1 4/27. Fig 19F -5/1. Block 8: Making Connections Across Genres. 4/27-5/1 1 week (5 days) TEKS Fig 19F. Week Time Frame Lessons Focus 1-5

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1 Block 8: Making Connections Across Genres 4/27-5/1 1 week (5 days) TEKS Fig 19F Week Time Frame Lessons Focus 1-5 Fig 19F 1 4/27-5/1

2 Block 8: Making Connections Lesson TEKS & Objective/Product Procedure 1 2 TEKS: Fig 19F Obj: We will make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. Product: I will make connections between literary and informational texts with similar ideas and provide textual evidence. TEKS: Fig 19F Obj: We will make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. Product: I will make connections between literary and informational texts with similar ideas and provide textual evidence. Focus: Compare, Contrast, and Connect Across Texts Whole Group Text(s): Elephant Trouble pg.34 (Blue Texas Write Source) Approach: Minilesson Resources/Materials: Compare, Contrast, and Connect Across Texts Anchor Chart Focus: Compare, Contrast, and Connect Across Texts Whole Group Text(s): Wild Elephants Forever pg.35 (Blue Texas Write Source) Approach: Minilesson Resources/Materials: Compare, Contrast, and Connect Across Texts Anchor Chart TEKS: Fig 19F Obj: We will make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. Product: I will make connections between literary and informational texts with similar ideas and provide textual evidence. TEKS: Fig 19F Obj: We will make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. Product: I will make connections between literary and informational texts with similar ideas and provide textual evidence. TEKS: Fig 19F Obj: We will make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence. Product: I will make connections between literary and informational texts with similar ideas and provide textual evidence. Focus: Compare, Contrast, and Connect Across Texts Whole Group Text(s): Elephant Trouble and Wild Elephants Forever pg34-35 (Blue Texas Write Source) Approach: Minilesson Resources/Materials: Focus: Bridging to STAAR: Compare, Contrast, and Connect Across Texts Whole Group Text(s): Elephant Trouble and Wild Elephants Forever pg34-35 (Blue Texas Write Source) Approach: Minilesson Resources/Materials: Focus: Bridging to STAAR: Compare, Contrast, and Connect Across Texts Whole Group Text(s): None Independent Text(s): John Chapman, the Real Johnny Appleseed and Up, Down, and Turned Around pg (Blue Texas Write Source) Approach: Independent Practice

3 Lesson 1 Connect, Compare, Contrast Across Texts Lesson Overview: Fig 19F Text: Elephant Trouble (Blue Texas Write Source pg.34) Approach: Minilesson BEFORE THE LESSON 1. Create the Connect, Compare, and Contrast Across Texts Anchor Chart leave the text examples blank. Minilesson-Connect, Compare, Contrast Across Texts 1. Discuss and explain to students that this week they will be reading paired passages. Their focus will be comparing and contrasting the texts. The genre of the texts in paired passages could vary. 2. Display the text Elephant Trouble 3. Read the text aloud to students. 4. After reading have students turn and talk about the poem. What type of poem is this and how do you know? What poetic elements did you notice? Give examples. 5. Display the Connect, Compare, and Contrast Across Text Anchor Chart. Use the anchor chart to discuss the strategy with your students. 6. Model filling in the Facts/Events, Inferences, & Lesson Learned/Theme for Elephant Trouble Independent Practice: Have students reread Elephant Trouble independently, and complete question #1 and #2 on pg.37 in Blue Texas Write Source Reading Workshop: (Review any Reading Workshop Minilessons, as needed.) Each day as students complete the Independent Practice, they should read their Independent Book, record their thinking on sticky notes and paste them in their Reading Notebook in the Reading Response section, and continue to keep a record of their reading.

4 Connect, compare, and contrast across texts When reading, it is important to make connections and to compare and contrast ideas, themes, and issues. The reader may need to go beyond the author s words within one or two texts to compare how ideas, themes, and issues are alike and how they are different. When Reading Compare-how the two texts are alike Contrast-how the two texts are different Elephant Trouble Facts/Events The speaker of the poem found an elephant in his back yard. Wild Elephants Forever Facts/Events Inferences: The speaker of the poem knew what elephants enjoyed eating. Inferences: Lesson Learned/Theme: The speaker of the poem likes elephants. Lesson Learned/Theme: Key phrases: Facts/Events from and are alike/different because. Inferences from and are alike/different because. The lessons learned/themes are alike/different because. 217

