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Planning Information3-Week UnitIn this unit, students learn about compare-and-contrast writing as a response to literature. They also receive instruction on how to use Venn diagrams and outlines to organize their ideas and organize and write the four-part structure of a piece of compare-and-contrast writing.

ActivitiesListening to Good Writing

StellalunaBird or Mammal?The War Between Birds and MammalsThe Great Ball Game: A Muskogee Story

Learning Writing SkillsVenn DiagramComparingContrastingOutlinesTopic SentencesIntroductionsConclusionsVaried Sentences

Practicing WritingCreating a Venn diagram as a prewriting tool

Comparing and contrasting, another response to literature

Comparing as a way to find how two things are the same

Contrasting as a way to find how two things are differentUsing an introduction to spark readers’ interestWriting topic sentence to state main ideaUsing conclusion to summarize endingCreating an outline to organize ideas

Using coordinating conjunctions to produce varied sentences

Compare-and-Contrast Writing

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66Unit

Listening to Good Writing

Bird or Mammal?The War Between Birds and MammalsThe Great Ball Game: A Muskogee Story

Learning Writing SkillsVenn Diagram

Topic SentencesIntroductions

Varied Sentences

Practicing WritingCreating a Venn diagram as a prewriting tool

Compare-and-Contrast WritingWritingWritingWriting 6


The War Between Birds and MammalsThe Great Ball Game: A Muskogee Story

Learning Writing Skills

Varied Sentences

WritingWritingWritingWriting

Confirming

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UNIT

6 Compare-and-ContrastThis unit discusses compare-and-contrast writing. The audience is anyone who is interested in the subjects that are compared and contrasted. The purpose is to inform our readers. In the Focus Lesson, Introduction to Compare-and-Contrast Writing, students learn the structure of compare-and-contrast writing and identify similarities and differences in a writing sample.

In the Focus Lesson, Drafting an Introduction for Compare-and-Contrast Writing, students draft an effective introduction. Students need to understand that an effective introduction includes an interesting opening sentence and a topic sentence.

In the Focus Lesson, Sentence Combining, students learn to use the coordinating conjunctions “and,” “but,” or “or” to combine sentences. Students come to recognize that combining sentences improves sentence variety and learn when it is appropriate to use which conjunction.

Finally, students learn to identify similarities and differences with the use of a Venn diagram and to organize their ideas using an outline. These are both recognizable tools that students use as part of the Prewrite step.

.What Read Well 2 Composition Students Learn

• Tocompareandcontrastistoidentifyhow things are the same and how things are different.

• Compare-and-Contrastwritingisawayof responding to literature.

• Thestructureofcompare-and-contrastwriting is the introduction, the compare paragraph, the contrast paragraph, and the conclusion.

• Anintroductiontoapieceofwritinghastwo purposes: to introduce the topic and to spark the reader’s interest.

• Anoutlineofyourwritingshowsyouwhat ideas you need to include in your writing and what order you should write them in.

• Goodwritersvarytheirsentencestomake their writing more interesting.

What Read Well 2 Composition Students Can Do

• Constructapieceofcompare- and-contrast writing in a clear and succinct manner.

• OrganizeaVenndiagramtouseasaprewriting tool for their compare-and-contrast writing.

• Identifythesimilaritiesanddifferencesin a writing sample as part of learning the structure of compare-and-contrast writing.

• Learnthattocomparemeanstofindthe ways things are the same and that to contrast means to find the ways things are different.

• Writetheintroductiontoapieceofcompare-and-contrast writing that not only introduces the topic but also sparks the reader’s interest.

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Unit 1 • Daily Planner

Tools for Understanding

Read Alouds as Mentor TextsThroughout Read Well 2 Composition, the ideas, structure, and author’s craft of mentor texts are used to inspire students to write.

Dex: The Heart of a Hero by Caralyn Buehner, illustrated by Mark BuehnerDex is a small dog with big plans to be a superhero. The other animals in the neighborhood make fun of him, but when problems start, Dex has the strength and courage to save the day.

Sally and Dave: A Slug Story by Felice ArenaDex is a small dog with big plans to be a superhero. The other animals in the neighborhood make fun of him, but when problems start, Dex has the strength and courage to save the day

Anchor Charts • WritingProcess• Expectations

Writer’s Checklists • Character• ImaginativeNarrative

Writing Rubric• ImaginativeNarrative

Templates• CharacterWeb• SequenceYourStory• ExpandYourIdeas

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Tools for Understanding

Read Alouds as Mentor TextsStellaluna by Janell CannonBird or Mammal by Marilyn SprickThe War between Birds and Mammals by Bailey PhelpsThe Great Ball Game: A Muskogee Story retold by Joseph Bruchac

Stellaluna by Janell CannonStellaluna tells the story of a young bat who thinks she has lost her mother. She is adopted by a bird family with whom she eats bugs, sleeps in a nest, and stays awake all day. She eventually finds her mother, learns to be a bat, and discovers that true friends don’t have to be anything alike.

Bird or Mammal by Marilyn SprickBird or Mammal debates whether bats are birds or mammals.

The War Between Birds and Mammals by Bailey Phelps, illustrated by Karen PerrinsAretellingofanIndianlegend,The War between Birds and Mammals relates the story about who rules the forest, the Winged Ones or the FourFoots.ThebattriestobepartofbothsidesuntilBearandEaglediscoverwhathedid.Aspunishment,hemusthideinthedaytime,hangupside down in the dark, and come out only at night.

The Great Ball Game: A Muskogee Story retold by Joseph Bruchac, illustrated by Susan L. RothAfolktalefromtheMuskogee,orCreek,IndianNation,thisbookisanother version of the tale in The War Between Birds and Mammals. Here, Bat is rejected by the birds as being too small, but is accepted by the animals. When the animals face trouble in the match, Bat glides in to help, and the animals win the game. It is then the birds learn their fate: They must forever go south for the winter.

Anchor Charts • CompareandContrast• TypesofSentences• WritingProcess• EditingMarks

Writer’s Checklist• Compare-and-ContrastWriting

Writer’s Rubric • Compare-and-ContrastWriting

Unit 1 • Daily PlannerUnit 6 • Daily Planner

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3

Bird or Mammal?by Marilyn Sprick

Vocabulary characteristicsCharacteristics are things that help describe something.

Characteristics are used to tell one thing from another.

Stripes are one of the characteristics we use to tell a zebra

from a horse. What characteristics does an elephant have?

mammalA mammal is an animal that has a backbone and hair or fur. Mammals

breathe air, give birth to their babies, and take care of their young. People and bats are both classifi ed

as mammals.2

8

With all of these characteristics, scientists classify

bats as mammals, but they are not ordinary

mammals. Although some mammals glide through

the air, bats are the only mammals that can truly fly.

The War Between

Birds and Mammals

by Bailey Phelps

illustrated by Karen Perrins

9

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Make copies of the Writer’s Notebook answer keys, as indicated in each lesson, to display to the class.

Materials and Materials Preparation

Unit 6 Lessons

Teacher MaterialsREAD WELL 2 COMPOSITION MATERIALS

• Teacher’s Guide, Volume 2• StellalunabyJanellCannon• BirdorMammalbyMarilynSprick• TheWarBetweenBirdsandMammalsbyBaileyPhelps• TheGreatBallGame:AMuskogeeStoryretoldbyJoseph

Bruchac• OnlineResources–Writer’sNotebook2answerkeys– AnchorCharts:CompareandContrast,TypesofSentences,WritingProcess,EditingMarks

–Writer’s Checklist:Compare-and-ContrastWriting–Writer’sRubric:CompareandContrastWriting

SCHOOL SUPPLIES

• Projectionequipment(interactivewhiteboard,overheadprojector,etc.)andcoloredpens

• Coloringbook• Drawingpaperforsentencestrips• Chartpaperorboardspace

Student MaterialsREAD WELL 2 COMPOSITION MATERIALS

• Writer’sNotebook2,Unit6,pages29–41

SCHOOL SUPPLIES

• Pencils,coloredpencils,anderasers• Wide-ruled,loose-leafpaper

• Highlighters,3colors• Drawingmaterials

Materials PreparationREAD WELL 1 COMPOSITION MATERIALS

• UseOnlineResourcestomakedisplaycopiesofthesematerials:–CompareandContrastAnchorChart–TypesofSentencesAnchorChart–WritingProcessAnchorChart–EditingMarksAnchorChart–Writer’s Checklist, Compare-and-Contrast Writing–Writer’sRubric,Compare-and-ContrastWriting

• AddvocabularywordsintroducedthroughouttheyeartoyourWordWall.

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Unit 6 • Week 1

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1DAY


MaterialsStellalunaCompare/ContrastAnchor

ChartVenn diagramWriter’s Notebook 2, page 29

PreparationRead Stellaluna in advance

of reading it to students.Prepare a copy of Writer’s

Notebook 2, page 29, to display to students.

ObjectivesForm of Writing

Response to literature: Compare-and-contrast writing

AudienceOthers

PurposeTo inform

ComprehensionRemember

IdentifyingUnderstand

DefiningDescribing

AnalyzeComparing/contrasting

VocabularyDefining: clumsy,

embarrassing, gracefully

Study SkillsPreviewingUsing resources

•Wordbank

Skills and StrategiesSetting a PurposeAnswering QuestionsUnderstanding Text

StructureNarrativetextCharacter traits,

Sequenceofevents,Author’smessage

Using Graphic OrganizersVenn diagram

Writing ProcessPrewrite

Brainstorm

Before Reading 15 Minutes

StellalunaGrowing up in a family of birds, Stellaluna wantstobelikethem—butsomethingisn’tquiteright.Unlike the other baby birds, Stellaluna likes hanging upside down and flying at night. When she discovers that she is not a bird but a bat, she learns to accept her true self. This entertaining story builds background knowledge for students about the similarities and differences between bats and birds. It also conveys the message that people should accept and appreciate the qualities that make them unique.

IntroducetheText•Stellaluna1Introduce the Read Aloud, Stellaluna.

I am going to read you a book called Stellaluna. It is about a baby bat named Stellaluna who is raised by a family of birds. Stellaluna and the birds are friends who like to do things together. But sometimes Stellaluna feels strange because she is different from everyone else in her family.

Introduce • Responding to Literature by Comparing andContrasting2 Review what it means to respond to literature. Tell students the audience and

purpose for this form of writing.This week, we will read several different books about bats and about birds. Sometimes when we read, we write a response to literature. That means we read a story and then write what we think about it.When we write a response to literature, our audience is other people who read books. Our purpose is to inform readers about the book we read.

3Provide examples of ways students can respond to literature. Explain thatcomparing and contrasting is one way to respond to literature.

There are different ways you can write a response to a book you’ve read. You might retell the events in the sequence in which they happened, as wedid for One Green Apple. Or you might write about a character, as we did for Dex: The Heart of a Hero.This week we will learn another way to respond to literature—comparing and contrasting. Over the next few weeks, we will write a response to literature that will involve comparing and contrasting. This week, we are just going to learn how to compare and contrast.

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4 Define “compare” and “contrast.”Display the Compare/Contrast Anchor Chart. Point to the word “Compare” in the left column.

When we compare two things, we think about ways they are the same or almost the same. We ask ourselves, “How are these things similar?”Point to the word “Contrast” in the right column.

When we contrast two things, we think about ways they are different from each other. We ask ourselves, “How are these things different?”When we compare and contrast, we think about both.Point to “How are they similar?” on the chart.

First we ask, “How are they similar?”Point to “How are they different?” on the chart.

Then we ask, “How are they different?”

5 Model finding similarities between two classroom objects or activities or between two familiar people. Then model identifying differences.

As you model compare and contrast, point to indicate obvious similarities and differences.

Suppose we want to compare and contrast two chairs in our classroom.Point to “Compare” on the chart.

First we compare by asking, “How are they the same?” For instance, they bothhavefourlegs.Arethereanyotherwaystheyarethesame? (Answerswill vary. Identify a few similarities: They are both made for sitting; they both have a back; they are both made of metal . . . )Point to “Contrast” on the chart.

Then we contrast them by asking, “How are they different?” For instance, thefirstchairisblueandthesecondchairisorange.Arethereanyotherways they are different? (Answerswillvary.Identifyafewdifferences.)

Then we contrast them by asking, “How are they different?” For instance, the firstways they are different?

© 2011 Cambium Learning Group. All rights reserved.

How are they similar? How are they different?

Compare/Contrast

Compare Contrast

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Unit 6 • Week 1 • Day 1

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Introduce•UsingaVennDiagramtoCompareandContrast6 Introduce the Venn

diagram.Explainandbrieflymodel how it is used to compare and contrast.

When we are comparing and contrasting, we can use an organizer called a Venn diagram to organize our thinking.Display a blank Venn diagram.

Later, we will write to compare and contrast. This organizer is a great tool we can use for prewriting.Aboveeachcircle,wewritethethingswearecomparingandcontrasting.Model labeling the circles with the two items discussed in Step 5.

In the middle, where the circles overlap, we write ways the two things are the same.Model writing a few similarities identified in Step 5.

Then, in the left circle, we write ways the first thing is different from the second.Model writing a few of the different characteristics students identified in Step 5.

In the right circle, we write ways the second thing is different from the first.Model writing a few of the different characteristics students identified in Step 5.

PreviewtheText•Stellaluna7Explainhowcomparingandcontrastingcanbeappliedtoliterature.

We can compare and contrast when we read, too. For example, we might think about how two characters in a story are similar and different. Or we might think about how two stories are similar and different.

8 Preview Stellaluna.TheReadAloudreinforcescompareandcontrastbypresenting clear similarities and differences between the main character, a bat named Stellaluna, and the family of birds that raises her. Prompt students to make predictions about the main character based on the cover and illustrations.

NowwearegoingtoreadStellaluna.Display the cover of Stellaluna.

Look at the cover. What do you see? (abatonabranch;afewbirdsflyinginthe background)

ONLINE RESOURCESReproducible copies of the Venn diagram can be found on the Read Well 2 Composition Online Resources.

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What do you think this story is about? (Answerswillvary.)Display the illustration on page 15. Point to Stellaluna and the birds as you mention them.

