Lesson 20
Part 1: Introduction
CCSS
RI.3.9: Compare and contrast the most
important points and key details presented
in two texts on the same topic.
Comparing and Contrasting
Two Texts
Theme: Inventions That
Changed the Way We Live
Imagine you are reading two texts about the same topic. Even though the topic is the
same, the texts are not identical. You can compare the main ideas and details in those
texts, or tell how they are alike. You can also contrast them, or tell how they are
different. Let’s look at two texts about one of the most famous machines in history.
Read the ad and the news story.
A Car For Everyone
Ever dream of owning a car?
Now YOU can afford to buy
Ford’s Model T
at its new low price!
Order today!
Available in gray, green, blue, or red.
October, 1908
Today Henry Ford rolled out his
newest car, the Model T. The lower
price of this car, nicknamed the "Tin
Lizzie," makes it affordable for
everyone.
Circle the details in the ad and news story that are alike. Underline the details
that are different.
Look at the diagram to see how to compare and contrast the ad and the
news story about the Model T Ford.
Model T News Story
Model T Ad
• shows what the Model T
looks like
• comes in gray, green,
blue, or red
Both
• affordable
• nicknamed “Tin Lizzie”
• made by Henry Ford
• went on sale in October,
1908
The main ideas of the ad and news story are alike: The Model T is affordable. The key
details are different: The ad has a picture and tells that the Model T comes in different
colors. The news story tells about the Model T’s nickname, who made the car, and
when it became available.
When reading two texts on the same topic, compare and contrast the main ideas and
details to see how they are alike and different. It’s a skill of good readers everywhere.
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
195
Part 2: Modeled Instruction
Lesson 20
Read this passage about the history of computers.
Genre: History
A Short History of Computers by Spencer Kay
In 1833, a man named Charles Babbage came up with the idea of the modern computer.
But there was one problem. He couldn’t figure out how to make one.
A hundred years later, things changed. In 1939, the first computers were invented to
help countries fight wars. Then, from 1950 on, companies used computers to help run
their businesses. These computers were so huge that they filled large rooms.
In 1981, the first PC, or personal computer, was sold. It fit on a desktop and had a
keyboard and a screen. Since then, computers have become faster, smarter, and smaller.
Today, you can even hold a computer in your hand!
Explore how to answer this question: “What is the main idea of this passage?”
What are the key details in each paragraph? How do these details help you determine
the main idea of the passage?
Read the chart to see how the key details in the passage can help you find the main idea.
Paragraph 1
In 1833, Charles
Babbage introduced
the idea of a modern
computer, but he didn’t
know how to make it.
Paragraph 2
•In 1939, the first computers
helped countries fight wars.
•In 1950, companies began
using huge computers.
Paragraph 3
• In 1981, the first PC was sold.
•Since the early 1980s,
“computers have become
faster, smarter, and smaller.”
What do the details tell about what has happened to computers over time?
Fill in the blanks below to write about the main idea of the passage.
The passage tells how the modern
since it was first invented.
196
has
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
Part 3: Guided Instruction
Lesson 20
Now read a passage about how we use computers today. Use the
Close Reading and the Hint to help you answer the question.
Close Reading
In the first paragraph,
underline the sentence
that tells the main idea
of the passage. Then
circle two key details in
the second paragraph
that support the
main idea.
Genre: Social Studies
Computers Today by Spencer Kay
Fifty years ago, few people knew much about computers.
Even thirty years ago, not many people had them. But today
computers are everywhere!
You might be surprised to learn how many computers you
use every day. Digital watches and cameras use computers.
So do TVs and cell phones. Cars and airplanes use them.
They are also in traffic lights, alarm clocks, and MP3 players.
Hint
Choose an answer that
tells about the main
ideas, not just the
details in the passages.
Circle the correct answer.
How are the main ideas of “A Short History of Computers” and
“Computers Today” different?
A The first passage tells how computers have changed.
The second tells how we use computers every day.
B The first passage tells about computers used in wars.
The second tells about computers used in cars.
C The first passage tells who invented the computer.
The second tells why computers were invented.
D The first passage tells how companies use computers.
The second tells how cameras use computers.
Show Your Thinking
Look at the answer that you chose above. Explain why your answer tells the main ideas
of the passages, not just a detail from each.
“Computers Today” states, “Even thirty years ago, not many people had them.” With a
partner, find a detail in “A Short History of Computers” that supports this idea.
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
197
Part 4: Guided Practice
Lesson 20
Read these two passages about television. Use the Study Buddies and Close Reading to guide
your reading.
Genre: History
1
History of Television by Marcus Fink
David Sarnoff had an idea. If sound could travel over the
radio, why couldn’t pictures? In 1939, he showed the world
To get ready to
compare and contrast
the two passages,
I’m going to look for
the key details in this
first passage to find
its main idea.
Close Reading
How popular did
television become
in the United States?
Circle sentences that
tell how many U.S.
households had
televisions by 1946
and how many had
them in 1962.
Based on the title and
the key details, what
is this passage mostly
about? Underline
details that support the
main idea.
it was possible. Broadcast television was born.
2
No one person can claim that he or she invented
television. People in several countries were inventing it
about the same time. But even though television was
invented, there was a catch. No one knew what to do with
it. Sarnoff did, and he knew where to introduce it.
3
In 1939, Sarnoff showed the first television broadcast at
the New York World’s Fair. People crowded around the tiny
sets to watch the black-and-white pictures. The first show
was of President Franklin D. Roosevelt, who gave a speech.
That same year, television sets went on sale. The first ones
were small—only 5-inch by 12-inch screens.
4
Television companies began showing programs. In 1939,
the first baseball game was put on television. Stations began
to broadcast news shows, children’s shows, comedies, and
dramas. Today there are hundreds of channels and many
more kinds of programs.
5
In 1946, there were about 6,000 televisions sets in use
in the United States. In 1951, there were 12 million. As more
people watched, more shows were added. By 1962, around
49 million U.S. households had televisions in the home.
Today, 99 percent of homes have a television. Some even have
three or more!
198
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
Part 4: Guided Practice
Lesson 20
Genre: Persuasive Essay
Should We Watch TV? 1
by Genre:
Zak Shimek
Text
What do you do in your free time? If you say, “watch
television,” you are not alone. About 99 percent of American
households own a television. The airwaves are flooded with
I’m going to look for
key details in this
passage. Then I’m going
to draw lines between
the ideas in both
passages that are alike.
all kinds of programs. There are hundreds of channels to
choose from.