5 Lesson 2 Connect, Compare, Contrast Across Texts Lesson Overview: Fig 19F Text: Wild Elephants Forever (Blue Texas Write Source pg.35-36) Approach: Minilesson BEFORE THE LESSON 1. Display the Connect, Compare, and Contrast Across Texts Anchor Chart. Minilesson-Connect, Compare, Contrast Across Texts 1. Display the texts Wild Elephants Forever 2. Read the text aloud to students. 3. After reading have students turn and talk about: What genre is this text? How do you know? Project the Connect, Compare, and Contrast Across Text Handout on your Smart Board or place it under the document camera. 4. Guide your students in completing the chart using Wild Elephants Forever. Have students turn and talk with a partner to help you complete the Facts/Events, Inferences, & Lesson Learned/Theme for Wild Elephants Forever. Independent Practice: Have students reread Wild Elephants Forever and complete question #3 and #4 in blue Texas Write Source book. Reading Workshop: (Review any Reading Workshop Minilessons, as needed.) Each day as students complete the Independent Practice, they should read their Independent Book, record their thinking on sticky notes and paste them in their Reading Notebook in the Reading Response section, and continue to keep a record of their reading. 217

6 Connect, compare, and contrast across texts When reading, it is important to make connections and to compare and contrast ideas, themes, and issues. The reader may need to go beyond the author s words within one or two texts to compare how ideas, themes, and issues are alike and how they are different. When Reading Compare-how the two texts are alike Contrast-how the two texts are different Elephant Trouble Facts/Events The speaker of the poem found an elephant in his back yard. Wild Elephants Forever Facts/Events Elephants are in danger of disappearing. Inferences: The speaker of the poem knew what elephants enjoyed eating. Inferences: The author doesn t believe elephants should be held captive. Lesson Learned/Theme: The speaker of the poem likes elephants. Lesson Learned/Theme: The author likes elephants and wants to help them. Key phrases: Facts/Events from and are alike/different because. Inferences from and are alike/different because. The lessons learned/themes are alike/different because. 218

7 Lesson 3 Bridging to STAAR: Connect, Compare, Contrast Across Texts Lesson Overview: Fig 19F Text: Elephant Trouble and Wild Elephants Forever (blue Texas Write Source pg.34-36) Approach: Minilesson ***NOTE: This lesson will focus on using strategies to help students learn how to compare texts on STAAR*** Minilesson-Connect, Compare, Contrast Across Texts 1. Project on your Smart Board, or make sure students have a copy of Elephant Trouble and Wild Elephants Forever. 2. Read the directions at the top of page 34, and emphasize that this means these 2 texts will be a paired selections. 3. Emphasize that they should use the following method when reading paired selections on STAAR: 1. Read the 1 st selection and answer the 1 st set of questions, like they did in Lesson Read the 2 nd selection and answer the 2 nd set of questions like they did in Lesson Answer the questions that compare/contrast BOTH passages. (Students will do this in Lesson 4) ***A completed example is included in the handouts*** 4. Go back with students whole group, and label the top of each page of the 1 st Selection with 1 st 5. Go back with students whole group, and label the each question that goes with the 1 st selection with 1st 6. Go back with students whole group, and label the top of the 2 nd Selection and questions with 2 nd 7. Go back and read the 1 st selection and think aloud. Model your thinking for answering both questions that go with the 1 st selection. Students make check their thinking and responses, as they answered the questions in Lesson Go back and read the 2 nd selection and think aloud. Model your thinking for answering both questions that go with the 2 nd selection. Students make check their thinking and responses, as they answered the questions in Lesson After rereading both texts and thinking through the questions for selection 1 and 2 have students turn and talk about: How the texts are are similar. How are the texts different? Discuss and share their thinking. Independent Practice: Have students work with a partner or small group using the texts Elephant Trouble and Wild Elephants Forever and complete the Connect, Compare, and Contrast graphic organizer and response sheet. Reading Workshop: (Review any Reading Workshop Minilessons, as needed.) Each day as students complete the Independent Practice, they should read their Independent Book, record their thinking on sticky notes and paste them in their Reading Notebook in the Reading Response section, and continue to keep a record of their reading.

8 Student Name: Date: Connect, Compare, Contrast Across Texts Title 1: Title 2: The stories were alike in several ways. The stories were different in several ways.

9 Student Name: Date: Connect, Compare, Contrast Across Texts Title: Facts/Events: Title: Facts/Events: Inferences: Inferences: Lesson Learned/Theme: Lesson Learned/Theme:

10 Read the next two selections. Then choose the best answer to each question. #1 Students always need to read the directions at the top of the page. When they see read the next two selections, they will need to label the selections and questions, so they know which selection goes with which questions. Elephant Trouble 1 I looked into my yard one day And had to rub my eyes. An elephant was standing there, And much to my surprise, 5 He didn t say why he was there. I still don t have a clue, Perhaps he just got very tired Of living in the zoo. I knew I had to take him back 10 But how could I do that? 11 Dad s pick-up truck was much too small. 12 Besides, he d squash it flat! That s when I had a brainstorm And called my Grandpa Jay. 15 I told him what I needed And he brought them right away. We laid the small treats on the ground. Our big guest ate a few. We made a trail right down the street 20 And led him to the zoo. So if you find an elephant And need to move it quick, Just buy a bag of peanuts. It s sure to do the trick!