Lookatthispicture.Stellalunaisthebatinthemiddle.Heresheisflyingwith her bird family. Does she look just like them? (no) How does she look different? (Answerswillvary.Herwingsarewebbed;herbodylooksfurry.)Do you think she will always be happy with the bird family? (Answerswillvary.)In some ways, Stellaluna is like the birds in the story. In other ways, she is different from them.

Vocabulary•Stellaluna9 Introduce the meanings of the vocabulary words: gracefully, embarrassing, clumsy.

Vocabulary★ grace • ful • ly

Someone who moves gracefully moves in a beautiful way.

The dancer bowed gracefully to the audience.

★ em • bar • rass • ingA situation is embarrassing when you are uncomfortable or nervous and worried about something you’ve done.

It was embarrassing for Jim when he tripped on stage.

★ clum • sySomeone who is clumsy moves in an awkward way.

The clumsy clown fell over his big feet.

During reading, use context clues to review with students the meaning of other words, such as: sultry, clutched, downy, clamber, babble, peculiar.

J Remind students that listening attentively to good writing can help them become better writers.

★ Introduction of a new vocabulary word

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DifferentiateCheck for student understanding of what it means to compare and contrast.

Reinforce•PracticeComparingandContrasting

IfStudents struggle to understand the concept of comparing and contrasting.

ThenPractice comparing and contrasting using familiar animals, such as a cat and a dog. Display photographs and guide students to identify concrete similarities and differences. Record responses under the headings “Similarities” and “Differences.”

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During Reading 15 Minutes

ListentoGoodWriting•Stellaluna1Establish the purpose for listening to Stellaluna.

Nowlet’sgetreadytolisten.AsIreadStellaluna, I want you to listen for ways Stellaluna is the same as the baby birds. I also want you to listen for the ways she is different.

2 Read with expression to engage your students in the book. Monitor understanding as needed.

3 During reading, guide students to pay attention to similarities and differences between Stellaluna and the birds: She does not like eating insects; she sleeps hanging by her feet; she has trouble landing on a branch; she can see in the dark toflyatnight.

4As you read, point out how the illustrations support what is happening in thestory. Call attention to illustrations that clearly depict differences between bats and birds, such as Stellaluna’s clumsy landing (page 19) and the birds’ nighttime flight(page39).

5After reading, briefly revisit students’ earlier predictions about the story. Havestudents comment on whether their predictions were accurate.

DifferentiateCheck for student comprehension of the story’s events.

Reinforce•GuideComprehension

IfStudents have difficulty visualizing the events of the story.

ThenUseliteralcomprehensionquestions(Who,Where, What, Why) during and after reading to help students picture the events of the story.

READ WELL 2 TIE-INFor more expository and narrative selections about bats, see Unit 14 of Read Well 2.

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After Reading 15 Minutes

InteractwithLiterature•DiscussStellaluna1After completing the story, discuss it with students. Ask questions to reinforce

students’ understanding of the similarities and differences between Stellaluna and the baby birds.

NowthatwehavereadStellaluna, let’s talk about what happened in the story. Stellaluna did some things that the other baby birds were not supposed to do.Display the illustrations on pages 11 and 13.

Why did Mama Bird tell Stellaluna she had to obey the rules of her nest? (Mama Bird said Stellaluna was teaching her children to do bad things, like hanging upside down on the side of the nest.)Yes, Mama Bird did not like that. Was it dangerous for the baby birds tohang upside down like that? (Yes, they could fall and get hurt.)Why wasn’t it dangerous for Stellaluna to hang upside down? (She is a bat and that is what bats do.)Yes, that is a way Stellaluna is different from the baby birds. Because she is abat, it was normal for her to hang upside down.Display the illustration on page 15.

What did Stellaluna and the birds like to do together? (They liked to fly together.)Display the illustration on page 39.

Did they like to fly at the same time of day? (No, the birds liked to fly in thedaytime, but Stellaluna liked to fly at night.)Display the illustration on page 35.

Why did Stellaluna think that bugs tasted awful, but fruit was delicious?(She is a fruit bat, so she likes eating fruit.) Very good! Some kinds of bats eat insects like birds. But Stellaluna is the kind of bat that eats only fruit.

2Guidestudentstoidentifytheauthor’smessage.Let’s think about the message of this story. Stellaluna is not happy when she tries to act like the birds. After she realizes she is a bat, she is happier doingbat things, even though she stays friends with the birds. What do you think is the author’s message in this story? (Answers will vary. You have to beyourself to be happy, but you can be friends with others who are different from you.)

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Review•VennDiagram3 Review using the Venn diagram to record similarities and differences.

Nowlet’spracticecomparingandcontrasting.Wewillcompareandcontrast Stellaluna with the birds.Display the sample Venn diagram created earlier. Point to the different sections of the diagram as you mention them.

Remember, we begin by labeling the circles with the two things we are comparing. Then we list ways they are similar in the area where the circles overlap in the middle. We list ways they are different in the outer portion of each circle.

Model•IdentifyingSimilaritiesandDifferences4 Have students turn to Writer’s Notebook 2,

page29.Guidestudentstoidentifyonetotwo key similarities between Stellaluna and the birds. Model using the Venn diagram to record them.

5 Have students identify one to two key differences between Stellaluna and the birds.Guidestudentstodeterminespecifictraitsforcomparison(whattheyeat,whentheyfly,etc.)beforeidentifyinghowthe characters differ across each trait. Model using the Venn diagram to record differences.

Practice•IdentifyingSimilaritiesandDifferences6 Have students work with a partner to identify and record additional similarities

and differences. Monitor students as they work and provide additional guidance, as needed.

Word Bank7 Have students record vocabulary words in the Word Bank in the back of

Writer’s Notebook 2.

traits for

Venn Diagram: Stellaluna and the Birds

Wherethecirclesoverlap,writehowthecharactersarealike.Intheoutsideofthecircles,writehowthe

characters are different.Character: Stellaluna

Character: Three baby birds hangs upside down

sit right side up

eats fruit fly

eat insects

can see at night friends

can’t see at night

Unit 6 • Week 1, Day 1

Name

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© 2011 C

ambium

Learning Group. A

ll rights reserved.

WORD BANKFor more information on how to use the Word Bank, consult Read Well 2 Composition Getting Started.

ANSWER KEYSAnswerkeysofthe Writer’s Notebook pages are available on the Read Well 2 Online Resources.

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DifferentiateCheck that students identify similarities and differences and properly record them in the Venn diagram.

Reinforce•RecordingSimilaritiesandDifferences

IfStudents struggle to identify and record similarities and differences between Stellaluna and the birds.

ThenWork with students in a small group. Have available two sets of sticky notes in different colors for recording similarities anddifferences.Askquestionstohelpstudents brainstorm (“When did Stellaluna fly? Could the birds fly at night, too?”). Have students record details on the sticky notes. Then guide them to paste the notes on the appropriate section of the Venn diagram.

Extend•UseVocabularyinWriting

IfStudent partners complete their goal of using the Venn diagram to record similarities and differences between Stellaluna and the birds.

ThenHave students write sentences about Stellaluna and the birds using the vocabulary words they learned today.

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Bird or Mammal?Scientists classify animals in different categories based on their characteristics. Bats fly like birds, but they are mammals that have fur and backbones and give birth to their young. This expository text helps students compare and contrast bats with other animals.

IntroducetheText•Bird or Mammal?1Introduce the Read Aloud, Bird or Mammal?

Today I am going to read you a book called Bird or Mammal? This book is a nonfiction book that gives information about different kinds of animals, including birds and mammals. We will talk more in a few minutes about what a mammal is.This book will help us learn more about bats. Bats are interesting because even though they are like birds in some ways, they are not birds.

Review•UsingaVennDiagramtoCompareandContrast2 Review with students how to compare

and contrast.We are learning how to compare and contrast when we write a response to literature. We might compare and contrast different characters in a story, for example.Display the compare and contrast chart created on Day 1. Point to Compare.

What do we ask when we compare?(How are these things similar?)Point to Contrast.

What do we ask when we contrast two things? (How are they different?)EarlierwereadabookcalledStellaluna.Display the cover of Stellaluna.

Who remembers what that book was about? (a bat; a bat that tried to be a bird because she didn’t know she was a bat at first)Good! Stellaluna was a bat in a family of birds. She was like them in someways, but different in others. What is one way Stellaluna and the birds were the same? (Answers will vary. They both liked to fly.)


How are they similar? How are they different?

Compare/Contrast

Compare Contrast

MaterialsBird or Mammal? Compare/ContrastAnchor

Chart from Day 1StellalunaWriter’s Notebook 2, pages

29–30

PreparationRead Bird or Mammal? in

advance of reading it to students.

Prepare a copy of Writer’s Notebook 2, page 30, to display to students.



AudienceOthers

PurposeTo inform


DefiningIdentifying

UnderstandDescribing


VocabularyDefining: characteristics,

classify, mammal, obvious


•Wordbank

Skills and StrategiesMonitoring Background

KnowledgeSetting a PurposeAnswering QuestionsUsing Graphic Organizers

Venn diagram


Brainstorm


gives information about different kinds of animals, including

2

3

Bird or Mammal?by Marilyn Sprick

Vocabulary characteristicsCharacteristics are things that help describe something.

Characteristics are used to tell one thing from another.

Stripes are one of the characteristics we use to tell a zebra

from a horse. What characteristics does an elephant have?

mammalA mammal is an animal that has a backbone and hair or fur. Mammals

breathe air, give birth to their babies, and take care of their young. People and bats are both classifi ed

as mammals.2

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Right! What is one way they were different? (Answerswillvary.Thebirdslikedtoeatbugs, but Stellaluna didn’t. She liked to eat fruit.)

3BrieflyrevisittheVenndiagramfromWriter’s Notebook 2, page 29. Remind students of how this organizer is used to compare andcontrast,andbrieflyreviewthesimilarities and differences students identified previously.

When we compare and contrast, we can use a Venn diagram to list similarities and differences.Display the Venn diagram from Writer’s Notebook 2, page 29. Point to the labels.

We label the circles with the people or things we are comparing and contrasting, such as Stellaluna and the birds.Point to the area where the circles overlap.

In the middle, where the circles overlap, we write ways they are the same, suchasbothlikingtofly.Point to the left circle.

In the left circle, we write ways the first thing is different from the second. We wrote that Stellaluna eats fruit and can see at night, because those things are true about her but not about the birds.Point to the right circle.

In the right circle, we write ways the second thing is different from the first. We wrote that the birds eat insects and can’t see at night.

PreviewtheText•Bird or Mammal?4 Preview Bird or Mammal?ThisReadAloudreinforcescomparingandcontrasting

by explaining how scientists classify animals, such as bats, based on their characteristics. Have students use the cover to make predictions about the text. Reinforcecomparingandcontrastingbydiscussingthequestionaskedinthetitle.

Display the cover of Bird or Mammal? Use expression to emphasize that the title asks a question.

Bird or Mammal? by Marilyn Sprick is a nonfiction book.From the cover and the title, what do you think this book will be about? (birds and mammals; different kinds of animals)Point to the title.

Noticethatthetitleasksaquestion—Bird or Mammal? Does that give you any more clues? (Maybe it will tell whether an animal is a bird or a mammal.) Yes.Display the classification chart on pages 4–5.

This book discusses different categories of animals. We will learn how

Right! What is one way they were different?

When we compare and contrast, we can use a Venn diagram

Venn Diagram: Stellaluna and the Birds


characters are different.Character: Stellaluna

Character: Three baby birds hangs upside down

sit right side up

eats fruit fly

eat insects

can see at night friends

can’t see at night


Name

PRE WRITE

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© 2011 C

ambium

Learning Group. A

ll rights reserved.

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certain kinds of animals are alike and different. That helps people know what kind of animal something is.We know from Stellaluna that bats are like birds in some ways, but not in every way. Today we will learn more information about bats and what categorytheybelong.Afterweread,wewillusetheinformationtopracticecomparing and contrasting.

Vocabulary•Bird or Mammal?5 Introduce to students the meanings of the following vocabulary words: classify,

obvious, characteristics. Review with students the meaning of the following vocabulary word: mammal.

Vocabulary★ clas • si • fy

Classify means to put things into groups based on characteristics.

Scientists classify living things into plant and animal groups.

★ ob • vi • ousWhen something is obvious, it is clear and easy to understand.

It’s snowing outside, so it’s obvious that it’s cold.

mam • malA mammal is an animal that has a backbone and hair or fur. Mammals breathe air, give birth to their babies, and take care of their young.

People and bats are both classified as mammals.

★ char • ac • ter • is • ticsCharacteristics are things that help describe something. Characteristics are used to tell one thing from another.

Stripes are one of the characteristics we use to tell a zebra from a horse.

During reading, use context clues to review with students the meaning of other words, such as: dusk, anatomy, arachnids, glide.


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DifferentiateCheck that students understand what it means to compare and contrast and can use a Venn diagram successfully.

Reinforce•UsingaVennDiagram

IfStudents had difficulty using the Venn diagram to compare Stellaluna and the birds.

ThenHave students practice using the Venn diagram to compare and contrast two classroom items. Choose items with obvioussimilaritiesanddifferences.Askquestionstohelpstudentsidentifypointsofcomparison (“What color is the first chair? Is the second chair the same color, or a differentcolor?”).Guidestudentstorecordsimilarities and differences appropriately.

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ListentoGoodWriting•Bird or Mammal?1Establish students’ purpose for listening to this selection.

Nowwewilllistentogoodwritingthatwillhelpuscompareandcontrastbatsandotheranimals.AsIreadBird or Mammal? listen for characteristics of bats and birds that are similar and different.

2 Read with expression to engage your students in the book. Monitor understanding as needed.

3During reading, point out the characteristics of bats and birds. Guide studentstopayattentiontosimilaritiesanddifferencesbetweenbatsandbirds.Brieflycall attention to similarities and differences between bats and other mammals.

Bats Birds

•canfly•havewings•havebackbones•havefur•givebirthtoliveyoung

•canfly•havewings•havebackbones•havefeathers•layeggs

Bats Other Mammals

•havebackbones•havefur•givebirthtoliveyoung•takecareoftheiryoung•canfly

•havebackbones•havefur•givebirthtoliveyoung•takecareoftheiryoung•mayglidebutcannottrulyfly

4Asyouread,pointouthowthephotographsandillustrationssupportwhat is being described. Call attention to the classification chart on pages 4–5 and tothephotographsandquestionpromptsonpages6–9.

