Day 9-10 Compare and Contrast Text Structure
Standard:
5.H.1.1 – Evaluate the relationships between
RI5.5 – Compare and contrast the overall structure
European explorers (French, Spanish and English) and
(e.g., chronology, comparison, cause/effect,
American Indian groups, based on accuracy of
problem/solution) of events, ideas, concepts, or
historical information (beliefs, fears and leadership).
information in two or more texts.
5.H.1.2 – Summarize the political, economic and
RI5.8 - Explain how an author uses reasons and
social aspects of colonial life in the thirteen colonies.
evidence to support particular points in a text,
5.H.1.3 – Analyze the impact of major conflicts,
identifying which reasons and evidence support
battles and wars on the development of our nation
which point(s).
through Reconstruction.
Materials:
 Revolutionary War Text http://www.readworks.org/sites/default/files/bundles/passages-colonizationrevolutionary-war-introduction-revolutionary-war_files.pdf
 A Very Messy Tea Party Text http://www.readworks.org/passages/very-messy-tea-party
 Additional text resources for additional Colonial America are available on Discovery Education.
PREPARATION
WORK (completed
during independent
reading or social
studies time)
Make sure
students have
understanding of
text structure and
notes from
selections prior to
minilesson.
OPTIONS PRIOR TO THIS MINILESSON:
1. Whole group shared reading sessions, reviewing identification of text structure.
(scaffolded work – I DO, WE DO, YOU DO, depending on your students)
2. Partner reading of selections during independent reading time or social studies time.
Students will determine together the structure of the different texts to bring to the
minilesson.
3. Small group guided reading of selections to reinforce learning from prior minilessons.
4. Any combination of the above to prepare students for today’s minilesson.
DIRECTIONS to students:
Proficient readers always use best practices when reading an expository text. Make sure
that when you read the text with a partner or in a small group, you complete a close
read and annotate the text. After, respond to the first two questions in the chart
provided under the title The Revolutionary War.
Once you complete the first text, again with a partner or small group, complete a close
read and annotate the text A Very Messy Tea Party and respond to the first two
questions.
Note: Optional to complete questions together.
Connection
(connecting to
previous learning)
Teaching Point
We have learned how authors use different structures to organize information and how
it is important to identify how the information is organized to better understand the
text.
Today we are going to learn how to compare and contrast two passages on the same
topic that have different text structures. At the same time, we will gain a deeper
understanding of The Revolutionary War and The Boston Tea Party.
Wake County Public Schools
2013
Teaching
Explicitly
Model/
Demonstrate
We have read and analyzed each of our text selections and recorded our thinking.
We determined that in The Revolutionary War article, the author used a sequencing
structure to present events in the order that they happened. In A Very Messy Tea Party
the author used cause and effect structure to present the information so that readers
understood what caused the colonist’s anger leading up to the Boston Tea Party.
Now I want to compare and contrast the articles noticing which information is similar
and what is different, then create a response synthesizing my learning.
POSSIBLE NOTICINGS:
First, what I noticed when I compare both texts, is that both articles are creating
connections to laws being made in England and the impact on how the colonists felt
about being governed by Great Britain. Their lack of voice or representation in the
British Parliament in making these laws became the center of growing tensions.
In contrasting the two articles and thinking about their structures, I noticed in The
Revolutionary War article that the author used numerous events in the order in which
they occurred to show multiple reasons that built up to why the Boston Tea Party might
have happened. While in A Very Messy Tea Party, I noticed that the author chose to
focus more on one event, 1773 Tea Act, which the author felt had a stronger connection
or tipping point to the Boston Tea Party incident.
In synthesizing both articles - colonial America, used to governing themselves, became
upset when laws were created in Great Britain in which they had no say or
representation. This created tensions between the two countries that erupted into
violence.
OR
Model your thinking, synthesizing the learning from the two articles.
Guided Practice
(3-5 minutes)
Have students practice
the strategy that has
been demonstrated.
Link
Direct students to apply
the demonstrated
strategy.
Read Aloud
With your partner use this chart to discuss what other ways is the information presented
in each text is similar and/or different? And have students create other possible ideas
for synthesizing the articles. Add possible ideas to your chart (i.e., beginnings of the
Revolutionary War, What creates a revolution? What is fair?)
Analyzing texts and making comparisons between texts will help you better understand
information within each text.
Continue to read Chains to students in the classroom, making sure to provide the
background knowledge to help students comprehend the text. The read aloud for this unit is
completed at the end of literacy block as the focus of the mini-lessons support expository
text. However, the purpose to reading Chains during this unit is to bring history alive for your
students by letting them see history through the eyes of the people who might have
experienced it.
Wake County Public Schools
2013
Name _________________________________
The Revolutionary War
A Very Messy Tea Party
How is the
information
organized?
What does the
author want the
reader to
understand about
the topic?
How is the
information
presented in each
article similar and
or different?
What are both
articles telling me
about this time in
American
History?
Synthesize the
texts.
Wake County Public Schools
2013