2
And there’s so much to see! You can watch a tiger hunt
in the jungle—something you might never see in person.
You can visit the bottom of the ocean or cruise in outer
space from your sofa. You can learn how to do new things,
such as cook. TV is also a good way to relax. Watching a
Close Reading
What opinions about
watching television
does the author state?
Circle two opinions
in the passage.
funny show can be relaxing.
3
said that the average person watches four hours each day.
If that person lived to be 65 years old, he or she would
have watched TV for nine years!
4
How does the passage
answer the question
asked by the title
“Should We Watch TV?”
Underline two details
that help answer this
question.
But do Americans watch too much television? One study
Watching television doesn’t require effort. All you have to
do is sit and watch. When children watch TV, they are not
playing and running. They aren’t playing games or solving
problems. Also, children who watch a lot of TV tend to eat
more junk food including chips and soda. So watching a lot
of TV can be bad for your health.
5
Watching a little television each day isn’t harmful. It
might even make you smarter. But if you are watching
four hours a day, think about doing something else!
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
199
Part 4: Guided Practice
Hints
Lesson 20
Use the Hints on this page to help you answer the questions.
1 Which of the following is a key detail found in both passages?
Which answer choice is
found in both passages?
A Watching television might make you smarter.
B Too many Americans watch too much television.
C The first television screens were only 5 inches by 12 inches.
D Most households in America have a television.
Which sentence from
“Should We Watch TV?”
does not support the
main idea of “History of
Television”?
2 Which sentence from “Should We Watch TV?” best shows how
the passages are different?
A “The airwaves are flooded with all kinds of programs.”
B “There are hundreds of channels to choose from.”
C “And there’s so much to see!”
D “But if you are watching four hours a day, think about doing
something else!”
How do the titles of the
passages help you find
the main idea of each?
How are the key details
in “History of Television”
different from the most
important ideas in
“Should We Watch TV?”
200
3 State the main idea of each passage. Explain how those main
ideas are different. Write a paragraph describing the main idea of
each passage and tell how they are different.
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
Part 5: Common Core Practice
Lesson 20
Read the articles. Then answer the questions that follow.
E-Readers No Substitute for Real Books
Genre: Text
by Linda Timm
  1 It’s a stormy, rainy, blustery day. You have a warm drink
and a snack. Time to curl up with a good book and read. The
window is nice and bright even though it’s cloudy outside. You
pull out your e-reader. Whoops—the battery is dead. And guess
what? The storm has knocked the electricity out, so there’s no
recharging it, either. Guess you’re out of luck.
  2 This is just one example that shows how impractical
e-readers are. E-readers are great toys, if you can afford one.
They are pricey. Sure, they can hold thousands of books, but
what good is that if the thing runs out of battery power right
when you need it? And they are thin—sometimes lighter than
a pound. That makes them super easy to break. Imagine how
frustrating it would be to lose all of those books and have to
pay for another e-reader!
  3 Some schools are buying e-readers for students. This seems an unnecessary expense
when most schools already have libraries full of thousands of real books. Most towns also
have libraries that lend books. It seems that some people just aren’t satisfied unless they have
the latest gadget. This makes them feel more modern and “21st century.” Well, the truth about
technology is that sometimes the simplest solution is the best one.
  4 A good school librarian is a treasure. She can help you locate sources for a class report,
or just help you pick out a good book. If schools start replacing real books with e-readers, what
will be the next step? Getting rid of librarians? Getting rid of the library altogether? Armed
with those thousands of book titles to sift through, who will these students look to for help?
There’s only so much information that can be gathered from the Internet, after all. Sometimes,
a human being is needed.
 5 Books are inexpensive, recyclable, and portable. They are easy to distribute, easy to care
for, and easy to replace. Many hundreds of thousands of books are free and available at your
local library. And the best part? The batteries will NEVER run out of power!
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
201
Part 5: Common Core Practice
Lesson 20
from “Goodbye Books?”
by Jamie Joyce, Time for Kids
  1 Cushing Academy used to have 20,000 books in its
library. But over the summer, this small Massachusetts high
school began to replace printed books with electronic books,
or e-books. Why? “The school wanted to put its focus on
21st-century learning,” Tom Corbett, the library’s executive
director, told TFK. Few students were using library books to
do their school assignments. Most did their research online.
Transforming the library seemed like the best way to meet
students’ needs. Without a print collection to care for,
Corbett says librarians can now concentrate on helping
students use the online collection in new and better ways. They
can also work with teachers to bring technology into the classroom.
More Books, More Reading
  2 Teacher Nancy Boyle says her students still enjoy regular books. But they’re also testing
out the Kindle, an electronic reader. So far, it’s been a success. “It’s great,” Boyle told TFK.
“The kids are reading more.”
  3 Sixteen-year-old Meghan Chenausky was skeptical at first. “I love the feeling of books,”
she told TFK. “I really thought I was going to be missing out when I started using a Kindle.
But now I absolutely love using it. It’s so convenient. You can have so many books right
at your fingertips.”
Meet an E-Reader
  4 Can your backpack fit 1,500 books? An e-reader can. Most e-readers are pencil-thin and
weigh less than a pound. They can download an e-book in 60 seconds. Don’t understand the
meaning of a word? Click on it to get the definition. Is the print too small? An e-reader can
adjust the size.
  5 E-readers aren’t cheap, but it costs the school just $5 or $10 to download an e-book
on as many as six e-readers. “Now, students have access to a million titles,” Corbett says.
  6 Still, regular books have one big advantage over e-readers: They don’t use electricity.
E-readers have to be charged, like cell phones.
Jaime Joyce, “Goodbye, Books?” from Time for Kids, November 20, 2009. Copyright © 2009 by Time for Kids. All rights reserved. Used by
permission and protected by the Copyright Laws of the United States. The printing, copying, redistribution, or retransmission of this Content
without expressed, written permission is prohibited. www.timeforkids.com/
202
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
Part 5: Common Core Practice
1 How are the main ideas of these two passages
different?