5Afterreading,brieflyrevisitstudents’earlierpredictionsaboutthetext.Havestudents comment on whether their predictions were accurate.

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DifferentiateCheck students’ understanding of the information presented in the classification chart.

Reinforce•ReviewChartHierarchy

IfStudents have difficulty understanding the classification chart on pages 4–5.

ThenExplainthatachartcanshowhowdifferentthings fit into certain groups. Review thehierarchyonthechart:“Animals”isthe largest category that includes every living thing listed. Within that category are five smaller groups of different animal types. Review examples on the chart and encourage students to discuss how they would classify other familiar animals.

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Writer’s Notebook•IdentifySimilarities and Differences1 Have students turn to Writer’s Notebook 2,

page 30. Model recording similarities between bats and birds on the Venn diagram and have students copy them. Discuss characteristics bats and birds have in common.

Now we will use the information welearned to compare and contrast bats and birds.Display Writer’s Notebook 2, page 30.

We will use the Venn diagram to organize our thinking. We will label the circles “Bats” and “Birds” because those subjects are what we are comparing and contrasting.Label the circles and have students follow suit.

First we will think about what characteristics bats and birds have in common. For example, one way they are alike is that they both fly.I will write that in the middle where the circles overlap.Write “fly” and have students follow suit.

What are some other characteristics bats have in common with birds? (Answerswillvary.Refertothetextasneededtohelpstudents identify similarities.)Record students’ responses.

2 Have students work with a partner to identify and record differences between bats and birds. Guide students as needed in using the Venn diagram to recordparallel differences.

Class Share3 Invite partners to share with the class the differences they recorded. If

necessary, revisit the text to guide students in identifying the key differences noted there: birds lay eggs whereas bats give birth; birds have feathers whereas bats have fur.

WordBank•Bird or Mammal?4 Have students record vocabulary words from Bird or Mammal? in the Word

Bank in the back of Writer’s Notebook 2.

Venn Diagram: Bats and Birds


characters are different.Character: Bats

Character: Birds have fur or hair have feathers

give birth to babies fly

hatch from eggs

drink mother’s milk have wings and eat plants and insects

are mammals backbones

are not mammals


Name

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ll rights reserved.


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DifferentiateCheck that students are able to identify specific points of comparison to organize their thinking as they contrast bats and birds.

Reinforce•GuideDeterminingPointsofComparison

IfStudent partners have difficulty identifying specific points to organize their thinking as they contrast bats and birds.

ThenAskquestionstoguidestudentstoidentifyspecific points of contrast. For example: What do they look like? How do they have babies?


IfStudent partners complete their goal of using the Venn diagram to record differences between bats and birds.

ThenHave students write sentences about bats and birds using the vocabulary words they learned today.

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3

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The War Between Birds and MammalsThe birds and mammals go to war over who will control the forest.CleverBatrealizesthathisuniquecharacteristicsallow him always to pretend to be on the winning side. This entertaining legend explains bats’ behavior and highlights the characteristics bats share with birds and with mammals.

Introduce the Text • The War Between Birds and Mammals1Introduce the Read Aloud, The War Between Birds

and Mammals.Today, I will read you a story called The War Between Birds and Mammals. It is about how the birds and the mammals go to war to decide who will control the forest. It also tells what Bat does during the war.

Review•ComparingandContrasting2 Review with students how we compare and

contrast.Remember, we’re learning how to compare and contrast by looking at ways birds and bats are similar and ways they are different.

3 Display the Venn diagram from Day 2 on Writer’s Notebook 2, page 30. Briefly reviewthe similarities and differences between bats and birds.

Bats are like birds in some ways, but different in others.Point to the list of similarities on the Venn diagram.

We compared bats and birds by listing their similarities. What are some ways that bats are like birds? (They both have wings; they both fly; theyboth have a backbone.)Yes,thoseareimportantsimilarities.InStellaluna, the birds thought Stellaluna was one of them because she was like them in so many ways.Point to the differences listed for bats and for birds.

We also contrasted bats and birds by listing ways they are different from each other. How are they different? (Bats have fur, but birds have feathers; birds lay eggs, but bats give birth to their young.) Very good.Bats are different from birds in some important ways. They are not a type of bird, even though they have wings and fly. What kind of animal arethey? (mammals) Right! The book Bird or Mammal? explained how bats are different from birds because bats are mammals.

MaterialsThe War Between Birds

and MammalsWriter’s Notebook 2,

pages 30–32

PreparationRead The War Between Birds

and Mammals in advance of reading it to students.




AudienceOthers

PurposeTo inform


DefiningIdentifying



VocabularyDefining: legend, trickster


•Wordbank


KnowledgeSetting a PurposeAnswering QuestionsUnderstanding Text


Author’smessageUsing Graphic Organizers

Characteristics bank, Venn diagram


Brainstorm


The birds and mammals go to war over who will control the

8





The War Between Birds and Mammalsby Bailey Phelps illustrated by Karen Perrins

9

Contrasting

the similarities and differences between bats and birds.

Venn Diagram: Bats and Birds


characters are different.Character: Bats

Character: Birds have fur or hair have feathers

give birth to babies fly

hatch from eggs

drink mother’s milk have wings and eat plants and insects

are mammals backbones

are not mammals


Name

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ambium

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ll rights reserved.

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4ExplaintostudentsthattheywillcompareandcontrasttwocharactersintwodifferentAmericanIndianlegends.

Over the next few days, we will read two stories that each have a bat as the main character. We will compare and contrast the two main characters. BothofthestoriesareAmericanIndianlegends.

Vocabulary•The War Between Birds and Mammals5Define“legend”forstudents.Havestudentsdefinetheword“trickster.”Guide

them to use the word “trick” to make an informed guess.

Vocabulary★ leg • end

A legend is a fictional story that is passed down from generation to generation. People often tell a legend as if it were true. A legend often explains why things are the way they are.

The War Between Birds and Mammals is a legend about bats.

★ trick • sterA trickster is someone who tricks or cheats others.

In The War Between Birds and Mammals, the bat is a trickster.

During reading, use context clues to review with students the meaning of other words, such as: peak, hollow, screeching, strutted.

Explain•Legends6 Provide additional background about legends and describe examples.

Everyculturehaslegendsthatarepasseddownandretoldagainandagain.Many legends started to explain why things are a certain way—for instance, why we have thunderstorms or why it gets cold in winter.One example of a legend is a Seneca Indian story that explains why chipmunkshavestripes.Accordingtothelegend,ChipmunkkeptteasingBearabouthowstrongandpowerfulhewas.Afterawhile,Beargotsomadthat he put his big paw on Chipmunk. He was going to kill him. However, Chipmunk begged Bear to lift his paw a little to give him room to breathe. Bearloosenedhisgrip,andChipmunkquicklyescaped—butBear’ssharpclaws left stripes on Chipmunk’s back. Chipmunk still has stripes to this day to remind him not to tease others.The legend we will read today also explains something about an animal. Do yourememberhowStellalunalikedtoflyatnightandnotinthedaytime?This legend explains why bats come out only at night.


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7 Point out that sometimes there are multiple versions of the same legend. Explainthatstudentswillreadtwoversionsofthesamelegendandcompareand contrast the bat characters.

Sometimes different cultures tell two different versions of the same story. We will read two versions of the bat legend. They come from two different AmericanIndiantribes—theCherokeetribeandtheCreek,orMuskogeeIndianNation.Wewillcompareandcontrastthebatcharacterinbothstories.Asweread,Iwantyoutonoticehowthebatsineachstoryarealike and different.Today we will read the Cherokee version of the legend. The author, Bailey Phelps, is a Cherokee tribal member.

8 Preview The War Between Birds and Mammals. Have students use the cover to make predictions about the text.

Display the cover illustration.

What are some of the animals shown on the cover? (a bear, an eagle, a wolf, a swan) Do you see the bat?If necessary, guide students by pointing to the bat in the upper left corner of the illustration.

What is the bat doing? (The bat is hanging upside down in a tree. It looks like the other animals don’t see him.)What do you think will happen in the story? (Answerswillvary.Thebatwillplay a trick on the others; maybe he is hiding as a trick; maybe he is hiding because the other animals are mad at him.)AsIreadThe War Between Birds and Mammals, pay attention to what the bat is like.Nowshowmeyouarereadytolisten.

DifferentiateCheck for student understanding of legends and how the same story might be retold in multiple versions.

Reinforce•DiscussDifferingVersionsofStories

IfStudents do not understand the task because they have trouble understanding what legends are or how stories are retold in different versions.

ThenReview the definition of “legend.” Point out that although legends may be repeated as if they were true, they are fictional.Discuss examples of other stories that are told in multiple versions. Use examples from the classroom library or discuss stories that have been made into movies. Encouragestudentstocomparedifferentversions of familiar stories.

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ListentoGoodWriting•The War Between Birds and Mammals1Establish students’ purpose for listening to The War Between Birds and Mammals.

Remember that over the next couple of days, we will read two different versions of this legend and then compare the bat characters. Today we will readtheCherokeeversionofthelegend.Asweread,Iwantyoutonoticethe bat’s characteristics.

2 Read with expression to engage students in the story. In particular, use expression to convey Bat’s character traits through dialogue. Monitor students’ understanding.

3 During reading, guide students to pay attention to the characteristics of the bat. Emphasize that Bat hides during the fighting. You may wish to act out how Bathideshiswingsandshowshisteethtogainthemammals’trust,butflauntshiswings and hides his teeth to gain the birds’ trust.

4 Point out how the illustrations support what is happening in the story. Draw attention to the illustrations that show Bat deceiving Bear (page 16) andEagle(page19).

5Briefly revisit students’ earlier predictions about the story and about Bat. Havestudents comment on whether their predictions were accurate.





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InteractwithReading•The War Between Birds and Mammals1After completing the story, discuss it with students. Ask questions that

reinforce students’ understanding of the bat’s characteristics and his trickster nature.

Let’s talk a little about what happens in this version of the legend and what this bat is like. What did Bat do while the other animals were fighting? (He hid in a tree.) Yes,hecameoutonlyduringtimeswhenthefighting had stopped because one side had won for the day.Display the illustration on page 16.

When the mammals won, how did Bat try to convince them that he was one of the “Four-Foots”? (Answerswillvary.BatshowedBearhisteethandhid his wings. He mentioned that he had fur, not feathers.)When the birds won, how did Bat try to pretend he was one of them? (Answers will vary. Batshowed Eagle his wings and said he could fly.He also hid his teeth.)Why is this bat a trickster? (Answerswillvary.Bat fools animals on both sides; he pretends to be something he is not; he is not really on either side because he hides instead of helping the others fight.)Why did Bat trick Bear and Eagle? What was the most important thing thathe wanted each time the birds and mammals fought? (He just wanted to eat with them.)Display the illustration on page 22.

When the war was over, and both sides realized how Bat had fooled them, what did they make him do?(Answers will vary. The leaders, Bear and Eagle, saidthat bat had to live in hidden places. He could come out only at night to hunt, and he could not shout, speak, or sing.)What does this legend explain? (It explains why bats come out only at night.)

convince them that he was one of the “Four-Foots”?

be something he is not; he is not really on either side because 17

Chapter 2The War Continues

The next day, the Winged Ones came back and began the

war again. Bat hid again in his hollow tree. He watched and

kept quiet.

Eagle and Hawk used their sharp claws to fight the mammals. Eagle screamed his

war song. Raven cawed, and Goose honked. The air was

filled with the sound of wings flapping and birds screeching.

Bear looked at Bat and said, “I did not see you in the war.

Are you one of us?”Bat kept his wings tight against his body and showed

his sharp little teeth. “I’m one of you,” he said. “I have teeth,

see? Birds don’t have teeth. I have fur, not feathers. I’m a

Four-Foot.”Bear said, “Welcome then.”“I fooled them,” thought Bat, and he ate, and ate, and ate

until his little stomach was tight as a drum!

Bear looked at Bat and said, “I did not see you in the war.

Are you one of us?”Bat kept his wings tight against his body and showed

his sharp little teeth. “I’m one of you,” he said. “I have teeth,

see? Birds don’t have teeth. I have fur, not feathers. I’m a

Four-Foot.”Bear said, “Welcome then.”“I fooled them,” thought Bat, and he ate, and ate, and ate

until his little stomach was tight

Bear said, “Welcome then.”“I fooled them,” thought Bat, and he ate, and ate, and ate until his little stomach was tight

as a drum!

16

When the war was over, and both sides realized how

saidthat bat had to live in hidden places. He could come

23

22

Bear said to Eagle, “Look, there is Bat. He is a

Four-Footed One.”Eagle said, “No, Bat is a Winged One.” At that

moment, Bear and Eagle realized what Bat had done,

so they made a new rule for Bat. Bear and Eagle told Bat, “You hid in a hollow

tree and pretended to be what you are not. From now

on, you must always hide during the daytime. You

must live in dark and hidden places. You can come

out only at night. Only at night can you hunt for food

for yourself and your family. You may not shout or

speak. You cannot sing like birds or growl like other

mammals.”

So it is to this day. Bat hides in the daytime. He

hangs upside down in caves, barns, and other hidden

places. It is only at night that Bat comes out to hunt.

When he does come out at night, Bat eats, and eats,

and eats!

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Writer’s Notebook•CharacterComparisonChart2 Have students turn to Writer’s Notebook 2, page 32.

GuidestudentsinreadingthephrasesintheCharacteristicsBank.Explainhowtocomplete the first column.

Remember that we read one version of this legend today, and we will read another version tomorrow. We are going to use a chart to compare and contrast the bat characters in each version. Display Writer’s Notebook 2, page 32.

First we will read the characteristics listed in the Characteristics Bank. What are some characteristics listed there? (Answerswillvary.)Youwillworkwithapartnertodecidewhethereachcharacteristicdescribes the bat in the story we read. If it does, write it in the left column under “Bat 1.”If students have trouble understanding how to use the chart, model recording one to two characteristics in the left column.

Don’t write anything in the right column today. We will complete that side of the chart later after we read the other version of the story.

3 Have students work with a partner to identify and record characteristics that apply to the bat in The War Between Birds and Mammals.

Class Share4 Invite partners to share with the class the characteristics they recorded.

If necessary, revisit the text to guide students to identify appropriate characteristics.