11 Wild Elephants Forever #2 1 African elephants are huge and powerful animals. They can tear a tree out of the ground with just their long trunks! You might think that such big animals would be safe from anything, but they are not. They are in great danger of disappearing, and there are ways people can help them. 2 African elephants live south of the Sahara Desert in Africa. In 1979, there were about one and a half million elephants. Now, less than one half million survive. Most live in small patches of forest and grassland and on land set aside by governments. 3 First, people can understand that elephants are often hunted for their valuable tusks. Tusks are the long, pointed bones that stick out of the elephants mouths. In some countries, it is now against the law to kill elephants or to sell their tusks, but some people still do it. 4 Another way to help is to limit land development. People build roads, houses, and businesses where elephants live. Elephants need a great deal of land to survive. Their grazing lands and homes are shrinking because of the ways that people develop land. 5 Elephants require extremely large areas of grass for both food and roaming around on. They also drink huge amounts of water every day. So care has to be taken to conserve the land and be sure that there is enough food and water to keep the elephants safe and healthy.

12 6 The last way people can help wild elephants is to leave them in their natural homes. Sometimes elephants are captured and taken to zoos. Although many zoos treat them well, elephants live best in the wild. Sometimes a captured elephant can escape. Then it becomes a danger to both others and to itself. Only experts in handling elephants should try to rescue it. 7 Wild African elephant herds are getting smaller and smaller. Elephants are gentle animals and they have no natural enemies. The dangers they face are from man and the loss of their natural homes. There are many ways that people can help these huge and powerful animals live longer and better lives.

13 Use Elephant Trouble to answer questions 1& 2. Then fill in the answers on your answer document. 1 You can tell that Elephant Trouble is a narrative poem because it- A uses rhyme #1 B has line breaks C tells a story D gives directions 2 Besides, he d squash it flat! in line 12 appeals mostly to the reader s sense of- #1 A sight B taste C smell D touch

14 Use Wild Elephants Forever to answer questions 3 & 4. Then fill in the answers on your answer document. 3 What is the most likely reason the author wrote this article? A To describe what wild elephants look like #2 B To compare different kinds of elephants C To inform the reader about animals in the Sahara Desert D To explain how people can protect wild elephants 4 The author most likely believes that elephants in the circus A learn important tricks #2 B are lucky to be there C do not belong there D e n t e r t a i n many people

15 Use Elephant Trouble and Wild Elephants Forever to answer questions 5-7. Then fill in the answers on your answer document. 5 The word small in the poem is the opposite of which word from the article? A huge Both B powerful C long D safe 6 One idea in both the poem and the article is A zoo animals are tame B elephants are very big Both C people need to help wild elephants D zoos are a good place for elephants

16 7 Both the speaker of the poem and the author of the article- A are afraid of elephants Both B like elephants C think elephants belong in the zoo D have no feelings about elephants

17 Lesson 4 Bridging to STAAR: Connect, Compare, Contrast Across Texts Lesson Overview: Fig 19F Text: Elephant Trouble and Wild Elephants Forever Approach: Minilesson ***NOTE: This lesson will continue to focus on using strategies to help students learn how to compare texts on STAAR*** Minilesson-Connect, Compare, Contrast Across Texts 1. Project the questions that are using BOTH selections Elephant Trouble/Wild Elephants Forever on your Smart Board. 2. Read the directions at the top of the page and emphasize that these questions address BOTH selections. ***A completed example is included in the handouts*** 3. Label the each question with BOTH 4. Reread both selections to refresh everyone s memory. This should not be an expectation during STAAR. The only reason you are doing this is to refresh everyone s memory. 5. Use the T-Chart Strategy Handout to model the strategy with questions 5-6. (Included in the Handouts) Independent Practice: Have students work with a partner, small group, or independently to answer question 7. You may want students to come back together during a Group Share time to justify their answers. Clarify and verify as needed. Reading Workshop: (Review any Reading Workshop Minilessons, as needed.) Each day as students complete the Independent Practice, they should read their Independent Book, record their thinking on sticky notes and paste them in their Reading Notebook in the Reading Response section, and continue to keep a record of their reading.