A “Goodbye Books?” is about Cushing
Lesson 20
Answer Form
1 A B C D
2 A B C D Number
Genre: Text
4 A B C D Correct
3
Academy, while “E-Readers No Substitute
for Real Books” is about libraries that have only real books.
B “Goodbye Books?” tells that e-readers are good for students and schools,
while “E-Readers No Substitute for Real Books” tells that e-readers cannot
replace real books.
C “Goodbye Books?” only discusses e-books, while “E-Readers No Substitute
for Real Books” is only about real books.
D “Goodbye Books?” is about the low cost of e-readers, while “E-Readers
No Substitute for Real Books” is about the low cost of real books.
2 What key detail can you find in both passages?
A An e-reader can hold 1,500 books.
B Most students do their research online.
C E-reader batteries have to be charged with electricity.
D Downloading a book onto an e-reader costs between $5 and $10.
3 Paragraph 4 in “Goodbye Books?” and paragraph 2 in “E-Readers No Substitute
for Real Books” both tell that the e-book is thin and weighs less than a pound.
Using two details from the texts, explain how the passages use this same detail
to support different opinions.
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
203
Part 5: Common Core Practice
Lesson 20
4 Which sentence from “E-Readers No Substitute for Real Books” best shows
how the two passages are different?
A “This is just one example that shows how impractical e-readers are.”
B “Some schools are buying e-readers for students.”
C “Most towns also have libraries that lend books.”
D “There’s only so much information that can be gathered from the Internet,
after all.”
5 Read the sentences below. Then answer the question that follows.
In the first article, Linda Timm says, “Some schools are buying e-readers for
students. This seems an unnecessary expense when most schools already have
libraries full of thousands of real books.”
In the second article, Jamie Joyce says, “E-readers aren’t cheap, but it costs
the school just $5 or $10 to download an e-book on as many as six e-readers.”
Write a paragraph telling how these details show the difference between the
authors’ point of view. Use one detail from each text to support your answer.
Self Check Go back and see what you can check off on the Self Check on page 169.
204
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
Lesson 20
(Student Book pages 195–204)
Comparing and Contrasting Two Texts
Theme: Inventions That Changed
Theme:
theTheme
Way We
Name
Live
Lesson Objectives
Tap Students’ Prior Knowledge
•Identify the main ideas and key details presented
in two texts on the same topic.
•Tell students they will be working on a lesson
about comparing and contrasting two texts on
the same topic.
•Determine how the main ideas and details in two
texts are alike and different.
The Learning Progression
•Grade 2: CCSS RI.2.9 requires students to determine
the key ideas in two texts on the same topic in order
to compare and contrast them.
•Grade 3: CCSS RI.3.9 builds on the Grade 2
standard by asking students to determine the
most important points as well as key details
supporting those points in order to compare and
contrast two texts on the same topic.
•Grade 4: CCSS RI.4.9 emphasizes synthesizing
information from two texts on the same topic with
enough proficiency to successfully communicate
ideas about the subject in writing or speech.
Prerequisite Skills
•Identify the key ideas in two texts on the same topic.
•Compare and contrast the key details in two texts
on the same topic.
•First, remind students that when you compare two
things, you tell how they are alike. For example,
ask students how bicycles and motorcycles are alike.
(They both have two wheels.)
•Next, explain that when you contrast two you tell
how they are different. Ask students how bicycles
and motorcycles are different. (Motorcycles have
engines, but bicycles do not.)
•Say to students: “Imagine I’ve asked you to write
a paragraph about your favorite invention. What
would you write about?” Invite volunteers to share
their ideas about favorite inventions. Point out that
their ideas are alike because they have the same
topic—favorite inventions. Then point out that their
ideas are also different because of the variety of
choices of inventions.
•Tell students that in this lesson they will learn how
to compare and contrast two texts that have the
same topic.
Teacher Toolbox
Teacher-Toolbox.com
Prerequisite
Skills
✓
Ready Lessons
Tools for Instruction
RI.3.9
✓✓
Interactive Tutorials
CCSS Focus
RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.
ADDITIONAL STANDARDS: R I.3.1; RI.3.3; RI.3.6; W.3.1; W.3.2; W.3.7; SL.3.1; SL.3.1.c; SL.3.1.d; SL.3.4; L.3.1.f; L.3.4; L.3.4.a
(See page A39 for full text.)
184
©Curriculum Associates, LLC Copying is not permitted.
Lesson203
Lesson
Part 1: Introduction
At a Glance
Through an advertisement and a news story, students
are introduced to comparing and contrasting main
ideas and key details in two texts on the same topic.
They will learn that understanding how main ideas and
key details in two different texts are alike and different
is a strategy they can use when reading.
Step By Step
Lesson 20
Part 1: Introduction
•Direct students to circle the details in the ad and the
news story that are alike. Instruct them to underline
the details that are different. Discuss the details
students circled and underlined.
•Invite a volunteer to read aloud the details in the
diagram.
•Discuss with students that the main ideas of the ad
and the news story are alike. Ask students to name
the key details in each text that are different.
RI.3.9: Compare and contrast the most
important points and key details presented
in two texts on the same topic.
Theme: Inventions That
Changed the Way We Live
Imagine you are reading two texts about the same topic. Even though the topic is the
same, the texts are not identical. You can compare the main ideas and details in those
texts, or tell how they are alike. You can also contrast them, or tell how they are
different. Let’s look at two texts about one of the most famous machines in history.
Read the ad and the news story.
A Car For Everyone
Ever dream of owning a car?
Now YOU can afford to buy
•Read aloud the explanations of compare and contrast.
•Ask students to read the ad and the news story about
the Model T.
ccSS
comparing and contrasting
Two Texts
Ford’s Model T
at its new low price!
Order today!
Available in gray, green, blue, or red.
October, 1908
Today Henry Ford rolled out his
newest car, the Model T. The lower
price of this car, nicknamed the "Tin
Lizzie," makes it affordable for
everyone.
circle the details in the ad and news story that are alike. underline the details
that are different.
Look at the diagram to see how to compare and contrast the ad and the
news story about the model T Ford.
Model T News Story
Model T Ad
• shows what the Model T
looks like
• comes in gray, green,
blue, or red
Both
• affordable
• nicknamed “Tin Lizzie”
• made by Henry Ford
• went on sale in October,
1908
The main ideas of the ad and news story are alike: The Model T is affordable. The key
details are different: The ad has a picture and tells that the Model T comes in different
colors. The news story tells about the Model T’s nickname, who made the car, and
when it became available.