Word Bank5 Have students record vocabulary words in the Word Bank at the back of Writer’s

Notebook 2.

Character Comparison ChartCharacteristics Bank

trickstershowed his teeth to the animals

hero

at the war or game pretended to be a bird and an animal hid in a tree

wanted to playshowed his wings to the birds

ate and ate

won the gamehelped the animals

Bat 1

Bat 2

at the war or game hid in a tree

showed his teeth to the animals showed his wings to the birds pretended to be a bird and an animal

ate and ate trickster

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4Listening to Good Writing

DifferentiateCheck that students can accurately identify characteristics that apply to the bat in this story.

Reinforce•GuideUsingtheCharacteristicsBank

IfStudents have difficulty identifying and copying characteristics that accurately describe the bat.

ThenWork with students in a small group. Have them use a sheet of paper to partially cover the Characteristics Bank so they can focus ononecolumnatatime.Askquestionsto help them go through each item on the list and place a check mark next to any that apply to the bat in the story. Monitor students as they copy items from the bank to the chart.


IfStudent partners finish their goal of completing the first column of the Character Comparison Chart.

ThenHave students write a few sentences about the story using one or both of the vocabulary words. Provide sentence starters such as: The legend we read today explains . . . The bat in this story was a trickster because . . .

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4Unit 6 • Week 1

(continued)

4DAY


The Great Ball GameThe Birds and the Animals play a ball game to decide whichgroupissuperior.Atfirst,neithersidewantsBat—butwhen the Animals finally accept him, he ingeniously leadsthem to victory. This legend explains why birds migrate in winter and deepens students’ understanding of the trickster character in folklore.

Review • Legends1Reviewthedefinitionoflegends.Brieflyrevisit

The War Between Birds and Mammals.Some of the stories we are reading this week are legends. Alegendisafictionalstorythatpeoplepassdownfromonegenerationtothe next. Often they tell the story as if it were true. Many legends explain why things are the way they are.Display The War Between Birds and Mammals.

EarlierwereadaCherokeeIndianlegendcalledThe War Between Birds and Mammals. Who remembers what happened in that story? (Answerswillvary. The birds and mammals fought over who could have the forest. Bat always hid in a tree during the fighting. Then he would pretend to be on whichever side was winning, because he could pretend to be either a bird or a mammal.)Good. What did this legend explain? (why bats come out only at night)

IntroducetheText•The Great Ball Game2 Remind students that they are practicing compare and contrast by comparing

twobatcharactersinlegendsfromtwodifferentAmericanIndiantribes.Today, we will read another story, The Great Ball Game, that has a bat as the main character. This story is also an American Indian legend. For the restof the week, we will compare and contrast the bat characters in The War Between Birds and Mammals and The Great Ball Game.

3 Remind students that different cultures may tell different versions of the same legend. Explain that the legend they will read today tells a slightly differentversion of the story about the birds and the other animals.

Remember that sometimes there is more than one version of a legend. Different cultures may tell the story in slightly different ways.The War Between Birds and Mammals told the Cherokee version of the legend about bats. The story we will read today, The Great Ball Game by Joseph Bruchac, is the Muskogee, or Creek, version of the legend.

MaterialsThe Great Ball GameThe War Between Birds

and MammalsWriter’s Notebook 2,

page 32

PreparationRead The Great Ball Game in

advance of reading it to students.




AudienceOthers

PurposeTo inform


Defining Identifying


Analyze Comparing/contrasting

VocabularyDefining: argument,

hero, swift


•Wordbank


KnowledgeSetting a PurposeAnswering QuestionsUnderstanding Text


Author’smessageUsing Graphic Organizers

Characteristics bank


Brainstorm


which

legends

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4 Preview The Great Ball Game. Set a purpose for reading by reminding students to pay attention to the bat’s characteristics as they listen.

Both stories tell about the birds and the other animals arguing, and both stories have a bat as the main character, but other parts of the story are different.Display The Great Ball Game.

Look at the cover of this book. What do you see? (Animalsareontwosides, holding rackets.)What kinds of animals are shown? (Answerswillvary.Guidestudentstounderstand that the animals at the top of the illustration are birds, and the animalsatthebottomaremammals,suchassquirrels.)What do you think they are doing? (I think they are playing a game.)Briefly display the illustrations on pages 8–9, which show the birds and the animals forming sides.

What can you tell me about the animals in this picture? (The birds are together high up in the tree branches. The other animals are together on the ground in a forest.) What do you think is happening? (They are in two groups; maybe they are fighting with each other; maybe they are on teams for a game.)Display the illustrations on pages 10–11, which show Bat separated from both groups.

What about the bat? What can you tell me from this picture? (He is all by himself.)Why do you think that is? (Maybe he is hiding like he did in the other story. Maybe he is trying to be on both sides.)When we read today, we will think about what the bat is like in this version of the legend.

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Vocabulary•The Great Ball Game5 Have students define the word “hero.” If necessary, guide them by reminding

them of the character Dex in Dex: The Heart of a Hero from Unit 1.

6 Define “argument” and “swift” for students.

Vocabulary he • ro

A hero is someone who does something brave.

Dex showed he was a true hero when he rescued Cleevis.

★ ar • gu • mentAn argument is a discussion where there is a disagreement about something.

We had an argument about which way to ride our bikes to our new school.

★ swiftWhen someone is swift, they can move quickly.

Fox and Deer were swift runners.

During reading, use context clues to review with students the meaning of other words,suchas:quarrel,penalty,darted.


An argument is a discussion where there is a disagreement

about which way to ride our bikes to

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ListentoGoodWriting•The Great Ball Game1Establish students’ purpose for listening to this story.

AsIreadThe Great Ball Game today, I want you to pay attention to the bat’s characteristics. In some ways, he is like the bat in the other version of the legend. In other ways, he is different.

2 Read with expression to engage students in the book. Monitor understanding, as needed.

3As you read, emphasize characteristics that the author uses to differentiate thebirds and the animals (wings and teeth). Point out how the illustrations show what Bat is like and how he leads the animal team to victory. For instance:• He is often shown alone or apart from the others.• He approaches each team openly in the illustrations on pages 12–13

and 14–15.• Heisshownflyinginthedarkonpages22–23and24–25.

4After reading, briefly revisit students’ earlier predictions about the story andabout the character Bat. Have students comment on whether their predictions were accurate. Point out similarities and differences between the plot of this story and The War Between Birds and Mammals.





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Discuss•The Great Ball Game1 Discuss the legend The Great Ball Game with students. Ask questions that

reinforce students’ understanding of how the main character is similar to and different from the main character in The War Between Birds and Mammals.

Both versions of the legend tell about the birds and animals arguing. In both versions, it seems like Bat does not really belong on either side. But this bat is different from the bat in The War Between Birds and Mammals.Display the illustrations on pages 12–13.

How did the bat in this story try to convince the animals he could help them? (He showed them his teeth and said he must be on their side.)Display the illustrations on pages 14–15.

Atfirsttheanimalssaidno.Howdidthebattrytoconvincethebirdshecould help them? (He showed them his wings and said he must be on their side.)How was the bat in this story different from the bat in the story we read earlier? (Answers will vary. This bat means it when he tries to join eachteam. He doesn’t hide—he tries to help. He helps the animals and wins the ball game. At the end, the other animals accept him as one of them.)Was this bat a trickster or a hero? (He was a hero because he helped the animals win.)Display the illustration on page 27.

What penalty did the bat give the birds? (Hemadethemleaveandflysouthfor half of each year.)What does this legend explain? (This legend explains why birds fly south inthe winter.)

Writer’s Notebook•CharacteristicsBank2 Have students turn to Writer’s Notebook 2, page 32.

BrieflyreviewthewordsandphrasesintheCharacteristics Bank. Discuss how to complete the Bat 2 column.

Today we will finish taking notes to help us compare and contrast the bat characters in each version of the legend. Remember that we are using a chart to take notes. Turn to page 32 in your Writer’s Notebook.Display Writer’s Notebook 2, page 32.

What are some of the characteristics listed in the Characteristics Bank? (Answers will vary.)What characteristics did we list yesterday for the bat in the other story? (Answerswillvary.)



hero



ate and ate


Bat 1

Bat 2

at the war or game at the war or game

hid in a tree wanted to play showed his teeth to the animals showed his teeth to the animals

showed his wings to the birds showed his wings to the birds pretended to be a bird and an animal

helped the animals ate and ate won the game trickster

hero

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5

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5Listening to Good Writing

Today you will work with a partner to decide whether each of the characteristics listed in the bank describes the bat in The Great Ball Game. If it does, copy it in the right column under “Bat 2.” Later we will use our chart for compare and contrast writing.

3 Have students work with a partner to identify and record characteristics that apply to the bat in The Great Ball Game.

Class Share4 Invite partners to share with the class the characteristics they recorded.

If necessary, revisit the text to guide students to identify appropriate characteristics.

Word Bank5 Have students record vocabulary words from The Great Ball Game in the Word

Bank at the back of Writer’s Notebook 2.

DifferentiateCheck that students can distinguish between the two versions of the legend.

Reinforce•GuideSortingCharacteristics

IfStudents appear to be combining the two versions of the legend as they complete the chart.

ThenWork with students in a small group. Have them cover the Bat 1 column as they write. Remind them that today they should list only characteristics that apply to the bat in The Great Ball Game.Askquestionsandreview the illustrations to assist students in identifying accurate characteristics.

Extend•EnrichUnderstandingofLegends

IfStudent partners finish their goal of completing the character chart with accurate information.

ThenGuidestudentstoidentifyotherlegendsorstories that are told in different versions. Encouragestudentstolocateexamplesinthe classroom library.


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5Unit 6 • Week 1

(continued)

5DAY

Model 10 Minutes

Review•ComparingandContrasting1Briefly review what it means to compare and contrast. Remind students that

comparing and contrasting is one way to respond to literature.We compare when we look at how two things are similar. We contrast when we look at how they are different.We may sometimes compare and contrast when we respond to literature we have read. For example, we might compare and contrast two things we have learned about, like bats and birds, or different characters in a story, like Stellaluna and the baby birds.

Review • Two Versions of the Same Legend 2Brieflyreviewthetwoversionsofthelegendaboutthebirdsandtheanimals,

The War Between Birds and Mammals and The Great Ball Game. Discuss the role the bat played in each version.

We can also compare and contrast characters in two different books. Over the past few days, we read two different versions of a legend about birds and animals. Both stories have a bat as one of the main characters.Display the cover of The War Between Birds and Mammals.

Who remembers what happens in this version of the legend? (Answers will vary. Guide students to brieflysummarize the events.)What does the bat in this story do? (He hides; he tries to be on both the birds’ and the mammals’ side; he loves to eat; at the end, the other animals tell him he can come out only at night.)Display the cover of The Great Ball Game.

What happens in this version of the legend? (Answerswillvary.Guidestudentstobrieflysummarize the events.) What does the bat in this story do? (He asks to be on each of the teams; he comes out when it is getting dark and wins the game for the animals; he tells the birds they must leave for half of each year.)Good! Each version of the story has a bat whotries to join both sides. But the first bat plays a trick and gets in trouble at the end. The second bat helps out the animal team, and at the end, they accept him.

Who remembers what happens in this version of the briefly

8






9

(He asks to be on each of the teams; (He asks to be on each of the teams; 9

MaterialsThe War Between Birds

and MammalsThe Great Ball GameWriter’s Notebook 2,

pages 32 and 33Pencils in two colors for

numbering similarities and differences

PreparationPrepare a copy of Writer’s

Notebook 2, pages 32 and 33, to display to students.



AudienceOthers

PurposeTo inform

VocabularyUsing: hero, trickster

Study SkillsReviewingUsing resources

•Notes

Skills and StrategiesUsing Graphic Organizers

Character comparison chart, Venn diagram


BrainstormDiscussPlan: Venn diagram


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3 Review the definitions of “trickster” and “hero.” Point out that legends often include a trickster character, a hero, or both.

DifferentiateCheck that students understand how to compare two versions of a story.

Reinforce•CreateaChart

IfStudents have difficulty comparing characters in two versions of a story.

ThenPractice comparing using the character of Bear, who appears in both versions of the story. Create a chart to compare the bears, and guide students to identify important traits and actions. Discuss similarities and differences. For example: Bear is the leader of the animals in both stories. Bear is deceived by Bat in the first story, but not in the second.

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Guide 15 Minutes

Review•SimilaritiesandDifferences1 Display Writer’s Notebook 2, page 32, and have students

turn to this page. Invite them to discuss similarities between the two characters. Then have them discuss differences.

Yesterday you finished your chart comparing thebat characters in the two different versions of the legend. In some ways they were alike, but in other ways, they were different.Take a moment to look over what you wrote. See if there are any places where you wrote down the same thing for Bat 1 and Bat 2.Allow students a few moments to look over their work.

What are some ways the two bats are similar? (Answerswillvary.Guidestudents to identify the following similarities: Both are at the war or game; both show their teeth to the animals; both show their wings to the birds.) Very good. How are the two bats different? (Answerswillvary.Guidestudents to identify the following differences: Bat 1 hides while Bat 2 wants to play. Bat 1 pretends to be a bird and an animal, deceiving both groups. Bat 2 helps the animals. Bat 1 eats and eats. Bat 2 wins the game. Bat 1 is a trickster. Bat 2 is a hero.)

Identify • Similarities and Differences2ExplainthatstudentswillusethesimilaritiesanddifferencesintheCharacter

Comparison Chart to create a Venn diagram comparing the characters.Youdidagoodjobofthinkingabouthowthesecharactersaresimilarand different. We’re going to use our thinking to make a Venn diagram comparing and contrasting the two bat characters.Display a blank Venn diagram. Point to the different sections as you refer to them.

We will list all of the similarities in the middle where the circles overlap. Then we will list differences in the outer portion of the circle for each character.Display the completed Character Comparison Chart from Writer’s Notebook 2, page 32.

First we will number the similarities and then the differences to help us organize our ideas. We will number similarities in one color and differences in another color.

page 32, and have students

between the two characters. Then have them discuss



hero



ate and ate


Bat 1

Bat 2

1. at the war or game1. at the war or game

1. hid in a tree1. wanted to play2. showed his teeth to the animals 2. showed his teeth to the animals

3. showed his wings to the birds 3. showed his wings to the birds2. pretended to be a bird and an

animal 2. helped the animals3. ate and ate

3. won the game4. trickster4. hero

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3 Distribute colored pencils in two colors. Model numbering the similarities in one color and the differences in another. Have students use their colored pencils to number the similarities and differences they listed on their charts. Monitor their work and provide guidance as needed.

