Read aloud the first two learning targets with

• Read aloud the first two learning targets with students, and share with them that today they will be
comparing the structure of Chapter 8 with the poem “Incident.”
• Read aloud the second learning target, and share with students that in the second part of the lesson they will
be making a text to film comparison.
• Posting learning targets allows
students to reference them
throughout the lesson to check
their understanding. They also
provide a reminder to students
and teachers about the
intended learning behind a
given lesson or activity.
• Graphic organizers and
recording forms engage
students more actively and
provide scaffolding that is
especially critical for learners
with lower levels of language
proficiency and/or learning.
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.
© Public Consulting Group, Inc., with a perpetual license granted to Expeditionary
Learning Outward Bound, Inc.
NYS Common Core ELA Curriculum • G8:M2A:U1:L17 • June 2014 •
4

GRADE 8: MODULE 2A: UNIT 1: LESSON 17
Text Comparisons:
Comparing Text Structures and Text Types (Chapter 9)
Work Time Meeting Students’ Needs
A. Comparing and Contrasting Text Structure (15 minutes)
• Let students know that today they will be using their skills to compare (think about similarities) and contrast
(think about differences). Emphasize that this ability to compare and contrast across texts or mediums is a
crucial skill now that they are in eighth grade.
• Tell students that first, they will compare and contrast the text structures of “Incident,” the Countee Cullen
poem they analyzed in Lesson 16, and Chapter 8 of To Kill a Mockingbird . Then, they will compare and
contrast a scene from the film version of To Kill a Mockingbird with part of Chapter 9.
• Ask students to meet with their selected Discussion Appointment partner. Invite the partners to compare
their Narrative Structure Chapter 8 graphic organizers and revise if necessary.
• After 2 minutes, distribute the Comparing and Contrasting Text Structures Note-catcher. Point out that this
Note-catcher asks students to think about how each text (“Incident” and Chapter 8 of To Kill a Mockingbird )
uses text structure to help communicate something about the Golden Rule.
• Ask pairs to work together to complete the Note-catcher, just as they did in Lesson 14 with Chapter 6.
• After about 8 minutes, display a blank Comparing and Contrasting Text Structures Note-catcher using the
document camera. Cold call pairs to share their thinking and add it to the displayed Note-catcher. Ask
students to fill out their Note-catchers as you do. When students’ answers don’t make sense, push them to
cite evidence from the text.
Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc.