5 th Grade ELA Learning Objective: We will compare and contrast the overall structure in two or more...

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CCSS 5th Grade Reading Informational Text 5.0Compare and contrast the overall structure (e.g., chronology,

comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Lesson to be used by EDI-trained teachers only.

What are we going to do?CFU

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

We will compare and contrast the overall structure in two or more texts.

Learning Objective

Activate Prior Knowledge

Clue Words

compare – like, likewise, also, too, both, same, similar contrast – unlike, different from, but, whereas

What is similar and what is different about these two pictures?

To compare means to tell how two or more things are similar.To contrast means to tell how two or more things are different.

CCSS 5th Grade Reading Informational Text 5.0Compare and contrast the overall structure in two or more texts.

Lesson to be used by EDI-trained teachers only. ©2013 All rights reserved.

Types of Text Structure

Chronologicalorganized by events that happen in

order of time.

Comparisonorganized to show how two or more things are the same or different.

Golden Gate Bridge 1. The Golden Gate Bridge is one of California’s famous landmarks. 2. The building of the bridge started in 1933. 3. On May 27, 1937, the Golden Gate Bridge was finished. 4. The very next day, it was open for traffic.

37 words

Bridges in California 1. The Golden Gate and San Francisco-Oakland Bay Bridges are located in California. 2. Construction for both bridges began in 1933. 3. The Golden Gate is about 8,981ft. long, whereas the Bay Bridges are over 20,000 ft. long. 43 words

Compare and Contrast Overall Text Structure

Concept Development 1

Compare/contrast the overall text structure

Both texts are about the construction of the Golden Gate Bridge. They both mention that construction began in 1933. The first text provides the date when construction ended and the bridge opened. The second text compares the length of the Golden Gate Bridge to the combined length of the Bay Bridges.

Clue WordsChronological – 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

Text structure is how an author organizes the information.• There are different types of text structure. • Clue words can help signal the type of text structure.

Golden Gate Bridge

Bay Bridge

#1 vs #2

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.

CFU



Types of Text Structure

Cause1 and Effect2organized to show how some events

make other events happen.

Problem and Solutionorganized by describing a problem and

how it is, or can be, solved.

The Need for a Bridge 1. The transcontinental railroad was supposed to increase San Francisco’s trade. 2. However, this didn’t happen since the bay separated the railroad from San Francisco. 3. This worried many San Franciscans because they feared the city would lose its position as the main area for trade. 4. Therefore, a bridge would be built. 49 words

Building Challenges 1. The building of a bridge from San Francisco to Oakland was difficult. 2. The bay was too wide and very deep. 3. A tunnel was considered, but it would not be good for traffic. 4. Instead the answer was to create a two-part bridge that passed through a tunnel on Yerba Buena Island.

50 words

Compare and Contrast Overall Text Structure

Concept Development 2


Both texts are about the building of a bridge. The first text is cause and effect because it states how the need for trade and a railroad caused the building of a bridge. The second text details the problems with building a one-part bridge and how it was solved by building a two-part bridge.

#1 #2

Text structure is how an author organizes the information.• There are different types of text structure. • Clue words can help signal the type of text structure.

#1 vs #2

Clue WordsCause/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

What is similar between a cause and effect and problem and solution text 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 ______.”

CFU

1 reason why something happens2 what happens

Vocabulary



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.

Compare and contrast the overall structure of two or more texts. 1

a2

Skill Development/Guided Practice

Sugar and Stamp Act 1. The Sugar Act and Stamp Act were both taxes forced by the British on the colonists. 2. The Sugar Act was used to help pay the money the British owed from the French and Indian War. 3. The Stamp Act required that legal papers, newspapers, and playing cards have a tax. 4. Colonists protested both acts. 5. However, unlike the Sugar Act, the Stamp Act was repealed4 by Britain. 65 words

The Acts 1. After the British won the French and Indian War, the British taxed the colonists. 2. In 1764 the British created the Sugar Act, which taxed all sugar products. 3. A year later, the British passed the Stamp Act. 4. The Townshend Acts were created in 1767. 5. These acts taxed imports5 of most things used by the colonists.

55 words

Text Structure: Text Structure:

Compare/contrast the overall text structure 3 figure out

4 government ends the law5 products brought from one country into another to be sold

Vocabulary

Text structure is how an author organizes the information.

Chronological Comparison Cause/effect Problem/Solution

time words (3:00 p.m.), days, years, months, words that talk about age (12 years old)

same – like, likewise, also, too, both, same, similar different – unlike, different from, but, whereas, on the other hand

because, since, as a result, unless, for this reason, so, this, led to, thus, therefore, consequently, due to

problem, solution, challenge, threat, difficultly, effects, results, solve, fix, answer, in fact, for example

How did I/you determine the type of text structure?How did I/you compare and contrast the overall text structures?

CFU

2

1a

Comparison Chronological

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.

#2 #1



6 believing something can happen

Vocabulary

American Revolution 1. The colonists had limited confidence6 and support from other countries. 2. However, this changed after the Battle of Saratoga where the colonists captured a British army. 3. As a result of this battle, the colonists believed they could win the war. 4. This victory led to other countries thinking the colonists could win. 5. For this reason, France gave money to the colonists and the Spanish joined the fight. 65 words

Fighting the British 1. During the American Revolution, colonial soldiers did not match the British soldiers. 2. This made winning the war very difficult. 3. The British soldiers were better trained, better armed, and had more experience. 4. To fix this problem, colonists formed small groups of fighters that used the element of surprise to reduce the British army.

52 words


Skill Development/Guided Practice (continued)



Cause and Effect Problem and Solution

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.