First I am going to number the things that we said were similar about the two bats. I will number these in blue.Number the similarities in blue.

Now,Iwantyoutotakeyourbluepencil.Numbereachcharacteristicyoulisted that is similar for both bats.Allow students a few minutes to number similarities.

Next,Iamgoingtonumberthewaysthecharactersaredifferent.Iwillnumber these in red.Number the differences in red.

Takeyourredpencil.Numbereachcharacteristicyoulistedthatisawaythetwo bats are different.Allow students a few minutes to number differences.

Writer’s Notebook•VennDiagram4 Display Writer’s Notebook 2, page 33, and have

students turn to this page.

5Guidestudentstotransferthesimilaritiesthey identified from the chart to the Venn diagram.

NowwearereadytofilloutourVenn diagram. We will start by listing similarities in the middle. Look at the characteristics you numbered in blue, and copy them into the area where the circles overlap.Allow students a few minutes to copy similarities.

characteristics you numbered in blue, and copy

Venn Diagram: Bat 1 and Bat 2

Where the circles overlap, write details about how the characters are alike. In the outside circles, write details

about how the characters are different.Character: Bat 1

Character: Bat 2

1. at the war 2. showed his teeth to the animals 3. showed his wings

to the birds


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Apply 20 Minutes

Writer’s Notebook•VennDiagram1 Have students work with a partner to transfer the differences they identified

from the chart to the appropriate section of the Venn diagram.Next, we are going to list ways the characters are different. You will workwith a partner to do this.Look at each characteristic you numbered in red for Bat 1 and Bat 2. Copy them into the outer part of the circle for that bat.Allow 10 minutes for partners to complete the Venn diagram.

Discuss•SimilaritiesandDifferences2 Display your completed Venn diagram. Review

similarities and differences between the bat characters in the two versions of the legend.

Connect to Writing Goals3 Remind students that next week, they will

begin their drafts comparing and contrasting the bats in the two stories.

You’vedoneagreatjobthisweeklearning how to compare and contrast.Nextweek,wewillwriteaboutthebatcharactersineachversionofthelegend.Youwillbeabletoprewrite to help you write a draft comparing and contrasting the two bats.

Display your completed Venn diagram. Review

thelegend. You will be able



characters are different.Character: Bat 1

Character: Bat 2 1. hid in a tree 1. wanted to play

2. pretended to be a bird 1. at the war 2. helped the animals

and an animal 2. showed his teeth to 3. won the game

3. ate and ate the animals

4. hero

4. trickster 3. showed his wings

to the birds


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DifferentiateCheck that students can successfully transfer details from the Character Comparison Chart to the appropriate section of the Venn diagram.

Reinforce•ComparingCharacters

IfStudents struggle to transfer differences to the Venn diagram.

ThenWork with students in a small group. Have them cross off the similarities that have already been recorded. Help them check their numbered list of differences to ensure they are parallel. Then guide them to work through the list and transfer differences one at a time, crossing off each one after copying it over.

Extend•ExpandIdeas—TrickstersandHeroes

IfStudents finish their goal of completing a Venn diagram comparing the bats in each version of the legend.

ThenEncouragestudentstolocateotherexamples of stories with tricksters or heroes in the classroom library.

REINFORCEMENTIf students have trouble completing the activity, utilize the differentiation strategies from earlier in this lesson to assist them.this lesson to assist them.

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1DAY


MaterialsSally and Dave: A Slug StoryWriter’s Notebook 2,

pages 34–35

PreparationReview Sally and Dave: A Slug

Story and the sample Compare-and-Contrast piece found on Writer’s Notebook 2, page 34, before instruction.

Prepare a copy of Writer’s Notebook 2, pages 34–35, to display to students.



AudienceOurselves

PurposeTo inform


Venn diagram


Plan: Venn diagram

Writing TraitsIdeas and Content

Subject/topic, Main idea, Supporting details

OrganizationIntroduction, Topic

sentence, Body, Conclusion

Model 15 Minutes

FocusLesson•IntroductiontoCompare-and-Contrast Writing Students will learn the structure of compare-and-contrast writing and identify similarities and differences in a writing sample. Students need to understand that compare-and-contrast writing has four parts: an introduction, a paragraph that compares, a paragraph that contrasts, and a conclusion.

Review • Comparing and Contrasting1 Review with students that “compare” means to find similarities between two

things, and “contrast” means to find their differences.We are learning how to compare and contrast two things when we write. When we compare, we find ways they are similar. Who can tell me what we do when we contrast? (We find ways they are different.)This week, we will learn more about how we compare and contrast when we write.

2 Remind students that they can compare and contrast as a response to literature. Have students give examples of similarities and differences between two characters they read about in Week 1.

Sometimes we might compare and contrast when we write what we think about a book or story we read. Do you remember the two stories we read at the end of last week? What were they about? (bats, animals in a war, animals playing a game)Yes,wereadtwoversionsofanAmericanIndianlegend.Bothhadabatasthe main character. Were the bats exactly the same in both stories? (no)What were some of the ways they were the same? (Responses will vary. Both were there with the other animals; both showed their teeth to the animals and their wings to the birds.)What were some ways they were different? (Responses will vary. The first bat hid, and the second bat asked to play; the first bat tricked both sides, and the second bat helped the animals; the first bat was a trickster, and the second bat was a hero.)Very good! You have already done a lot of thinking about how these twobats were alike in some ways and different in others. That will help you when you write to compare and contrast them.

FOCUS LESSONSkills and Strategies

FOCUS

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Introduce•Compare-and-ContrastStructure3Explaintostudentsthatcompare-and-contrastwritingisorganizedina

certain way.This week we are going to prewrite to get ready for our compare-and-contrast writing. We already have lots of great ideas we can include, but we still need to organize those ideas.When good writers compare and contrast, they organize their writing in a certain way to make it easy to understand. It has different parts, just like a story has a beginning, middle, and end.

4 Show students the cover of Sally and Dave: A Slug Story. Read model of finished compare-and-contrast writing on Writer’s Notebook 2, page 34, to students. Brieflyreviewtheeventsandcharactersfromthe story, which students read in Unit 1.

Display Writer’s Notebook 2, page 34, and have students turn to the page.

I am going to read you a piece of writing that compares and contrasts the characters Sally and Dave. This page has information about the characters Sally and Dave from Sally and Dave: A Slug Story.Hold up Sally and Dave: A Slug Story. Display illustrations as you review the story, helping students recall the events and characters.

Do you remember this story? Who were the main characters? (Sally and Dave)Yes.SallyandDavewereslugs.Theydidnot always get along, though. Does anyone remember why they sometimes fought? (Responses will vary.)They did not always get along because they were so different. What are some ways they were different? (Responses will vary.)Sally was slim and good at sports, and she was mean sometimes. Dave was fat and liked to lie around eating and drinking. When Sally was mean to him, it hurt his feelings.These two characters were alike in some ways because they were both slugs, and at the end, when Dave rescued Sally from the sparrow, they became friends. Sally and Dave were also very different.

5 Point out the four parts of the model: an introduction, a paragraph that compares,aparagraphthatcontrasts,andaconclusion.Explainthatstudentswill look at what is included in each part of the writing.

Read model of finished compare-and-contrast , page 34, to students.

illustrations as you review the story, helping students

Do you remember this story? Who were the main

Sally was slim and good at sports, and she was mean sometimes.

Compare-and-Contrast Paragraph: Sally and Dave

Introduction (topic) Do you know the story of Sally and Dave? They were very

different, but they became friends.

Compare (how they were the same)Sally and Dave were alike in some ways. They were both slugs.

They were also neighbors.

Contrast (how they were different)Sally and Dave were different in many ways. Sally was slim, and

Dave was fat. Sally was sensational at sports. Dave liked to sleep

in his slime. Sally was mean to Dave. Dave was sad.

Conclusion (how the story ended)Dave saved Sally from a hungry sparrow. Sally said she was

sorry. They became friends.

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Point to each part of the finished writing piece as you name it.

This compare-and-contrast writing has four parts: an introduction, a paragraph that compares Sally and Dave, a paragraph that contrasts Sally andDave,andaconclusion.Goodwritersincludeallthesepartswhentheycompare and contrast. We will study each part.

Writer’s Notebook•AnalyzeaModel6Discusstheintroduction.Explainthatthepurposeoftheintroductionisto

introduce the topic and spark the reader’s interest.Point to the introduction.

The first part is the introduction.Read the introduction aloud, then discuss the purpose of an introduction.

When you write an introduction, you try to interest your reader in the topic.Youalsodiscusswhatyouarewritingabout.Point to the opening sentence.

Thisintroductionstartswithaquestiontogetthereaderinterestedinthe story.Point to the second sentence.

The next sentence tells what the author is writing about.

7Discussthesecondparagraph.Explainthatthetopic sentence states the main idea, and the sentences that follow state ways Sally and Dave were alike.

Point to the second paragraph.

The second part is a paragraph that compares Sally and Dave. This paragraph tells all the ways they were alike.Read the paragraph aloud, then point to the topic sentence.

The first sentence is a topic sentence. It states the main idea of this paragraph—Sally and Dave were alike in some ways.Point to the remaining two sentences.

The rest of the paragraph tells how they were alike.

8Discussthethirdparagraph.Explainthatthetopicsentencestatesthemainidea, and the sentences that follow state ways Sally and Dave were different.

Point to the third paragraph.

Next,thereisaparagraphthatcontrastsSallyandDave.Ittellsallthewaysthey were different.Read the paragraph aloud, then point to the topic sentence.

The first sentence is a topic sentence. It states the main idea—Sally and Dave were different in many ways.Point to the remaining two sentences.

The rest of the paragraph tells how they were different.

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9Explainthattheconclusionsummarizestheendingandrepeatsanideafrom the introduction.

Point to the conclusion.

The last paragraph is the conclusion.Read the paragraph aloud, then point to the first two sentences.

First, the conclusion describes how the story ends.Point to the last sentence.

Andthenthewriterrestatesanimportantideafromtheintroduction—Sallyand Dave became friends. The wording is not exactly the same as in the introduction, but it is the same idea.

JExplainthatyouandthestudentswillnowlookatthesamplepieceofcompare-and-contrast writing again to find similarities and differences between Sally and Dave. Point out that practicing comparing and contrasting helps them get ready to write their own compare-and-contrast paper.

DifferentiateCheck that students know what it means to compare and contrast.

Reinforce•CompareandContrastClassroomItems

IfStudents struggle to understand the concept of comparing and contrasting.

ThenRemind students that two things can be alike in some ways and different in others. Have students form two groups to compare and contrast two items in the room. Have one group find similarities, and the other find differences. Discuss students’ findings, and record them in a Venn diagram.

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Guide 15 Minutes

Review•UsingaVennDiagram1 Display Writer’s Notebook 2, page 35, and have

students turn to this page in their notebooks. Remind students that they used a Venn diagram last week to compare and contrast characters.

Display Writer’s Notebook 2, page 35.

Remember that when we write to compare and contrast, we use a Venn diagram to prewrite. It helps organize all the similarities and differences. We used a Venn diagram to compare and contrast Stellaluna and the birds and again for the bats in the two legends.Point to each part of the Venn diagram as you review.

First, we label the two circles with the names of the characters we are comparing and contrasting.Next,wewritewaystheyarealikeinthemiddle,wherethecirclesoverlap.And then in the outer portion of each of the circles, we write about each ofthe characters and give details about how each is different from the other.

Practice•UsingaVennDiagramtoOrganize Ideas2Explaintostudentsthattheywillpracticecomparing

and contrasting by using the Venn diagram to organize similarities and differences between Sally and Dave.

The writing we looked at explained ways Sally and Dave were alike and ways they were different. We are going to practice compare and contrasting these characters using the Venn diagram to organize these ideas.Display Writer’s Notebook 2, page 34. Point to the compare paragraph in the piece about Sally and Dave.

First, we will copy the ways Sally and Dave were alike. Where should we list these in the Venn diagram? Point to that place in your notebook.(Students should point to the center of the Venn diagram.) Very good!Point to the contrast paragraph.

and contrasting by using the Venn diagram to organize











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ANSWER KEYSAnswerkeysofthe Writer’s Notebook pages are available on the Read Well 2 Online Resources.

all the similarities and differences. We used a Venn diagram to compare and contrast Stellaluna and the birds

Venn Diagram: Sally and Dave

Where the circles overlap, write how the characters are alike. In the outside of the circles, write how the

characters are different.Character: Sally

Character: Dave 1. slim

1. fat

1. slugs 2. neighbors


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Next,wewillcopythewaystheyweredifferent.WhereshouldwelistwaysSally was different? Point to that place in your notebook. (Students should point to the outer portion of the Sally circle.)Now,pointtotheplacewherewewilllistwaysDavewasdifferent. (Students should point to the outer portion of the Dave circle.)When we complete our Venn diagram, we are not going to copy anything from the introduction or the conclusion. We do not even need to look at those parts again today. We are only going to copy information from the paragraphs that list similarities and differences.

3GuidestudentsinwritingsimilaritiesaboutSallyandDaveintheVenndiagram.Encouragestudentstosuggestspecificsimilaritiesthatshouldbelisted.

Point to the center of the Venn diagram.

Here,IwillwritewaysSallyandDavearealike.AfterIlisteachway,Iwantyou to copy it.What is one similarity I could copy into the Venn diagram? (They were both slugs.) Very good!Write “slugs” in the center of the Venn diagram, and have students follow suit.

How else were they alike? (They were neighbors.) Good!Write “neighbors” in the center of the Venn diagram, and have students follow suit.

4Guidestudentsincopyingthefirstdifference(“Sallywasslim,andDavewasfat.”) to the Venn diagram.

Now,wewillcopywaysSallyandDaveweredifferent.Point to the Sally and Dave circles on the Venn diagram as you mention them.

Remember, when we list differences, we list something for each of the characters. For every detail about Sally I write down, I also write down a detail about Dave.Point to the contrast paragraph.

