2 a 1a 2 #1 #2 Cause and Effect Problem and Solution 6 believing something can happen Vocabulary The text structures are different. The first text is cause and effect. The text is telling what happened to give the colonists confidence and support. The second text describes the problems in fighting the British and how they were solved.

6. Skill Development/Guided Practice (continued) Text structure is how an authororganizes the information. How did I/you determine the type of text structure? How did I/you compare and contrast the overall text structures? CFU Compare and contrast the overall structure of two or more texts. Read each text. Determine the type of text structure. Hint: Refer to table and underline clue words, if any. Compare and contrast the overall text structures. (write) Hint: Tell what is similar and different between the text structures. 1 2 a 1a 2 #2 #1 Cause and Effect Cause and Effect 7 fight against someone in charge Vocabulary The text structures are the same. Both texts use a cause-and-effect text structure. The texts are explaining why the colonists protested against the British and what happened when they did.

7. Relevance Text structure is how an authororganizes the information. • There are different types of text structure: Chronological, Comparison, Cause/Effect, and Problem/Solution. Comparing and contrasting overall structure in two or more texts will help you understand information better. 1 Sample Test Questions: What information in the two texts above support that both texts have a cause-and-effect text structure? Use textual evidence to support your answer. Comparing and contrasting overall structure in two or more texts will help you do well on tests. 2 Does anyone else have another reason why it is relevant to compare and contrast overall structure in two or more texts? (Pair-Share) Why is it relevant to compare and contrast overall structure in two or more texts? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? CFU

8. Text structure is how an authororganizes the information. Compare and contrast the overall structure of two or more texts. Read each text. Determine the type of text structure. Hint: Refer to table and underline clue words, if any. Compare and contrast the overall text structures. (write) Hint: Tell what is similar and different between the text structures. 1 Skill Closure a 2 Word Bank NASA satellite image of a hurricane #2 Deadly Hurricanes 1. Katrina and Sandy were both damaging hurricanes. 2. Both hurricanes had flooding and shut down major cities. 3. However, Sandy shut New York down for a much shorter time than Katrina. 4. Katrina was a Category 3 hurricane when it hit land, whereas Sandy only reached a Category 1. 5. Unlike Sandy, Hurricane Katrina was far deadlier, killing around1,800 people. 56 words Text structure: #1 Hurricanes 1. A hurricane can cause major damage that affects thousands of people. 2. A hurricane is a large storm that brings strong winds and heavy rain to land. 3. The strong winds can cause major destruction by uprooting trees, throwing cars, and demolishing buildings. 4. Because of the heavy rain, massive flooding can occur during a hurricane. 53 words Text structure: Comparison Cause and Effect The text structures are different. The first text compares what is the same and different between hurricane Katrina and Sandy. The second passage describes what damage a hurricane causes.

9. Text structure is how an authororganizes the information. Access Common Core Mrs. Johnson says the two texts below are organized using a comparison text structure. Use textual evidence to support that each text uses a comparison text structure. Word Bank Word Bank Apes and Monkeys 1. Apes and monkeys both belong to the primate family and are mammals. 2. However, there are some differences between these two types of animals. 3. Monkeys have a tail, and they can’t swing from branches. 4. Apes do not have tails, but they can swing in the trees. 5. Similar to monkeys, apes eat plants, fruits, and insects. 54 words The Cat Family 1. Lions and tigers are from the cat family. 2. They are both mammals. 3. However, lions are beige in color, and they have a large mane of hair around their neck. 4. Tigers are orange with black stripes. 5. Tigers are larger than lions. 6. Both lions and tigers eat meat. 7. But lions hunt in packs, and tigers hunt alone. 55 words #1 #2 compare contrast similar difference text structure chronological comparison cause/effect problem/solution Summary Closure What did you learn today about comparing and contrasting overall structure in two or more texts? (Pair-Share) Use words from the word bank.

10. Independent Practice Text structure is how an authororganizes the information. Compare and contrast the overall structure of two or more texts. Read each text. Determine the type of text structure. Hint: Refer to table and underline clue words, if any. Compare and contrast the overall text structures. (write) Hint: Tell what is similar and different between the text structures. 1 a 2 #2 Public Schools 1. The first public high school started in Boston in 1821. 2. By the early 1900s, attending school was expected for children from ages eight to 14. 3. Around 1918, every state required students to attend and complete elementary school. 37 words Text structure: #1 School Attendance 1. Poor attendance is a big problem for schools. 2. When students do not attend school, they miss out on learning. 3. Teachers and administrators1 have tried to contact parents over the phone and through letters. 4. However, these ideas are not working. 5. Now teachers and administrators must go to the student’s house to talk to the parents. 6. Hopefully, this solution will work. 59 words Text structure: Chronological Problem and Solution 1 someone who manages a school or district Vocabulary The text structures are different. The first text tells the timeline of when students began going to school. The second passage tells the problem schools have with attendance and which solutions work.