When reading two texts on the same topic, compare and contrast the main ideas and
details to see how they are alike and different. It’s a skill of good readers everywhere.
L20: Comparing and Contrasting Two Texts
•Ask students to share a real-life situation where they
have read two texts about the same topic. Have
students compare and contrast the main ideas and
details of the two texts.
©Curriculum Associates, LLC
Copying is not permitted.
195
•Reinforce how comparing and contrasting main
ideas and details of two texts on the same topic is
a valuable reading strategy by sharing how you have
used this strategy while reading texts.
Genre Focus
Informational Text: Persuasive Essay
Explain to students that in this lesson they will read
informational texts. Tell students that one type of
informational text is a persuasive essay. Explain that
a persuasive essay is an opinion piece in which the
writer states a claim, or argument, and supports it
with evidence such as facts, examples, and reasons.
Point out that the purpose of the essay is to convince
readers to agree with the writer’s opinion. Ask
students to share examples of persuasive essays
they have read or written.
“Should We Watch TV?” is a persuasive essay. The
essay shares the author’s opinion about watching
television.
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
“E-Readers No Substitute for Real Books” is also a
persuasive essay. The essay expresses the author’s
opinion about the impracticality of e-readers.
Tell students that “Goodbye Books?” is a news article
about a high school that has begun replacing printed
books with electronic books. The article explores the
advantages of having e-readers in schools.
“A Short History of Computers” is informational text
focused on the history of computers. The passage gives
information about the modern computer. Tell students
that “Computers Today” is also informational text. It is
an article that tells about how we use computers today.
Finally, explain that “History of Television” is an article
that explores the history of televisions.
185
Lesson 20
Part 2: Modeled Instruction
At a Glance
Students read a passage about the history of computers.
Students use the key details in the passage to find the
main idea.
Step By Step
•Remind students they just compared and contrasted
main ideas and key details in two texts on the
same topic.
Part 2: modeled Instruction
Lesson 20
Read this passage about the history of computers.
Genre: History
A Short History of Computers
by Spencer Kay
In 1833, a man named Charles Babbage came up with the idea of the modern computer.
But there was one problem. He couldn’t figure out how to make one.
A hundred years later, things changed. In 1939, the first computers were invented to
help countries fight wars. Then, from 1950 on, companies used computers to help run
their businesses. These computers were so huge that they filled large rooms.
In 1981, the first PC, or personal computer, was sold. It fit on a desktop and had a
keyboard and a screen. Since then, computers have become faster, smarter, and smaller.
Today, you can even hold a computer in your hand!
•Tell students they will use key details from
paragraphs to identify the main idea of a passage.
•Read aloud the passage about the history of the
modern computer.
•Then, read the question: What is the main idea of
this passage?
•Now, tell students you will perform a Think Aloud
to demonstrate a way of identifying the main idea.
Think Aloud: I can use key details from each paragraph
to help me identify the main idea of the passage.
•Direct students to the chart. Explain that it shows
the process of using key details to identify the
main ideas.
Think Aloud: The key detail in the first paragraph
is that Charles Babbage had an idea for the computer
in 1883, but he didn’t know how to make it.
•Tell students to read the key details in the second
and third columns of the chart. Discuss the details.
Think Aloud: I can use the details listed in the chart
to help me figure out the main idea.
•Discuss the main idea of the passage.
•Finally, have students fill in the blanks to write
about the main idea of the passage. Discuss student
responses.
explore how to answer this question: “What is the main idea of this passage?”
What are the key details in each paragraph? How do these details help you determine
the main idea of the passage?
Read the chart to see how the key details in the passage can help you find the main idea.
Paragraph 1
In 1833, Charles
Babbage introduced
the idea of a modern
computer, but he didn’t
know how to make it.
Paragraph 2
• In 1939, the first computers
helped countries fight wars.
• In 1950, companies began
using huge computers.
Paragraph 3
• In 1981, the first PC was sold.
• Since the early 1980s,
“computers have become
faster, smarter, and smaller.”
What do the details tell about what has happened to computers over time?
Fill in the blanks below to write about the main idea of the passage.
The passage tells how the modern
since it was first invented.
196
computer
has
changed
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC
Copying is not permitted.
Tier Two Vocabulary: Personal
•Point to different objects on your desk. Say,
“These are my personal things. I am the only
person that uses them.”
•Ask students to name some things that only
they use at school or home. (their notebook,
toothbrush, desk)
•Direct students to the word personal in paragraph
three. Tell them that the word personal has the
suffix -al, which means “of, or relating to.” Then
point out to students that personal is a describing
word; it describes what something is like. Ask,
“What kind of computer is a personal computer?”
(a computer made for use, or owned, by a person)
•Ask students what personal means. (something
that one person uses or belongs to one person)
(RI.3.4; L.3.4.a)
186
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
Lesson 20
Part 3: Guided Instruction
At a Glance
Students read a social studies passage about how we use
computers today. They answer a question and analyze
the details that helped them answer the question.
Step By Step
•Tell students they will read about how we use
computers today.
•Tell students that Close Reading will help them
identify and remember the main idea of the passage
and the key details that support the main idea. The
Hint will help them choose an answer that tells
about the main idea.
Part 3: guided Instruction
Now read a passage about how we use computers today. use the
close Reading and the hint to help you answer the question.
close Reading
Genre: Social Studies
•Have students answer the question, using the Hint
to help. Then have them respond to the prompt in
Show Your Thinking. Place students in pairs to
respond to the Pair/Share prompt.
Answer Analysis
Choice A is correct. The main idea of the first passage
is how computers have changed over time, and the
main idea of the second passage is about the many uses
computers have today.
Choice B is incorrect because the first passage tells more
about computers than when they were used in wars,
and the second passage tells more about computers
than when they are used in cars.
Choice C is incorrect because the first passage tells about
how computers were developed, while the second
passages does not tell why they are used.
Choice D is incorrect because the first passage is about
the history of computers, not just about how companies
use them.
ERROR ALERT: Students who did not answer the
question correctly might not have used key details
to determine the main idea of both passages. Have
them review the answer to the main idea question
on the previous page. Then tell them to look at the
sentences they marked in “Computers Today.”