The first sentence of the contrast paragraph is a topic sentence that states the main idea. I will look at the other sentences for ways they were different.Point to the second sentence in the paragraph.

What does this sentence say about how they were different? (Sally was slim, and Dave was fat.) Correct.First, I’ll write slim on Sally’s side of the Venn diagram.Write “slim” and have students follow suit.

AndthenI’llwritefat on Dave’s side.Write “fat” and have students follow suit.

5ExplainthatstudentswillnowcopytherestofthedifferencestotheVenn diagram.

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Apply 15 Minutes

Writer’s Notebook•UsingaVennDiagram to Organize Ideas1 Have students complete the Venn diagram

by listing the differences from the contrast paragraph.

2 Check that students are writing differences in the appropriate sections of the diagram.

Partner Share3Asstudentsfinishtheexercise,havethemdiscusstheir

work with partners. Monitor partner discussions to check understanding.

ReviewAnswers•VennDiagram4 Display Writer’s Notebook 2, page 35, with the answers filled in. Review answers

with the class. Have students check their work by checking off each answer on their Venn diagram as you review.

discuss their





1. fat 2. sensational at sports 1. slugs

2. loved sleeping in slime

3. mean to Dave 2. neighbors

3. sad


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2Learning Writing Skills

DifferentiateMake sure students recall story details and can accurately transfer information to the Venn diagram.

Reinforce•GuideIdentifyingDifferences

IfStudents struggle to transfer differences from the contrast paragraph to the Venn diagram.

ThenHave students cover everything but the contrast paragraph on Writer’s Notebook 2, page 34. Read each pair of contrasting sentences aloud to students. Display the corresponding illustrations from the book as you read, pointing out the character’s physical characteristics and facial expressions.Guidestudentsintransferringdifferences to the appropriate circle.

Extend•WritetoCompareandContrast

IfStudents succeed in completing the Venn diagram with accurate details about each character.

ThenHave students write two sentences stating ways Sally and Dave are the same and two sentences stating ways they are different. Encouragestudentstorecalladditionaldetails from the story to use in their sentences.


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2Unit 6 • Week 2

(continued)

2DAY

Model 15 Minutes

Review•Compare-and-ContrastStructure1 Remind students that they are learning to compare

and contrast as a way to respond to literature. Point out that they will compare the two bats in the AmericanIndianlegendsthey read.

When we write about literature, sometimes we compare and contrast. For example, we might tell how two characters were alike and how they were different.Hold up Sally and Dave: A Slug Story.

We might compare and contrast characters in the same story.Hold up The War Between Birds and Mammals and The Great Ball Game.

Or we might compare and contrast the main characters in two versions of the same story. We are working on compare-and-contrast writing for the two bats in these legends.Yesterday,wepracticedcomparingandcontrastingby studying the characters in Sally and Dave: A Slug Story. We learned that compare-and-contrast writing has four main parts.

2 Review the compare-and-contrast writing about Sally and Dave from Writer’s Notebook 2,page34.Brieflydiscuss the four parts of compare-and-contrast writing.

Display the written piece about Sally and Dave. Point to the introduction.

Do you remember what part comes at the beginning of the writing? (the introduction)Correct. What should you tell the reader in your introduction? (what the writing is about) Yes.You try to get the reader interested in the topic,and you explain what you are writing about.Point to the second paragraph.

What did the writer explain in the second paragraph? (how Sally and Dave are alike)Very good. This is the comparison paragraph about how the two characters are alike.

discuss the four parts of compare-and-contrast writing.Display the written piece about Sally and Dave. Point

Very good. This is the comparison paragraph about how











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Structure

and contrast as a way to respond to literature. Point

8






99

MaterialsSally and Dave: A Slug StoryThe War Between Birds

and MammalsThe Great Ball GameWriter’s Notebook 2,

pages 33–35, 37, and 39Acoloringbook

PreparationReview the Venn diagrams

students completed in Week 1.

Prepare a copy of Writer’s Notebook 2, pages 33–35, 37, and 39 to display to students.



AudienceOurselves

PurposeTo inform


Venn diagram


Plan: Outline


Subject/topic, Main idea, Supporting details

OrganizationIntroduction, Topic

sentence, Body, Conclusion


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Point to the third paragraph.

What did the writer explain in the next paragraph? (how they are different) Yes,afterthecomparisonparagraphisacontrastparagraph,wherethewriter discusses how the two characters are different.Point to the conclusion.

What is the very last paragraph of the writing called? (the conclusion) Good!Whenyouarewritingaboutastoryyouread,whatshouldyousayinthe conclusion? (what happened at the end) Correct.Youalsorestateanimportant idea from the introduction, like “Sally and Dave became friends.”

Review•UsingaVennDiagram 3 Display Writer’s Notebook 2,page35.Briefly

review how students created a Venn diagram comparing and contrasting Sally andDave.Brieflyreviewthesimilaritiesanddifferences listed.

We took the information about Sally and Dave and copied it onto a Venn diagram.Point to the display of Writer’s Notebook 2, page 35.

The Venn diagram is just another way to organize the ways the characters were alike and different. What were some similarities and differences we listed? (Responses will vary.)

The Venn diagram is just another way to organize the








3. sad


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Introduce•UsinganOutlinetoOrganizeIdeas4 Discuss the purpose of an outline. Display Writer’s

Notebook 2,page37.Explainthatitisanoutlinestudents can use for compare-and-contrast writing.

Youknowthatgoodwritersprewritebyorganizingtheir ideas before they produce their draft. There aredifferentwaystodothat.Youcanuseanoutline to organize your ideas.Hold up a coloring book, displaying a page that is not colored in.

Anoutlineforwritingislikeanoutlineofapicture in a coloring book. When you color, the outline shows you what parts you need to color in to make a finished picture. When you write, the outline shows you what ideas you need to include in your writing and what order you should write them in.Display Writer’s Notebook 2, page 37.

This is an outline we can use to compare and contrast.Point to each part of the outline as you name it.

Atthebeginningoftheoutlineisalineforthetopic,andthentherearefourparts to the outline. We need to include four parts in our compare-and-contrast writing: an introduction, a paragraph that compares, a paragraph that contrasts, and a conclusion. Point to each of the four sections.

Eachsectionbeginswithawordindarklettering.Onthelinesthatfollow,we write the topic sentences describing our main ideas.Point to the numerals.

The sections for compare and contrast are numbered 1, 2, 3, 4. In sections II and III, we list details about similarities and differences.We prewrite by putting our ideas into the outline; so our thoughts are organized before we start writing.

5Explainthatwhenyouwritetocompareandcontrast,youcantakeinformationfrom your Venn diagram and copy it into your outline. Point out that this helps students organize ideas before they start writing.

The Venn diagram we did yesterday has lots of ideas about Sally and Dave. We are going to practice outlining by copying those details into an outline.

organizingtheir ideas before they produce their draft. There

write, the outline shows you what ideas you need to include in your writing and what order you should write them in.

Unit 6 • Week 2, Day 2 Name Compare-and-Contrast Outline: Sally and Dave

Topic Sally and Dave I.Introduction

II.Compare(Same)

1 slugs2 neighbors3

4

III.Contrast (Different)

Character: SallyCharacter: Dave

1. slim2. sensational at sports3. mean

4.

1. fat2. loves sleeping in slime3. sad

4. IV.Conclusion

1

2

3

4

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Model•TransferringIdeastoanOutline6 Model how to transfer information from a Venn

diagram to an outline, using the Venn diagram completed during Day 1. Discuss details as you copy them to reinforce students’ understanding of compare-and-contrast structure.

Display Writer’s Notebook 2, pages 37 and 35, Outline: Compare and Contrast and Venn Diagram: Sally and Dave.

We are not going to put anything in the outline for the introduction and conclusion, and we are not going to write topic sentences. We are only going to copy the similarities and differences from our Venn diagram. I will write, then you will copy what I write.Point to the topic line on the outline.

First, I write my topic: Sally and Dave.Write Sally and Dave on the topic line, and have students follow suit.

Point to the Arabic numbers under Compare.

I list similarities in the compare section. For example, I am going to write that they were both slugs.Write “slugs” next to the number 1, and have students follow suit.

What other similarities should I include? Remember to look at the middle part of the Venn diagram, where the circles overlap, to find similarities. (They were also neighbors.)Write “neighbors” next to the number 2, and have students follow suit.

Arethereanyothersimilarities? (Responses will vary. List any additional similarities, as appropriate.)Next,wecopydifferencesinthecontrastsection.Point to each column of the table as you mention it.

Noticeithasaspaceforeachcharacter,justliketheVenndiagram.First,Iwrite the characters’ names.Write “Sally” and “Dave” in the table headings, and have students follow suit.

Now,Iamgoingtowriteonewaytheyweredifferent—theylookeddifferent. Sally was slim.Write “slim” next to the number 1, and have students follow suit.

Dave was fat.Write “fat” next to the number 1 in the right column, and have students follow suit.

What other differences should I list? (Responses will vary. Work through the remaining differences one by one, having students copy each one after you.)

Model how to transfer information from a Venn

outline for the introduction and conclusion, and we are not going to write topic sentences. We are only going to








3. sad


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PARTIAL OUTLINENotethatasstudentsare just now learning the structure of compare-and-contrast writing, they do not fill out a complete outline for Sally and Dave. Ifstudentscatchonquickly,you may choose to have them return to the outline later to complete it.

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DifferentiateCheck that students understand the outline includes the same information as the Venn diagram and that they recognize the same similarities and differences in the outline that appeared on the Venn diagram.

Reinforce•SimilaritiesandDifferences

IfStudents struggle to identify similarities and differences between the characters.

ThenRevisit each point listed on the Venn diagram from Day 1 as you transfer it to theoutline.Askspecificquestionstohelpstudents recall similarities and differences (“How did Sally look? Did Dave look the same or different?”). Think aloud as you transfer information (“That is a difference; so I will list it in the contrast section.”).

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Guide 15 Minutes

Writer’s Notebook•TransferringIdeastoanOutline1Explain that students will use an outline to

organize their ideas about the two bats from the legends they read in Week 1. Explain thatstudents will copy information from their Venn diagram into an outline.

Youwillbeginworkingonyourwritingabout the two bats from the legends we read last week. Remember, you will compareandcontrastthem.Youalreadyhave lots of great ideas in the Venn diagram you did earlier.Display Writer’s Notebook 2, page 33, showing the Venn diagram comparing the two bats.

For our prewriting, we are going to copy those ideas from our Venn diagram toanoutline,justlikewedidforSallyandDave.Andthen,whenyouareready to write, you can use the outline to help you remember what ideas to include in what order.

2 Have students turn to Writer’s Notebook 2, page 39. Display the page with the teacher’s sample copy, and briefly review a few of the similarities and differencesbetween the two bats discussed in Week 1 of this unit.

Remember that we are listing similarities and differences. What are some of the ways the bats were alike? (Responses will vary.) How were they different? (Responses will vary.)

3 Have students write the topic, Two Bats, on the topic line.

4Explain that students will work on only the second and thirdsections of the outline today.

Remember, today we are just going to organize our lists of similarities and differences. We are not going to write topic sentences, and we are not going to put anything in the introduction and conclusion sections of the outline. We will plan those parts later.

differences

and third

Compare-and-Contrast Outline: Two Bats

Topic Two Bats I.Introduction

II.Compare(Same)

1 at the war or the game2 showed his teeth to the animals3 showed his wings to the birds4


Character: Bat 1Character: Bat 2

1. hid in a tree2. pretended to be an animal3. ate and ate

4. trickster

1. wanted to play2. helped the animals3. won the game4. heroIV.Conclusion

1

2

3

4

and a bird

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, page 33, showing the Venn



characters are different.Character: Bat 1

Character: Bat 2 1. hid in a tree 1. wanted to play

2. pretended to be a bird 1. at the war 2. helped the animals

and an animal 2. showed his teeth to 3. won the game

3. ate and ate the animals

4. hero

4. trickster 3. showed his wings

to the birds


Name

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or game

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5GuidestudentsincopyingthefirstsimilaritylistedintheVenndiagramtotheappropriate section of the outline.

Point to the Compare section.

What is one similarity between the bats that I can list here? (They were both at the war or the game.)Write “at the war or the game” next to the number 1, and have students follow suit.

6GuidestudentsincopyingthefirstdifferencelistedintheirVenndiagramtotheappropriate section of their outline.

Remember, every time we list a difference, we need to write something for Bat 1 and Bat 2. First, we label the columns for each character.Label the columns “Bat 1” and “Bat 2,” and have students follow suit.

What is one difference I can list in the Compare section? (The first bat hid, and the second bat wanted to play.)Correct. First, I write that Bat 1 hid.Write “hid in a tree” in the left column, and have students follow suit.

AndthenIwillwritethatBat2wantedtoplay.Thatshowshowtheywere different.Write “wanted to play” in the right column, and have students follow suit.

Now,youwillcopyotherwaysthebatsweresimilaranddifferentintoyour outline.outline.

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Apply 15 Minutes

Writer’s Notebook•TransferringIdeas to an Outline1 Have students use their Venn diagram to work on

the compare and the contrast sections of the outline. Monitor students as they work to ensure that they include all similarities and differences in the appropriate sections.

Partner Share2Asstudentscompletetheoutline,havethemwork

with their partner to review their work.

ReviewAnswers•Outline:CompareandContrast3 Display a completed outline, and review the answers with students.

DifferentiateCheck that students can transfer information from the Venn diagram to the outline accurately.

Reinforce•SmallGroupInstruction

IfStudents struggle to complete the outline correctly.

ThenWork with students in a small group. Have them cover both pages in the Writer’s Notebook so that only the section they are working on is visible. Prompt them to transfer one of Bat 1’s differences to the outline and then the corresponding characteristic for Bat 2. (“On this side, we wrote how Bat 1 was a trickster; so on the other side, we write how Bat 2 is a hero.”) Have them check off each point on the Venn diagram after copying it.

Extend•WriteSentencestoCompare

IfStudents succeed in accurately transferring information from the Venn diagram to the outline.

ThenHave students write two sentences describing how the bats in the two legends are the same.


the compare and the contrast sections of the outline.