11. Independent Practice (continued) Text structure is how an authororganizes the information. Compare and contrast the overall structure of two or more texts. Read each text. Determine the type of text structure. Hint: Refer to table and underline clue words, if any. Compare and contrast the overall text structures. (write) Hint: Tell what is similar and different between the text structures. 1 a 2 #2 #1 Healthy Body 1. Many changes in your life can lead to a healthy body. 2. Getting enough sleep will result in a healthier body. 3. Daily exercising helps promote a healthy body. 4. Therefore, walking, jogging, or swimming are all good exercises that can contribute to a healthy body. 5. Eating fruits and vegetables also results in a healthier body. 53 words Text Structure: Exercising 1. There are many reasons why people do not exercise. 2. One reason is a lack of time. 3. Since people are constantly1 on the go and working more, they have limited time to exercise. 4. Technology, like video games, television, and movies, are another reason why people don’t exercise. 5. Televisions, computers, and video games make sitting around much easier than ever before! 6. Therefore, people are getting limited exercise, due to lack of time and new technology. 73 words Text Structure: Cause and effect Cause and effect 1 always (synonym) Vocabulary The text structures are the same. Both texts use a cause-and-effect text structure. The texts tell why it is important to have a healthy body and why people do not exercise.

12. Periodic Review 1 #2 #1 Clue Words Chronological – time words (3:00 p.m.), days, years, months, words that talk about age (12 years old) Comparison: same – like, likewise, also, too, both, same, similar different – unlike, different from, but, whereas Cause/effect – because, since, as a result, unless, for this reason, so, this, led to, thus, therefore, consequently, due to Problem/Solution –problem, solution, threat, difficultly, effects, results, solve, fix, answer, in fact, for example The text structures are different. The first text is chronological. It tells the time of when plant and animal cells were discovered. The second text compares the differences and similarities between a plant and animal cell. Plant Cell Animal Cell 1 smallest unit of life 2 center 3 group of cells 4 build and connect proteins Vocabulary

13. Access Common Core #2 Dams 1. There are many environmental issues caused by dams. 2. Dams can cause animal extinction3. 3. Due to the lack of water flow, these animals may not get enough food to support their life. 4. Dams can also spread diseases. 5. The slow movement of the water creates a breeding4 place for insects. 6. This breeding can cause specific types of diseases to develop such as the West Nile Virus. 7. Dams can change the Earth’s rotation. 8. Because of the change of water weight from oceans, it has sped up Earth’s rotation. 85 words Building Dams on Rivers 1. Dams are sometimes built on rivers. 2. Dams are used to produce or make electricity. 3. However, dams create problems for fish and other animals. 4. The lack of downstream water flow hurts the fishes’ survival1 and blocks fish migrations2. 5. Instead of creating more dams on rivers, energy from the sun should be used to produce electricity. 6. This answer will save the fish that live in the rivers. 66 words #1 Luis read both passages to compare and contrast the text structures. He labeled the first text as cause-and-effect text structure and the second passage as problem-and-solution text structure. Do you agree or disagree with him? Explain your answer. 1 to live 2 animals travel from one place to another 3 when animals stop living 4 make offspring or babies Vocabulary

14. Periodic Review 2 #2 Lightning and Thunder 1. Lightning and thunder are similar and different. 2. They are both part of a thunderstorm. 3. However, thunder and lightning are different energies. 4. Thunder is an energy of sound, whereas lightning is electrical energy. 5. Lightning can cause danger different from thunder. 6. Thunder itself does not cause damage or danger. 7. It is the thunderstorms that brings flooding, strong winds, hail, and tornadoes. 59 words Severe Weather 1. Both cyclones and blizzards are dangerous storms. 2. Cyclones usually start near the equator1, where the ocean is warm. 3. Cyclones are spinning storms with heavy rains and wind. 4. Blizzards are snowstorms. 5. Like cyclones, they also have strong winds, but they blow snow into huge piles. 44 words Extreme Weather 1. Extreme weather is becoming more common. 2. Scientists believe that global warming2 is creating this trend. 3. To help with this problem there are a few things people can do to decrease the effect of global warming. 4. For example, people can cut back on polluting the air with their vehicles; people can use renewable energy3. 5. The government can also create policies that help people prepare for extreme weather such as flooding, droughts, and major storms. 72 words #3 #1 Clue Words Clue Words Chronological – time words (3:00 p.m.), days, years, months, words that talk about age (12 years old) Cause/effect – because, since, as a result, unless, for this reason, so, this, led to, thus, therefore, consequently, due to Problem/Solution –problem, solution, threat, difficultly, effects, results, solve, fix, answer, in fact, for example Comparison: same – like, likewise, also, too, both, same, similar different – unlike, different from, but, whereas The first and second texts both compare the similarities and differences between types of weather. The third passage is organized by problem and solution. The problem is global warming and describes how humans can help reduce global warming. 1 imaginary line drawn around the middle of the Earth 2 (global warming) rise in temperature on Earth, which causes weather changes 3 (renewable energy) energy that comes from the sun and wind Vocabulary