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
Computers Today
In the first paragraph,
underline the sentence
that tells the main idea
of the passage. Then
circle two key details in
the second paragraph
that support the
main idea.
by Spencer Kay
Fifty years ago, few people knew much about computers.
Even thirty years ago, not many people had them. But today
computers are everywhere!
You might be surprised to learn how many computers you
use every day. Digital watches and cameras use computers.
So do TVs and cell phones. Cars and airplanes use them.
They are also in traffic lights, alarm clocks, and MP3 players.
hint
circle the correct answer.
Choose an answer that
tells about the main
ideas, not just the
details in the passages.
•Have students read the passage and underline the
sentence that tells the main idea and circle the key
details, as directed by Close Reading.
•Ask volunteers to tell the main idea and key details
that they identified. If necessary, ask: “What are the
details mainly about?”
Lesson 20
How are the main ideas of “A Short History of Computers” and
“Computers Today” different?
A The first passage tells how computers have changed.
The second tells how we use computers every day.
b
The first passage tells about computers used in wars.
The second tells about computers used in cars.
c
The first passage tells who invented the computer.
The second tells why computers were invented.
D The first passage tells how companies use computers.
The second tells how cameras use computers.
Show your Thinking
Look at the answer that you chose above. Explain why your answer tells the main ideas
of the passages, not just a detail from each.
Responses will vary.
“Computers Today” states, “Even thirty years ago, not many people had them.” With a
partner, find a detail in “A Short History of Computers” that supports this idea.
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC
Copying is not permitted.
197
ELL Support: Homophones
•Explain to students that homophones are two words
that sound alike but have different meanings and
spellings.
•Say the word hour to students. Some students may
hear our. Work with students to come up with a
definition for the word they heard. As students give
a definition, write it on the board. Then write the
word next to the definition. For example, if students
say “sixty minutes,” write hour next to the meaning.
Repeat for the other word (our: “belonging to us”).
Explain that both words sound alike, but they have
different meanings.
•Read aloud the first sentence of the passage on
student book page 197. Ask students what the
word knew means. (“had knowledge of”)
•Then ask students to call out a word that sounds like
knew but has a different spelling and meaning. (new)
Have a volunteer write the word on the board.
•Ask students what new means. (“having been made
or come into existence recently) Ask them to tell
you why knew and new are homophones. (L.3.4)
187
Lesson 20
Part 4: Guided Practice
At a Glance
Students read a passage about the history of television.
After the first reading, ask three questions to check
your students’ comprehension of the passage.
Part 4: guided Practice
Lesson 20
Read these two passages about television. use the Study buddies and close Reading to guide
your reading.
Genre: History
History of Television
Step By Step
•Have students read the passage silently without
referring to the Study Buddy or Close Reading text.
•Ask the following questions to ensure student
comprehension of the text:
Where was the first television broadcast shown?
(at the New York World’s Fair in 1939)
What were the first programs shown on television?
(baseball games, news shows, children’s shows, comedies,
and dramas)
How many homes today have televisions? (99 percent)
•Ask students to review the text and look at the Study
Buddy think aloud. What does the study buddy help
them think about?
Tip: The Study Buddy tells students that as they get
ready to compare and contrast passages, they should
look at key details in the first passage in order to
identify the main idea. Learning to use key details to
identify main ideas will help students compare and
contrast texts about the same topic.
•Have students reread the passage. Tell them to follow
the directions in the Close Reading.
Tip: Students should recognize that the title gives
a clue to the passage’s content. Students should also
ask themselves what the details in the passage are
mainly about in order to identify the main idea.
•Finally, have students answer the questions on
page 200. When students have finished, use the
Answer Analysis to discuss correct and incorrect
responses.
188
1
by Marcus Fink
David Sarnoff had an idea. If sound could travel over the
radio, why couldn’t pictures? In 1939, he showed the world
To get ready to
compare and contrast
the two passages,
I’m going to look for
the key details in this
first passage to find
its main idea.
close Reading
How popular did
television become
in the United States?
circle sentences that
tell how many U.S.
households had
televisions by 1946
and how many had
them in 1962.
Based on the title and
the key details, what
is this passage mostly
about? underline
details that support the
main idea.
it was possible. Broadcast television was born.
2
No one person can claim that he or she invented
television. People in several countries were inventing it
about the same time. But even though television was
invented, there was a catch. No one knew what to do with
it. Sarnoff did, and he knew where to introduce it.
3
In 1939, Sarnoff showed the first television broadcast at
the New York World’s Fair. People crowded around the tiny
sets to watch the black-and-white pictures. The first show
was of President Franklin D. Roosevelt, who gave a speech.
That same year, television sets went on sale. The first ones
were small—only 5-inch by 12-inch screens.
4
Television companies began showing programs. In 1939,
the first baseball game was put on television. Stations began
to broadcast news shows, children’s shows, comedies, and
dramas. Today there are hundreds of channels and many
more kinds of programs.
5
In 1946, there were about 6,000 televisions sets in use
in the United States. In 1951, there were 12 million. As more
people watched, more shows were added. By 1962, around
49 million U.S. households had televisions in the home.
Today, 99 percent of homes have a television. Some even have
three or more!
198
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC
Copying is not permitted.
Tier Two Vocabulary: Broadcast
•Have students find the word broadcast in
paragraph 3.
•Explain that broadcast can function as a verb that
means “to send out or communicate by radio or
television.” It can also function as a noun that
means “a radio or television program.”
•Ask them to look at the context, the surrounding
words, and concepts.
•Have students explain which meaning of broadcast
is used in the text. (a television program)
(RI.3.4; L.3.4.a)
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
Lesson 20
Part 4: Guided Practice
At a Glance
Students read a persuasive essay about watching TV.
After the first reading, ask three questions to check
your students’ comprehension of the essay.
Part 4: guided Practice
Lesson 20
Genre: Persuasive Essay
Should We Watch TV?
1
television,” you are not alone. About 99 percent of American
Step By Step
•Have students read the essay silently without
referring to the Study Buddy or Close Reading text.
•Ask the following questions to ensure student
comprehension of the text:
households own a television. The airwaves are flooded with
I’m going to look for
key details in this
passage. Then I’m going
to draw lines between
the ideas in both
passages that are alike.
choose from.