Contrast


Topic Two Bats I.Introduction

II.Compare(Same)





4. trickster


1

2

3

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3Unit 6 • Week 2

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3DAY

Model 10 Minutes

FocusLesson•DraftinganIntroductionforCompare-and-Contrast WritingStudents will draft an effective introduction for compare-and-contrast writing. Students need to understand that an effective introduction includes an interesting opening sentence and a topic sentence.

Review • Compare-and-Contrast Structure1 Display Writer’s Notebook 2, page 34, from Day 1, which

compares Sally and Dave. Review the four parts of compare-and-contrast writing with students.

2Explain that today students will learn more abouthow to write a good introduction when they compare and contrast.

We are working on writing a response to the bat legends that compares the two bats. Yesterday,weworkedonorganizingsomeofthe details we will include in the body of our compare-and-contrast writing. Today, we will learn how to write a good introduction that gets the reader interested in the story and explains what our writing is about.

Discuss • Model Introduction3Readthefirstsentenceoftheintroductionaloud.Askstudentstocommenton

why the introduction begins with a question. Emphasize that this is one way tointerest the reader in finding out more about the story.

Let’s look a little more closely at the writing that compares Sally and Dave. I will read it to you.Point to the first sentence of the introduction as you read it.

“Do you know the story of Sally and Dave?”Noticethatthefirstsentenceasksaquestion.Point to the question mark.

Askingaquestionatthebeginningofyourintroductionisonewaytogetthe reader interested in the topic. If I were reading this and did not know the story, this sentence would make me want to find out more about Sally and Dave.


FOCUS

Structure page 34, from Day 1, which

will learn how to write a good introduction that gets the











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MaterialsWriter’s Notebook 2,

pages 34, 37, and 39


Notebook 2, pages 37 and 39, to display to students.



AudienceOurselves

PurposeTo inform

Skills and StrategiesUsing Graphic Organizers:

Venn diagram, Outline


BrainstormPlan: Outline


Subject/topicOrganization

Introduction, Topic sentence


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4Readthesecondsentencealoud,pointingoutthatitisthetopicsentence.Askstudents what they find out from reading the topic sentence.

Now,Iwillreadthetopicsentenceoftheintroduction.Point to the second sentence as you read it.

“They were very different, but they became friends.”What does this topic sentence tell you? (what the writing is about) Yes, the topic sentence tells what this compare-and-contrast writing is about—how Sally and Dave were different but became friends anyway.Noticethattheintroductiondoesnottellallthewaystheywerealike or different.Point to the compare-and-contrast paragraphs.

Those details do not need to be included in the introduction because they are in the middle two paragraphs.

DifferentiateCheck that students recognize the purpose of an introduction.

Reinforce•ReviewIntroductions

IfStudents do not understand how the example fulfills the general purpose of an introduction.

ThenReview the two purposes of an introduction: to engage the reader’s interest and to explain what the writing will be about. Review one to two introductions written for earlier assignments, and discuss how they fulfill these two purposes.

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Guide 15 Minutes

Review•Outline:CompareandContrast1 Display Writer’s Notebook 2, page 39, showing the

outline comparing and contrasting the two bats. Explain that students will now complete Section Iby writing their introductions.

Earlier, we worked on our outline for comparingand contrasting the two bats from the legends.Display Writer’s Notebook 2, page 39.

Remember that an outline lists all the ideas you will include in your writing, in the order you will write about them.Point to each completed section as you refer to it.

We wrote our topic, Two Bats, on the topic line. In Section II, we wrote details about how the bats were alike. In Section III, we wrote details about how they were different.Point to section I.

Today, we will write our introduction. First, we will write an opening sentence, then we will write a topic sentence.

Brainstorm Ideas for an Opening Sentence2 Remind students that the purpose of the opening sentence is to make the

reader interested in learning more about the topic.

3Explain that the opening sentence can be a question or a statement about whatstudentsread.Suggestonequestionandonestatementthatcouldbeused.

The example we looked at for Sally and Dave started with a question. That isone way we could get the reader interested in learning about the bat legends. For example, we could write, “Do you know the two legends of the bats?”Record this idea.

You don’t have to ask a question to get the reader interested in the topic.You can also start with a statement describing what you read. For example,we could write, “We read two interesting legends about bats.”Record this idea.


Topic Two Bats I.Introduction Do you know the two legends of the bats? The

bats were the same in some ways, but they were very different in

II.Compare(Same)





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other ways.

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4Encouragestudentstobrainstormafewadditionalideasforopeningsentences.Record their suggestions.

Let’s think of some other sentences we could use to make the reader interested in these legends. Did you think the legends were interesting? (yes) Do you remember where the legends come from? (twoAmericanIndiantribes) Correct. We could mention those things in our opening sentence.Who can help me think of another opening sentence? Remember, it can be astatementoraquestion. (Responses will vary.)Record students’ ideas.

Brainstorm Ideas for a Topic Sentence5 Remind students that the purpose of the topic sentence is to explain what the

writingwillbeabout.Asanexample,restatethetopicsentencefromWriter’s Notebook 2, page 34, about Sally and Dave.

The next sentence in our introduction is the topic sentence. The topic sentence is very important because it tells the reader what our writing is about. Because we are comparing and contrasting the two bats, we need to make sure our topic sentence makes this clear.The topic sentence for Sally and Dave is a good example.Restate the sentence slowly, emphasizing the words “different” and “but.”

“They were very different, but they became friends.”

6Askstudentstosuggesttopicsentencestocompareandcontrastthetwobats.Record ideas on Writer’s Notebook 2, page 39.

Let’s think of a topic sentence like the one for Sally and Dave that we could write for the two bats. Were the bats different in every way? (no) Correct, they were the same in some ways and different in others.What is a topic sentence we could use to tell the reader we are comparing and contrasting the bats? (Responseswillvary.Guidestudentsingeneratinga topic sentence that effectively compares and contrasts; for example, “The bats were the same in some ways, but they were very different in other ways.”)Record students’ ideas.

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Apply 20 Minutes

Writer’s Notebook•Outline:Compare and Contrast1 Have students turn to Writer’s Notebook 2,

page 39. Explain that they will now draft theintroduction for their compare-and-contrast writing. Point out that students may refer to the ideas suggested earlier in the lesson.

2 Have students draft their introductions. Monitor students’ progress as they work. Check that students include an engaging opening and a clear topic sentence. Conference with students, and provide guidance as needed.

DifferentiateCheck that students recognize the purpose of an introduction and can apply this knowledge to their own writing.

Reinforce•SentenceStarters

IfStudents struggle to draft an introduction with an engaging opener and a clear topic sentence.

ThenReview the purpose of an introduction. Provide sentence starters students can use to craft an engaging opening sentence; for example,“We read two very about .”Guidestudentsastheycrafttheiropeningsentences. Brainstorm and record phrases that can be used to compare and contrast (e.g., alike, the same, similar; different, nothingalike,opposites).Guidestudentsin using these words and phrases to craft a topic sentence.

Extend•UseInterestingWordChoice

IfStudents succeed in drafting an introduction with effective opening and topic sentences.

ThenHave students brainstorm interesting words they could use to describe the two legends (interesting, fascinating, etc.). Have students add these words to their introductions.


introduction for their compare-and-contrast writing.




II.Compare(Same)





4. trickster


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other ways.

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Model 15 Minutes

FocusLesson•SentenceCombiningStudents will use coordinating conjunctions to combine sentences. Students need to understand that combining sentences improves sentence variety. Students also need to understand when it is appropriate to use each coordinating conjunction.

Review • Varied Sentences1 Remind students that good writers vary their sentences when they write to

make their text interesting.It’s important to make sure our writing is interesting for our readers. Today, we’re going to learn a new way to make our sentences more interesting. Remember, good writers vary their sentences when they write. They do not just use the same kind of sentence over and over.You already know some ways to write varied sentences.

Review•TypesofSentences2Display the Types of Sentences Anchor

Chart. Remind students that using different sentence types is one way to make sure their sentences are varied when they write. Review the four types of sentences: telling (declarative), asking (interrogative), excited (exclamatory), and do-it (imperative).

Introduce • CombiningSentences3Explain that another way to write

varied sentences is to combine two or more sentences into one. Explainthat students can use conjunctions to combine the sentences.

Using a mix of different sentence types is one way to make your writinginteresting.Youcanalsovaryyoursentencesbycombiningtwosentences into one longer sentence. For example, let’s look at these two sentences.Display sentence strips with the sentences “Sally was slim.” and “Dave was fat.”

Instead of saying “Sally was slim. Dave was fat,” we could write, “Sally was slim, and Dave was fat.”


FOCUS Materials

Types of Sentences AnchorChart

Writer’s Notebook 2, page 40

Sentence strips with simple sentences and conjunctions

Highlighters in three colors for use in differentiated instruction



Prepare sentence strips with simple sentences and conjunctions. Put the sentences in black and the three conjunctions in different colors.



AudienceOurselves

PurposeTo inform

Writing TraitsWord Choice

Conjunctions: Coordinating

Sentence FluencyVaried sentences:

CombiningVaried sentences:

Declarative, Interrogatory, Exclamatory,Imperative

ConventionsSentences: Commas

with coordinating conjunctions



Telling

Miss Tam sat and sat.

Asking

Did Minnie Bird see Old Scraggly Cat?

Excited

We had an eventful day!

Do-it

Stir with a spoon.Open your books.Eat your soup!

Types of Sentences

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Rearrange the sentence strips to combine the sentences using the word “and.”

When we combine sentences, we need to make some changes in punctuation. We will talk about that in a moment. This is just to show you how you can use certain words to combine two sentences into one. Combining words, like and, are called conjunctions.

Introduce•CoordinatingConjunctions4Explainthattoday,studentswilllearnaboutthreeconjunctionsthatareusedto

combine sentences: and, but, and or. Display example sentences. Point out that these conjunctions have different meanings; so it is important to pay attention to the different ways they are used.

Display the conjunctions on sentence strips or word cards, and point to each one as you mention it.

Today, we will learn about three different conjunctions you can use to combine sentences—and, but, and or.Here are some examples of sentences that use these conjunctions.Display three example sentences.

AsIread,noticehoweachoftheselongersentencesisreallytwoshortsentences combined into one.As you read, use expression to emphasize each independent clause and conjunction. Point to the conjunctions as you read them.

“I ate a sandwich for lunch, and I drank some milk.”“I wanted to ride my bike, but I did my homework instead.”“I could go to the park with my friend, or I could go shopping with my family.”These three conjunctions—and, but, or—have different meanings. It is important to think about their meanings when we use them to combine sentences. We are going to talk about what they mean and how you decide which one to use.

5Explainthattheconjunction“and”isusedtocombinesentencesthatexpresssimilar ideas.

Youuseand when you combine two similar ideas that go together.Point to the first sentence. Reread it, using expression and a rising pitch to emphasize the similarity of the ideas.

“I ate a sandwich for lunch, and I drank some milk.”Thoseideasaresimilar.Eatinganddrinkingareactivitiesthatgotogether,anditsoundslikeIameatinganddrinkingatthesametime,lunchtime.Now,read the sentence with me.As students read, encourage them to copy your vocal expression.

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6Explainthattheconjunction“but”isusedtocombinesentencesthatexpressdifferent or contrasting ideas.

Youusebut when you combine two ideas that are different, or contrasting.Point to the second sentence. Reread it, using expression and a falling pitch to emphasize the contrast between ideas.

“I wanted to ride my bike, but I did my homework instead.”Those ideas contrast. Do people ride bikes and do their homework at the same time? Do those activities go together? (no) Correct, they are two verydifferentthings.Iwantedtodoone,butIdidtheotherinstead.Now,read the sentence with me.As students read, encourage them to copy your vocal expression.

7Explainthattheconjunction“or”isusedtocombinesentencesthatpresenttwo choices or alternatives.

Youuseor when you combine two choices or alternatives.Point to the third sentence as you reread it. Reread it, using gestures and expression to emphasize the choice between alternatives.

“I could go to the park with my friend, or I could go shopping with my family.”These two ideas are choices or alternatives. I could do one thing or the other;soIhavetodecidewhattodo.Now,readthesentencewithme.As students read, encourage them to copy your vocal expression and gestures.

Introduce•UsingaCommaBeforeaConjunction8 Point out that each of the example sentences had a comma before the

coordinatingconjunction.Explainthatacommaisalwaysusedbefore the conjunction.

I mentioned earlier that when you combine sentences with a conjunction, youhavetomakesomechangesinpunctuation.Youputacommarightbefore the conjunction.Circle the commas in the example sentences.

That tells the reader to expect a new idea.

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Model•ChoosingAppropriateCoordinatingConjunctions9Askstudentstosuggestadditionalexamplesofsentencesthatusethe

conjunctions “and,” “but,” or “or.” Record examples, reinforcing the different meanings conveyed by each conjunction. Omit the commas as you record examples.

JAskstudentstodeterminewherethecommasshouldbeplacedinthesentences recorded in Step 9, and add them.

K Display the following sentences: “Sally and Dave were very different. They becamefriends.”Askstudentstochoosethebestconjunctiontocombine the sentences.

We are going to use conjunctions to combine sentences in our writing to make it more interesting. Let’s practice with sentences about Sally and Dave.Display the example sentences, and read them aloud.

“Sally and Dave were very different. They became friends.”What is the best conjunction to combine those sentences—and, but, or or? Turn to a partner, and talk about it for a moment. Think carefully about what each conjunction means.Allow a few moments for partner sharing.

What conjunction should we use? (Responseswillvary.Guidestudentstounderstand that although and is not incorrect, but is a better choice because the ideas are contrasting. The conjunction or does not fit because the sentence does not present alternatives.)

L Write the new sentence. Review the use of a comma before the coordinating conjunction. Point out that when sentences are combined, the period at the end of the first sentence is dropped, and the capital letter at the beginning of the second sentence is changed to a lowercase letter.

M Review the different uses of the three conjunctions.

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DifferentiateCheck for understanding that students know each conjunction’s meaning and can distinguish among them.

Reinforce•CoordinatingConjunctions

IfStudents struggle to differentiate the three conjunctions.

ThenPractice using conjunctions orally in sentences that present obvious parallels or contrasts:“I like swimming, and I like riding my bike.”“Jill likes broccoli, but she dislikes cauliflower.”“We could have pie, or we could have cake.”Graduallyintroducesentenceswithlessobvious parallels. Record examples in writing.