15. Access Common Core #2 #1 Causes of the French and Indian War 1. The French and Indian War lasted for about nine years and ended with the British winning. 2. One of the reasons for the French and Indian War was for land. 3. Due to the increase of population in both France and Britain, they looked for new territories. 4. The Native Indians would help both the French and British protect the land they claimed. 5. At one point the French and British claimed territory in Ohio. 6. This caused France to worry that the British would expand into the French colonies. 7. So, the French built fortresses3 to keep the British out. 8. As a result, the British also built fortresses in Ohio. 9. Another reason for the war was religious differences. 10. French settlers in America were Catholic and they felt threatened by the British who were anti-Catholic. 11. The British were used to religious freedom and feared the power of the pope. 143 words The French and Indian War 1. In the 1700s, battles between European countries began happening farther west in North America. 2. Both France and England claimed land in the Ohio River Valley. 3. The French and their American Indian allies1 controlled the fur trade there, but British settlers2also moved into the area. 4. In 1754,the French and Indian War began. 5. The French were winning the war until the British government sent more soldiers. 6. In 1759, the Iroquois also joined the British in the fight. 7. By 1760, the British and their allies had driven the French out of the area. 91 words A group of students compared and contrast the two texts above. The students came to the conclusion that the first text is organized as a chronological text structure and the second passage is a cause-and-effect text structure. Use textual evidence from the texts to support the conclusion. 1 helping partners 2 people who move to a new area to live 3 strong building used to defend a place Vocabulary

16. Periodic Review 3 Studying 1. Studying consistently leads to many benefits for school and life. 2. One benefit to studying consistently is it can help improve your grades. 3. Studying can also increase your test scores. 4. Being able to remember or recall information for classwork or homework is a result of studying consistently. 5. In later grades, you will need to apply skills and information you learned from studying to help you understand new information. 6. Studying consistently can also prepare you for college and a job because studying requires hard work and dedication. 7. Therefore, studying is a benefit they not only helps in you in school, but later in life. 102 words Private or Public Schools 1. Public and private schools are two types of schools children can attend. 2. Both types of schools offer educational learning and follow state standards. 3. Other than that, public and private schools are different. 4. Public schools must follow state guidelines and the adopted curriculum1. 5. Private schools, on the other hand, can choose whatever curriculum they wish. 6. The teachers at private schools are as qualified as those at the public ones. 7. However, unlike private schools, public schools require their teachers to have certification and specific training in order to teach. 8. Teachers in private schools are not always required to have certification; instead they must have a college degree. 9. Class size is another difference between public and private education. 10. Typically, private schools provide smaller classes, whereas public schools have bigger classes. 11. The major difference is money. 12. Public education is free, while private schools cost money to attend. 13. Private schools can be very expensive, especially at the high school level. 154 words #3 #1 Bullying 1. Bullying is a major challenge in many schools across the United States. 2. Bullying is when a bigger student picks on a smaller student. 3. Most children try to handle the problem of bullying by themselves. 4. However, this doesn’t always work. 5. To stop bullying, consider using the following solutions: 1. Tell the bully to stop, and get away from the situation. 2. If you see someone being bullied, go tell an adult. Also, reach out to that person and ask if you can help them. 3. Tell your parents and ask them to work with the school to make it a safer environment. 4. Start an anti-bullying club that will help students deal with bullying. 5. Learn how to recognize2 and respond to bullying by offering training for all the teachers and students in the school. 134 words #2 All three text structures are different. The first text compares the similarities and differences between private and public schools. The second text tells of problems with bullying and what can be done to solve it. The third text tells the effects of studying consistently. 1 books and materials used in school 2 look for Vocabulary

17. Access Common Core Adapted from the Common Core State Standards Appendix B p. 76. Students identify the overall structure of ideas, concepts, and information in Seymour Simon’s Horses (based on factors such as their speed and color) and compare and contrast the scheme1 to the one employed by Patricia Lauber in her book Hurricanes: Earth’s Mightiest Storms. Clue Words Chronological – time words (3:00 p.m.), days, years, months, words that talk about age (12 years old) Comparison: same – like, likewise, also, too, both, same, similar different – unlike, different from, but, whereas Cause/effect – because, since, as a result, unless, for this reason, so, this, led to, thus, therefore, consequently, due to Problem/Solution –problem, solution, threat, difficultly, effects, results, solve, fix, answer, in fact, for example Vocabulary 1 system that you use to organize information

18. EDI – Cognitive, Teaching, and English Learner Strategies Cognitive Strategies Teaching Strategies Language Strategies Content Access Strategies

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