2
And there’s so much to see! You can watch a tiger hunt
in the jungle—something you might never see in person.
You can visit the bottom of the ocean or cruise in outer
space from your sofa. You can learn how to do new things,
such as cook. TV is also a good way to relax. Watching a
funny show can be relaxing.
What opinions about
watching television
does the author state?
circle two opinions
in the passage.
According to the essay, how many hours of TV does
an average person watch a day? (four)
How does the passage
answer the question
asked by the title
“Should We Watch TV?”
underline two details
that help answer this
question.
•Ask students to review the text and look at the Study
Buddy think aloud. What does the Study Buddy help
them think about?
all kinds of programs. There are hundreds of channels to
close Reading
What does the essay say you can watch on TV?
(a tiger hunt, the bottom of the ocean, outer space,
a funny show)
According to the essay, why can TV be bad for your
health? (you aren’t being active and you will eat junk
food that is bad for your health)
by Genre:
Zak Shimek
Text
What do you do in your free time? If you say, “watch
3
But do Americans watch too much television? One study
said that the average person watches four hours each day.
If that person lived to be 65 years old, he or she would
have watched TV for nine years!
4
Watching television doesn’t require effort. All you have to
do is sit and watch. When children watch TV, they are not
playing and running. They aren’t playing games or solving
problems. Also, children who watch a lot of TV tend to eat
more junk food including chips and soda. So watching a lot
of TV can be bad for your health.
5
Watching a little television each day isn’t harmful. It
might even make you smarter. But if you are watching
four hours a day, think about doing something else!
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC
Copying is not permitted.
199
Tip: The Study Buddy tells that it will look for key
details in the passage. The Study Buddy also tells
students that it will draw lines between the ideas in
both passages that are alike. Identifying details that
are alike will help students compare texts about
the same topic.
Tier Two Vocabulary: Require
•Have students reread the essay. Tell them to follow
the directions in the Close Reading.
•Ask why you require a pencil. (so that students
can write)
Tip: Students should recognize that the passage
is a persuasive essay. Remind students that in a
persuasive essay the author states his or her opinion
and supports it with evidence. Point out that the
author’s opinion is how she or he feels about a topic
and the reader can agree or disagree. Also explain
that the author uses facts that can be proven to help
convince the reader to support his or her opinion.
•Finally, have students answer the questions on
page 200. When students have finished, use the
Answer Analysis to discuss correct and incorrect
responses.
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
•Say, “I require each student in my class to have
a pencil.”
•Point out the word require in paragraph 4. In the
context of the passage, what does the word require
mean? (something necessary)
•Ask, “Is it necessary to be active while you watch
TV?” (no)
•Write the inflections of the word: required,
requires, requiring.
•Ask students to use each word in a sentence.
(RI.3.4; L.3.4.a)
189
Lesson 20
Part 4: Guided Practice
Step by Step
Part 4: guided Practice
• Have students read questions 1–3, using the Hints to
help them answer the questions.
use the hints on this page to help you answer the questions.
hints
Which answer choice is
found in both passages?
• Discuss with students the Answer Analysis below.
1 Which of the following is a key detail found in both passages?
A Watching television might make you smarter.
Answer Analysis
Which sentence from
“Should We Watch TV?”
does not support the
main idea of “History of
Television”?
How do the titles of the
passages help you find
the main idea of each?
How are the key details
in “History of Television”
different from the most
important ideas in
“Should We Watch TV?”
3 Sample response: The point of the first passage is
that television has become very common. The author
shows how the number of televisions has grown. The
point of the second passage is that people watch too
much TV. The second author shows not only the
number of TVs, but the amount of time people spend
watching.
Reteaching
Use a graphic organizer to verify the correct answer to
question 3. Draw the graphic organizer below, leaving
the boxes blank. Work with students to fill in the
boxes, using information from the story. Sample
responses are provided.
Should We Watch TV
The average person watches
four hours each day.
Most homes have televisions Watching a lot of TV means
and there are hundreds of
that children aren’t active
channels and kinds of
and eat junk food.
programs.
190
Too many Americans watch too much television.
c
The first television screens were only 5 inches by 12 inches.
2 Which sentence from “Should We Watch TV?” best shows how
the passages are different?
A “The airwaves are flooded with all kinds of programs.”
b
“There are hundreds of channels to choose from.”
c
“And there’s so much to see!”
D “But if you are watching four hours a day, think about doing
something else!”
2 Choice D is correct. This sentence shows that the
passage expresses an opinion about watching too
much TV. Choices A, B, and C are incorrect because
they do not state opinions about watching too
much TV.
Since the first television
broadcast, television has
come a long way.
b
D Most households in America have a television.
1 Choice D is the correct answer. Both passages
include this detail. Choice A is incorrect because the
first passage does not include this detail. Choice B is
incorrect because the first passage does not include
this opinion. Choice C is incorrect because the
second passage does not include this information.
History of Television
Lesson 20
200
3 State the main idea of each passage. Explain how those main
ideas are different. Write a paragraph describing the main idea of
each passage and tell how they are different.
See sample response.
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC
Copying is not permitted.
Integrating Standards
Use these questions to further students’ understanding
of “History of Television” and “Should We Watch TV?”
1 When was the first baseball game shown on
television? (RI.3.3)
The first baseball game was shown on television
in 1939.
2 According to the passage, how many years would
an average person spend watching TV by the
time they were 65? (RI.3.1)
If the average person watched TV four hours a day,
by the time that person was 65, they would have
watched TV for nine years.
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
Lesson 20
Part 5: Common Core Practice
Part 5: common core Practice
Part 5: common core Practice
Lesson 20
Lesson 20
from “Goodbye Books?”
Read the articles. Then answer the questions that follow.
E-Readers No Substitute for Real Books
Genre: Text
by Jamie Joyce, Time for Kids
1
Cushing Academy used to have 20,000 books in its
library. But over the summer, this small Massachusetts high
school began to replace printed books with electronic books,
or e-books. Why? “The school wanted to put its focus on
21st-century learning,” Tom Corbett, the library’s executive
director, told TFK. Few students were using library books to
do their school assignments. Most did their research online.