18 NOTE: The hard part about answering questions that compare texts is understanding what the question is asking, locating text evidence in the 2 selections, and staying organized. That is why we developed this T-Chart Strategy. T-Chart Strategy for Paired Passages-this text should be projected in some way 1 2 X 5 The word small in the poem is the opposite of which word from the article?? A huge B powerful Both X X C long v D safe 1. After reading the directions for this section, label each question with BOTH 2. Draw the T-Chart beside the answer choices. Read the question and underline the words in the poem is opposite from article Think Aloud (I am looking for a word that is opposite of small in the poem that is in the article so I am going to look for a word that is opposite of small in each answer choice, but it must come from selection #2 if I find the word in selection 2 AND it s the opposite of small, then I will put a check in my T-Chart in the appropriate box If the answer choice appears in selection 1 or is not the opposite of small in selection 2, place an X in the chart. 3. Read each answer choice and determine if it appears in selection 2 AND is the opposite of small. 4. Here we go Answer Choice A says huge Let s go back and see In the selection 2 does the word huge appear? Yes it does, is huge the opposite of small? Yes. Place a below the #2 beside answer choice A. Even though we believe we may have the correct answer, we need to check the other answer choices to confirm our thinking. 5. Answer Choice B says powerful. Let s go back and see Does powerful appear in selection 2? Yes. But is it the opposite of small? No. Powerful, means strong, and is the opposite of weak, not small. So this is not true. Place an X below the #2 beside answer choice B. When we find something that is NOT TRUE then it CANNOT be the answer choice so mark it out. 6. Answer Choice C says long Let s go back and see Does long appear in selection 2? Yes. Is long the opposite of small? No. Long, is length, and is the opposite of short, not small. So this is not true. Place an X below the #2 beside answer choice C. When we find something that is NOT TRUE then it CANNOT be the answer choice so mark it out. 7. Answer Choice D says safe. Let s go back and see Does safe appear in selection 2? Yes. Is safe the opposite of small? No. Safe is free from harm, and is the opposite of danger, not small. So this is not true. Place an X below the #2 beside answer choice D. When we find something that is NOT TRUE then it CANNOT be the answer choice so mark it out. 8. Now go to the next question. You will guide them through answering this question with you. 6 One idea in both the poem and the article is 1 2 A zoo animals are tame X X X B elephants are very big C people need to help wild elephants X D zoos are a good place for elephants 9. Draw the T-Chart beside the answer choices. 10. Read the question aloud to students and tell the students to underline the key word(s). Say We are looking for something that is the same in both selections, so the correct answer will have a under both 1 & Now that you have determined what you are looking for you are ready to guide students through the process of finding text evidence to support the correct answer choice.

19 12. Read answer choice A aloud. Give students time to work independently to complete the T-Chart for this answer choice. Have students share text evidence to support or disprove the answer choice. Mark your T-Chart to reflect the correct thinking. Say It looks like A is incorrect based on what we have determined, neither the poem nor the article specifically state that zoo animals are tame. The poem says the speaker returns the elephant to the zoo, but nothing about him being tame. The article mentions elephants in a zoo too, but not about being tame. 13. Utilize the same process for each answer choice. Make sure you have students use text evidence to support their thinking on each answer choice in each selection. Discuss text evidence/support the students use to support or disprove each answer choice. 14. The correct answer is B because both selections discuss that elephants are very big. 15. Let students independently complete the last question, and then go over together. Correct answer is B.

20 Lesson 5 Bridging to STAAR: Connect, Compare, Contrast Across Texts Lesson Overview: Fig 19F Text: Independent Text: John Chapman, the Real Johnny Appleseed and Up, Down, and Turned Around pg.66-72(blue Texas Write Source) Approach: Independent Practice Independent Practice: Students will complete John Chapman, the Real Johnny Appleseed and Up, Down, and Turned Around using the Paired Selection Strategy. ANSWER KEY 1 2 Supporting 3.9 B 2 1 Readiness 3.4B A 3 2 Supporting 3.9 Fig. 19(D) D 4 2 Supporting 3.9 Fig. 19(E) B 5 3 Supporting 3.15(A) C 6 3 Supporting 3.15(A) B 7 1 Readiness 3.13(A) B 8 1 Readiness 3.4A D 9 1 Readiness Fig. 19(F) A 10 1 Readiness Fig. 19(F) B 11 1 Readiness Fig. 19(F) C 12 1 Readiness Fig. 19(F) D Reading Workshop: (Review any Reading Workshop Minilessons, as needed.) Each day as students complete the Independent Practice, they should read their Independent Book, record their thinking on sticky notes and paste them in their Reading Notebook in the Reading Response section, and continue to keep a record of their reading.

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