#1 #2

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.


a2


CFU

2

1a








Skill Development/Guided Practice (continued)

Tea Tax 1. The Townshend Acts included a tax on tea, which upset the colonists. 2. So, the colonists protested the Tea Act by dressing up as Indians and boarding English ships in Boston Harbor. 3. These men dumped over 300 chests of tea into the ocean. 4. This was known as the Boston Tea Party. 5. As a result, Britain closed down the Boston Harbor and took control of Massachusetts.

64 words

Protesting the British 1. After the Boston Tea Party, the British sent troops to control Boston. 2. The presence of the troops angered the colonists, causing many arguments and fights. 3. One argument led to violence. 4. A British soldier struck a colonist. 5. This caused a crowd to rebel7 against the solider. 6. Consequently, British troops fired on colonial protestors, killing five people.

54 words



7 fight against someone in charge

Vocabulary


Cause and Effect

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.

Cause and Effect

#1 #2



a2


CFU

2

1a








Comparing and contrasting overall structure in two or more texts will help you understand information better.

Comparing and contrasting overall structure in two or more texts will help you do well on tests.

1

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

2

Relevance

Text structure is how an author organizes the information.• There are different types of text structure: Chronological, Comparison, Cause/Effect, and Problem/Solution.

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.

1. Video games began in 1947 when Thomas Goldsmith, Jr. created an amusement device. 2. However, video games were not popular until the 1970s and 1980s. 3. During this time, arcade games and home gaming were introduced to the public. 37 words

1. Playing video games all day is a big problem for children. 2. This results in kids not getting enough exercise. 3. A solution would be to limit the amount of time a child plays video games.

33 words

The two texts have a different structure. This helps me understand the information better because the first text tells the timeline of video games. The second text describes the problem of playing video games for a long time.

Jogging Jogging daily results in physical and mental improvements. It provides a great workout, while strengthening and toning your muscles. Jogging can also lead to weight loss and help increase your positive attitude.

Sleeping A good night’s sleep leads to a healthier body. A good night’s sleep helps improve your memory. A good night’s sleep helps keep your heart healthy. Your body fixes cells during sleep, so a good night’s rest is important.



Skill Closure

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 wordsText structure:Compare/contrast the overall text structure


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:

NASA satellite image of a hurricane

Comparison

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.

Cause and Effect



a2

#1 #2








What did you learn today about comparing and contrasting overall structure in two or more texts? (Pair-Share) Use words from the word bank.

Access Common Core

Summary Closure

Word Bankcomparecontrastsimilar

differencetext structurechronologicalcomparisoncause/effect

problem/solution

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.

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








Independent Practice


1 someone who manages a school or district

Vocabulary

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 wordsText structure:

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

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.

Problem and Solution

#1 #2



a2








Independent Practice (continued)

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 wordsText 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:

1 always (synonym)

VocabularyCompare/contrast the overall text structure


Cause and effect Cause and effect

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.

#1 #2



a2








Periodic Review 1

Plants and Animals 1. In 1655, scientist Robert Hooke found small chambers in plants that he named cells1. 2. In 1831, scientists found the nucleus2 of a cell and named it “little nut.” 3. They had no idea how important it was to the cell. 4. In 1838, Matthias Schleiden studied many kinds of plant tissues3 and found that every type was made of many cells. 5. A year later, Theodor Schwann found that all animal tissues were also made of cells.

74 words

Cells 1. Plant and animals cells have differences and similarities. 2. Plant cells have cell walls and chloroplasts, unlike animal cells. 3. However, both animal and plant cells have ribosomes4 and cytoplasm, a fluid that fills the cell. 4. Plant and animal cells also have a nucleus. 5. Different from a plant cell, an animal cell is round, whereas a plant cell is rectangular.

58 words

1 smallest unit of life2 center3 group of cells 4 build and connect proteins

Vocabulary

Plant Cell Animal Cell

What is similar and different between the texts structures?

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.

#1 #2

Clue WordsChronological – 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



Access Common Core

1 to live 2 animals travel from one place to another3 when animals stop living4 make offspring or babies

Vocabulary

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.

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

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

#2



Periodic Review 2

1 imaginary line drawn around the middle of the Earth 2 (global warming) rise in temperature on Earth, which causes weather changes3 (renewable energy) energy that comes from the sun and wind

Vocabulary



Clue WordsCause/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

Compare and contrast the organized information in the texts above. 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.

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

#1

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

#2Extreme 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



Access Common Core

1 helping partners2 people who move to a new area to live3 strong building used to defend a place

Vocabulary

The French and Indian War 1. In the 1700s, battles between Europeancountries began happening farther west inNorth 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 settlers2 also 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

#1

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.

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

#2



Periodic Review 3

Compare and contrast the overall structure in the texts above.

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

#3

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 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

#1

1 books and materials used in school2 look for

Vocabulary

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.



Access Common Core

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.

Adapted from the Common Core State Standards Appendix B p. 76.



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

1 system that you use to organize information

Vocabulary



EDI – Cognitive, Teaching, and English Learner StrategiesLearning Objective: We will compare and contrast the overall structure of two or more texts.

Elaboration

Targeted Vocabulary

Academic compare, contrast, determineContent text structure, chronological, comparison, cause and effect, problem and solution

Supportrepealed, imports, confidence, rebel

Demonstration

VocabularyStrategy

Multiple-MeaningSynonym

Definition compare, contrast, determine, text structure, chronological, comparison, cause and effect, problem and solution, repealed, imports, confidence, rebel

Homophone

Internal Context Clue

Listen, Speak Similar Sounds

Write Writing

Read Tracked Reading

Comprehensible Input Cognates

Contextual Clues

Graphic Organizer

Contextualized Definitions

Pictures

Language Strategies

Cognitive Strategies Teaching Strategies

Content Access Strategies



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