Transforming the library seemed like the best way to meet
students’ needs. Without a print collection to care for,
Corbett says librarians can now concentrate on helping
students use the online collection in new and better ways. They
can also work with teachers to bring technology into the classroom.
by Linda Timm
1
It’s a stormy, rainy, blustery day. You have a warm drink
and a snack. Time to curl up with a good book and read. The
window is nice and bright even though it’s cloudy outside. You
pull out your e-reader. Whoops—the battery is dead. And guess
what? The storm has knocked the electricity out, so there’s no
recharging it, either. Guess you’re out of luck.
2
This is just one example that shows how impractical
e-readers are. E-readers are great toys, if you can afford one.
They are pricey. Sure, they can hold thousands of books, but
what good is that if the thing runs out of battery power right
when you need it? And they are thin—sometimes lighter than
a pound. That makes them super easy to break. Imagine how
frustrating it would be to lose all of those books and have to
pay for another e-reader!
More Books, More Reading
2
Teacher Nancy Boyle says her students still enjoy regular books. But they’re also testing
out the Kindle, an electronic reader. So far, it’s been a success. “It’s great,” Boyle told TFK.
“The kids are reading more.”
3
Some schools are buying e-readers for students. This seems an unnecessary expense
when most schools already have libraries full of thousands of real books. Most towns also
have libraries that lend books. It seems that some people just aren’t satisfied unless they have
the latest gadget. This makes them feel more modern and “21st century.” Well, the truth about
technology is that sometimes the simplest solution is the best one.
4
A good school librarian is a treasure. She can help you locate sources for a class report,
or just help you pick out a good book. If schools start replacing real books with e-readers, what
will be the next step? Getting rid of librarians? Getting rid of the library altogether? Armed
with those thousands of book titles to sift through, who will these students look to for help?
There’s only so much information that can be gathered from the Internet, after all. Sometimes,
a human being is needed.
5
Books are inexpensive, recyclable, and portable. They are easy to distribute, easy to care
for, and easy to replace. Many hundreds of thousands of books are free and available at your
local library. And the best part? The batteries will NEVER run out of power!
3
Sixteen-year-old Meghan Chenausky was skeptical at first. “I love the feeling of books,”
she told TFK. “I really thought I was going to be missing out when I started using a Kindle.
But now I absolutely love using it. It’s so convenient. You can have so many books right
at your fingertips.”
Meet an E-Reader
4
Can your backpack fit 1,500 books? An e-reader can. Most e-readers are pencil-thin and
weigh less than a pound. They can download an e-book in 60 seconds. Don’t understand the
meaning of a word? Click on it to get the definition. Is the print too small? An e-reader can
adjust the size.
5
E-readers aren’t cheap, but it costs the school just $5 or $10 to download an e-book
on as many as six e-readers. “Now, students have access to a million titles,” Corbett says.
6
Still, regular books have one big advantage over e-readers: They don’t use electricity.
E-readers have to be charged, like cell phones.
Jaime Joyce, “Goodbye, Books?” from Time for Kids, November 20, 2009. Copyright © 2009 by Time for Kids. All rights reserved. Used by
permission and protected by the Copyright Laws of the United States. The printing, copying, redistribution, or retransmission of this Content
without expressed, written permission is prohibited. www.timeforkids.com/
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC
Copying is not permitted.
201
202
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC
Copying is not permitted.
At a glance
Answer Analysis
Students independently read two passages and answer
questions in a format that provides test practice.
1 Choice B is the correct answer. Choice A is incorrect
because “Goodbye Books?” is more about Cushing
Academy’s library than the academy itself. Choice C
is incorrect because “E-Readers No Substitute for
Real Books” is about more than just real books.
Choice D is incorrect because “Goodbye Books?”
is about more than the low cost of e-readers, and
“E-Readers No Substitute for Real Books” is not
about the low cost of real books. (DOK 3)
step by step
• Tell students to use what they have learned about
reading closely and comparing and contrasting main
ideas and details in texts about the same topic to
read the passages on pages 201 and 202.
• Remind students to underline important details.
• Tell students to answer the questions on pages 203
and 204. For questions 1, 2, and 4, they should
fill in the correct circle on the Answer Form.
• When students have finished, use Answer Analysis to
discuss correct responses and the reasons for them.
Have students fill in the Number Correct on the
Answer Form.
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
Theme Connection
•How do all of the passages in this lesson relate
to the theme of inventions that changed the way
we live?
•What is one fact or idea that you learned from
reading these passages?
191
Lesson 20
Part 5: Common Core Practice
Part 5: common core Practice
1
How are the main ideas of these two passages
different?
A “Goodbye Books?” is about Cushing
B
Part 5: common core Practice
Lesson 20
Answer Form
1 A B C D
2 A B C D Number
Genre: Text
4 A B C D correct
4
3
Lesson 20
Which sentence from “E-Readers No Substitute for Real Books” best shows
how the two passages are different?
A “This is just one example that shows how impractical e-readers are.”
Academy, while “E-Readers No Substitute
for Real Books” is about libraries that have only real books.
B
“Goodbye Books?” tells that e-readers are good for students and schools,
while “E-Readers No Substitute for Real Books” tells that e-readers cannot
replace real books.
D “There’s only so much information that can be gathered from the Internet,
“Some schools are buying e-readers for students.”
C “Most towns also have libraries that lend books.”
after all.”
C “Goodbye Books?” only discusses e-books, while “E-Readers No Substitute
for Real Books” is only about real books.
5
D “Goodbye Books?” is about the low cost of e-readers, while “E-Readers
No Substitute for Real Books” is about the low cost of real books.
2
In the first article, Linda Timm says, “Some schools are buying e-readers for
students. This seems an unnecessary expense when most schools already have
libraries full of thousands of real books.”
What key detail can you find in both passages?
In the second article, Jamie Joyce says, “E-readers aren’t cheap, but it costs
the school just $5 or $10 to download an e-book on as many as six e-readers.”
A An e-reader can hold 1,500 books.
B
Most students do their research online.
Write a paragraph telling how these details show the difference between the
authors’ point of view. Use one detail from each text to support your answer.
C E-reader batteries have to be charged with electricity.
D Downloading a book onto an e-reader costs between $5 and $10.
3
Read the sentences below. Then answer the question that follows.
See sample response.