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Guide 10 Minutes

Writer’s Notebook•CombiningSentences1 Display Writer’s Notebook 2, page 40, and have students

turn to this page.Now, we are going to practice combiningsentences with a conjunction. Remember, the conjunctions have different meanings; so we must always think carefully about the sentences when we choose which conjunction to use.

2 Work through items 1–3 with students. Discuss and record the correct answers.

3 Review conventions for punctuation and capitalization.

Youwilldotherestofthepageonyourown.Fornumbers4–8,youjust write in the comma, then the conjunction. The rest of the sentence is already there.For numbers 9 and 10, you rewrite the whole sentence. Who remembers what punctuation mark you need to add before you write the conjunction?(a comma)Correct. When you combine two sentences, the period at the end of the firstsentencechangestoacomma.Also,thecapitalletteratthebeginningfor the second sentence becomes a lowercase letter.

4Instruct students to complete the remaining items. Briefly review how to usethe different conjunctions as needed:• And—connectssimilarideas• But—connectscontrastingideas• Or—connectstwochoicesoralternatives

Apply 20 Minutes

Writer’s Notebook • Combining Sentences1 Have students complete Writer’s Notebook 2, page 40. Conference with students

as they work, and provide assistance in choosing appropriate conjunctions. Monitor students’ use of correct punctuation and capitalization for items 9–10.

Partner Share2Asstudentscompletetheexercise,assignthemapartnerwithwhomtodiscuss

their work.


conjunctions have different meanings; so we must

Sentence Combining: And, But, OrCombine the sentences using one of these coordinating conjunctions: and, but, or.

Place a comma before each conjunction.1 The captain wanted to make Cactus Soup, but he didn’t have any ingredients.

2 The kids could go on a picnic, or they could stay home and watch a movie.

3 Stellaluna had to eat insects, and she had to sit up in the nest.

4 Dave was a slug, and Sally was a slug too.5 Sally made super soccer goals, but Dave did not.6 The bird could eat Sally, or he could eat Dave instead.

7 The trickster bat hid in the tree, and he didn’t help the birds or mammals.

8 The helpful bat wanted to play for the birds, but they said he was too little.

Combine the two sentences using a coordinating conjunction. Write the

combined sentence on the line below.A bat has wings. It is not a bird.9 A bat has wings, but it is not a bird. Bats don’t lay eggs. They don’t have feathers.10 Bats don’t lay eggs, and they don’t have feathers.

1 The captain wanted to make Cactus Soup2 The kids could go on a picnic3 Stellaluna had to eat insects

3 Stellaluna had to eat insects

3

4 Dave was a slug5 Sally made super soccer goals6 The bird could eat Sally

6 The bird could eat Sally

6

7 The trickster bat hid in the tree8 The helpful bat wanted to play for the birds

9

10



40


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Discuss•CombiningSentences3 Discuss the correct answers with the class. Take time to review in depth any

items for which multiple students chose the wrong conjunction. Have students mark corrections in Writer’s Notebook 2.

DifferentiateCheck that students can distinguish among the different conjunctions and choose the most appropriate one when combining sentences.

Reinforce•HighlightSentenceParts

IfStudents struggle to choose the best conjunction when combining sentences.

ThenWork with students in a small group. Provide highlighters in three colors for use with sentences that state similar ideas, contrasting ideas, or alternatives. Discuss each item with students and have them highlight the two parts of the sentence using the appropriate color. Next,guidetheminaddingtheappropriateconjunctions;forexample,“Youhighlightedthese ideas in green because they are contrasting. What conjunction works best with contrasting ideas?”

Extend•WriteSentenceswithConjunctions

IfStudents complete the exercise and demonstrate understanding of how to use conjunctions correctly.

ThenHave students write two pairs of sentences. (Youmightwanttohavethemwritesentences about the bat legends or another topic of their choice.) Have them combine each pair of sentences using the appropriate conjunction.


(continued)

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Unit 6 • Week 2

(continued)

5DAY

Model 15 Minutes

Review•Compare-and-ContrastStructure1 Display Writer’s Notebook 2, page 34, which compares

and contrasts Sally and Dave. Review the four parts of compare-and-contrast writing. Explain that todaystudents will write the conclusion and add topic sentences to the other sections of their outline.

Today, we will finish our outline for our compare-and-contrast writing about the two bats in the legends we read.Display Writer’s Notebook 2, page 34.

Before we finish our outline about the bats, let’s review the different parts of compare-and-contrast writing.Point to each part as you review it.

Compare-and-contrast writing has four parts: an introduction, a paragraph that compares, a paragraph that contrasts, and a conclusion.Point to the introduction.

This introduction has both an opening sentence and a topic sentence. Remember, for our bat outline, we also wrote an opening sentence and a topic sentence in our introduction. Point to the compare-and-contrast paragraphs.

These paragraphs compare and contrast Sally and Dave. They describe how these characters are alike and how they are different. Remember, in our outlines we also listed details about how the two bats were alike, and how they were different. These details will become sentences in our paragraphs. But our paragraphs also need topic sentences. We are going to work on those today.Point to the conclusion.

Remember the conclusion should sum up the topic sentence and restate an interesting fact. Here, “they became friends” was repeated to show a connection between the introduction and conclusion. Today, we will also work on our own conclusions to the two bats outline.

Review • Coordinating Conjunctions2 Have students read the topic sentence in the introduction, “They were very

different, but they became friends.” Point out the use of the conjunction “but,” andbrieflyreviewtheuseofconjunctionstocombinesentences.

MaterialsWriter’s Notebook 2, pages 34

and 39





AudienceOurselves

PurposeTo inform


Venn diagram, Outline


Plan: Topic sentence, Conclusion


Subject/topicOrganization

Introduction, Topic sentence, Conclusion

Word ChoiceConjunctions:

CoordinatingSentence Fluency

Varied sentences: Combining

ConventionsSentences: Commas

with coordinating conjunctions


Structure page 34, which compares Compare-and-Contrast Paragraph: Sally and Dave










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34


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Before we get started, I want to show you something in the introduction for Sally and Dave. Let’s read the topic sentence together.Point to the topic sentence as you read it aloud with students, emphasizing the conjunction.

“They were very different, but they became friends.”This is like the sentences we worked on yesterday.Point to the word but.

What kind of word is but? (a conjunction) Very good. We can use a conjunction to combine two short sentences into one longer sentence. Who remembers the other conjunctions we learned? (and, or) Correct. These conjunctions have different meanings; so we have to think carefully when we choose which one to use when combining our sentences.Why do you think the conjunction but is used here? (Responses will vary. Guidestudentstorecallthatthesentencesexpresscontrastingideas,making but the best choice.)We use the conjunction but to combine sentences when the two ideas are different or contrasting. We use and when the two ideas are similar, and we use or if there are two choices or alternatives.

3 If students had difficulty applying conventions for punctuation and capitalization whencombiningsentencesonDay4,brieflyreviewtheseastimeallows.

DiscussaModel•TopicSentences 4 Remind students that each paragraph in their writing will have a topic sentence

that tells what the paragraph is about. Have students identify the topic sentence in the comparison paragraph.

The introduction is not the only part that needs a topic sentence. When we write about the bats, we will need a topic sentence for each paragraph. Let’s look at the compare paragraph for Sally and Dave.Point to the compare paragraph.

What is the topic sentence? (Sally and Dave were alike in some ways.) Very good. The topic sentence tells what the paragraph is about—the ways Sally and Dave were alike. The rest of the paragraph describes how they were alike.

5Havestudentsidentifythetopicsentenceinthecontrastparagraph.Askstudents to determine whether the topic sentence tells the reader what the paragraph is about.

Now,let’slookatthecontrastparagraph.Point to the contrast paragraph.

What is the topic sentence? (Sally and Dave were different in many ways.) Good.Doesthissentencetellwhattheparagraphisabout? (yes) Yes,itdoes. This paragraph is about all the ways Sally and Dave were different—one was slim, and one was fat; one liked sports, and one liked sleeping. The topic sentence lets us know that paragraph is about how they were different.

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DiscussaModel•Conclusion6Readtheconclusionaloud.Askstudentstoexplainwhatthisparagraphtellsthe

reader. Point out that in writing about literature, the conclusion should tell how the story ended.

Now,let’slookattheconclusion.Point to the conclusion as you read it aloud.

“Dave saved Sally from a hungry sparrow. Sally said she was sorry. They became friends.”What does this conclusion tell us? (how Dave rescued Sally, how Sally apologized, how the story ended) Good.Theconclusiontellsthereaderhow the story ended. That is important because if someone has never read the story before, he or she would want to know the ending.

7 Point out that the conclusion also restates an idea from the introduction, which is something good writers often do.

The last sentence of the conclusion is also important. It says, “They became friends.”Point to this sentence in the conclusion and the introduction as you explain the repetition of ideas.

Thisideawasintheintroductiontoo.Goodwritersoftentakeanimportantidea from the introduction and write it again in the conclusion. They don’t use exactly the same words, but stating the same idea again helps the reader understand what the writing was all about.

DifferentiateCheck that students understand the purpose of a topic sentence.

Reinforce•ModelParagraphs

IfStudents struggle to identify topic sentences or do not understand why a topic sentence is included.

ThenRemind students that topic sentences tell what a paragraph is about. Present a brief model of a paragraph introducing a person; for example, “I am Kendra Wilson. I am sevenyearsold.IaminGrade2.Ilive with my parents.” Point out and discuss the topic sentence.Present a second brief model of an expository paragraph, and guide students in identifying the topic sentence, then revisit the compare-and-contrast examples.

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Guide 10 Minutes

Writer’s Notebook•Outline:Compare and Contrast1 Display Writer’s Notebook 2, page 39, and have students

turn to this page in their notebooks. Explain thattoday they will finish the outline by drafting topic sentences and a conclusion.

Brainstorm•TopicSentences2Explain that students will now draft a topic

sentence for their paragraph that compares. Ask students what this topic sentence shouldbe about.

First, we will write a topic sentence for our paragraph that compares the two bats.Point to the topic sentence line in Section II.

Remember that comparing is telling how two things are alike. What should this sentence be about? (It should say that the bats were alike; it should tell how they did some of the same things.) Right! All the details in thisparagraph are ways the bats were similar. Our topic sentence needs to be about that.

3 Work with students to brainstorm a few topic sentences, using the topic sentence comparing Sally and Dave as a model. Make sure examples include bothstatementsandquestions.Recordideas.

Remember that our topic sentence is not going to describe all the specific ways the bats were similar because that information will be in the rest of the paragraph. Our topic sentence just needs to describe what the paragraph is about.The topic sentence for the paragraph comparing Sally and Dave is “Sally and Dave were alike in some ways.” Can you think of a sentence like that for the bats? (Responses will vary.)We can write a sentence like “The bats in the two legends were alike in some ways.”Rememberthatwecanaskaquestiontoo,suchas,“Howwerethebatsinthe legends alike?”Record ideas.

Arethereanyotherwaystowriteourtopicsentenceforthecompareparagraph? (Responses will vary.)Record students’ ideas.

4 Have students write a topic sentence for their paragraph that compares the two bats.


First, we will write a topic sentence for our paragraph that




II.Compare(Same) The bats in the two legends were alike

in some ways. OR How were the bats in the legends alike?


III.Contrast (Different) The bats in the two legends were different

in some ways. OR How were the bats in the legends different?



4. trickster


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2

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Apply 20 Minutes

Writer’s Notebook•Outline:Compare and Contrast1 Remind students that the purpose of a topic sentence

is to explain what the paragraph is about. Have students draft a topic sentence for their paragraph contrasting the two bats. Allow a few minutes forcompletion of this exercise, and monitor students’ progress as they work.

2 Review what to include in the conclusion. If necessary, briefly review the endings of the twobat legends, and discuss how the endings were different.

Next,youwillwriteafewsentencesforyourconclusion.Remember that your conclusion should tell what happened at the end of the story. It should also restate an important idea from your introduction.Does everyone remember how each of the stories about the bats ended?(Responses will vary.)Review the legends’ endings as needed.

The War Between Birds and Mammals The Great Ball Game

The birds and mammals punish the trickster bat by saying he can come out only at night.

The bat is a hero because he wins the game for the animals. He sends the birds away for half of the year.

3 Have students draft sentences for their conclusion on Writer’s Notebook 2, page 39.

Partner Share4Asstudentscompletetheexercise,havestudentsworkwiththeirpartnersto

discuss their work. Conference with students during partner share.

5 Check that students’ topic sentences state main ideas and that their conclusions summarize the story endings and restate an idea from the introduction.

Class Share6 Invite pairs of students to share their work with the class. Remind students that

using the outline will help them when they write their draft in Week 3.

Remind students that the purpose of a topic sentence

conclusion.




II.Compare(Same) The bats in the two legends were alike

in some ways. OR How were the bats in the legends alike?


III.Contrast (Different) The bats in the two legends were different

in some ways. OR How were the bats in the legends different?



4. trickster

1. wanted to play2. helped the animals3. won the game4. heroIV.Conclusion The two legends had very different endings for

the bats. The trickster bat was punished by the animals and the

birds. The other bat won the game and was a hero.

1

2

3

4

and a bird

PRE WRITE


other ways.

39


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DifferentiateCheck for student understanding of what to include in the topic sentences (a sentence that introduces the comparison and contrast) and conclusion (something to sum up the story and a sentence that repeats an idea from the introduction).

Reinforce•SentenceFrames

IfStudents struggle to write their topic sentences or conclusion.

ThenWork with students in a small group. Provide sentence frames students can use for their contrast paragraph; for example, “How were the two in the stories ?”Guidestudentsindraftingtheirtopic sentences. Provide sentence frames to help students draft their conclusions; for example, “The endings of the stories were . The first bat . The second bat . Review the story events, as needed, to help students write their sentences.

Extend•UseInterestingWordChoice

IfStudents succeed in drafting clear topic sentences and a strong conclusion.

ThenBrainstorm interesting words students could add to their topic sentences or conclusion. For example, brainstorm words used to compare and contrast (e.g., alike, same, similar, different, nothing alike). Have students add these words to their outlines.


(continued)

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Product Sample - content.mkt941.comcontent.mkt941.com/lp/29006/123056/Read Well (2nd Grade... · Product Sample For questions or ... the use of a Venn diagram and to organize their