Paragraph 4 in “Goodbye Books?” and paragraph 2 in “E-Readers No Substitute
for Real Books” both tell that the e-book is thin and weighs less than a pound.
Using two details from the texts, explain how the passages use this same detail
to support different opinions.
See sample response.
Self check Go back and see what you can check off on the Self Check on page 169.
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC
Copying is not permitted.
203
2 Choice C is correct. Choice A is incorrect because
this detail is only found in “Goodbye Books?”
Choice B is incorrect because this is not discussed
in “Goodbye Books?” Choice D is incorrect because
this fact is not included in “E-Readers No Substitute
for Real Books.” (DOK 1)
3 Sample response: “Goodbye Books?” uses this fact
to support the opinion that this much weight is
easier to carry than 1,500 books. “E-Readers No
Substitute for Real Books” uses this fact to support
the opinion that they are impractical because they
can break easily. (DOK 4)
204
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC
Copying is not permitted.
5 Sample response: These sentences show that Linda
Timm feels e-book readers are too expensive and
Jamie Joyce doesn’t. Linda Timm says the readers
are “great toys, if you can afford one.” She calls
them “pricey.” Jamie Joyce thinks readers are worth
the cost because they can hold 1,500 books. She
also thinks the low price of e-books makes up for
the high price of the reader. It only costs $5 or $10
for six copies of a book. (DOK 4)
4 Choice A is correct. This sentence shows that the
passage is not in support of e-readers. Choice B is
incorrect because this statement is like statements
in “Goodbye Books?” Choice C is incorrect because
this statement could be in both articles and make
sense. Choice D is incorrect because it doesn’t have
anything to do with e-readers and books, which is
central to both passages. (DOK 3)
192
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
Lesson 20
Part 5: Common Core Practice
Integrating Standards
Use these questions and tasks as opportunities to
interact with “E-Readers No Substitute for Real Books”
and “Goodbye Books?”
1 Linda Timm says that e-readers are “impractical.”
Do you agree with that point of view? Why or
why not? (RI.3.6)
Responses will vary. Students may agree with the
author’s point of view that e-readers are impractical.
Students should provide examples that support that
point of view. Students may not agree with the
author’s point of view. Students should support that
point of view with specific examples.
4 Use evidence from the text to write a paragraph
that explains how a student could use an
electronic reader in school. (W.3.2)
2 According to “Goodbye Books?,” there are many
positive effects of using electronic readers. What
are they? (RI.3.3)
Switching to electronic readers has caused many good
things to happen at Cushing Academy. Librarians are
free to help students use the online collection of books
in new and better ways. Librarians now have time
to help teachers bring technology to the classroom.
Teachers stated that kids are reading more.
3 Discuss the following in small groups: Should
your school provide electronic readers? Why or
why not? (SL.3.1.d)
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.
Responses in groups will vary. Students might say
that electronic readers are impractical and an
unnecessary expense. Others might say that they
provide better access to more books and encourage
more kids to read.
Responses will vary, but should include the following
ideas: Students can reference more than one book at a
time. For example, they can have the book they need
for language arts as well as a book they are reading
for pleasure. Students can also use their electronic
reader to look up the definitions of unfamiliar words
as they are reading. Students could also look up
many books at the touch of a button to compare
to a book they are currently reading.
5 Explain the meaning of the phrase “pencil-thin”
using the context of the article “Goodbye Books?”
(L.3.4.a)
The author uses the phrase “pencil-thin” to describe
the electronic reader. “Pencil-thin” means that the
electronic reader is no thicker than the width of a
pencil. The phrase helps readers understand how
small the reader is.
193
Lesson 20
Additional Activities
Writing Activities
Persuasive Essay (W.3.1)
•Review the features of a persuasive essay. Then review the opinions presented in the persuasive essay
“Should We Watch TV?” Ask students to express their opinion about watching television.
•Direct students to write a paragraph that states their opinion and provides facts to support it.
•Prompt students to use details from “Should We Watch TV?” to support their opinions.
Subject-Verb Agreement (L.3.1.f)
•Read the third sentence of paragraph 4 in “Should We Watch TV?” Then read the sentence again but change
“watch” to “watches” and “are” to “is.” Ask students why the words “watches” and “is” aren’t correct in this
sentence. Explain that subjects in a sentence need to agree with their verbs. Plural subjects (“children” and
“they”) need plural verbs (“watch” and “are”). Read the second sentence in paragraph 3 to show how a singular
subject (“person”) needs a singular verb (“watches”).
•Have students write two sentences, one with a singular subject/verb and one with a plural subject/verb.
Listening Activity (SL.3.1.c)
Listen Closely/Computers of the Future
•Direct groups to create a commercial for their
topic. Instruct them to write a script, create
visuals, and practice performing the commercial.
•Discuss with students what they learned about
the history of computers.
•Explain that groups will perform their commercial
for the class.
•Arrange students in groups. Explain that groups
will discuss how they think computers will
continue to develop (e.g., what they might control,
how small they might become, what might be
accomplished using them).
•Provide time for students to perform their
commercial.
•Tell students that each person in the group will
speak. Instruct students to listen to each other
with care, ask questions to make sure they
understand the speaker, and link any comments
directly to what the speaker says.
Media Activity (SL.3.4)
Be Creative/Create a Commercial
•Organize students into groups. Explain that each
group will either be in favor of using electronic
readers or against the use of electronic readers.
Assign groups their topic.
•Explain that groups will create a commercial for
their topic. Briefly discuss elements of a commercial
such as persuasive language, catchy songs, visual
appeal, etc. Ask students to discuss their favorite
and least favorite commercials. Ask: “What makes
a good commercial? What should you avoid when
making a commercial?”
194
Research/Present Activity
(W.3.7; SL.3.4)
Research and Present/Give a Presentation
•Remind students that the passages in this lesson
are about inventions that changed the way we live.
•Instruct students to brainstorm a list of inventions
they think have changed the way they live. Ask them
to choose an invention that most interests them.
•Direct students to use print and electronic
resources to research the history of the invention
and its uses.
•Ask students to write a short report that explains
the history, the uses of the invention, and why
they think it has changed the way we live.
•Tell students to include an illustration or a
photograph of the invention.
•Provide time for students to share their reports.
L20: Comparing and Contrasting Two Texts
©Curriculum Associates, LLC Copying is not permitted.