This benchmark may be assessed using:
Assessment Limits : Items may ask the student to analyze similarities and differences
in how authors present ideas or events. Items may require the
student to use key details to explain how authors are similar or
different in their approach. Items should not simply ask the
student to identify common events. Items should be developed
with text sets focusing on the same events orideas.
Text Types : Items assessing this standard may be used with two ormore
grade-appropriate informational texts and other media. Texts
may vary in complexity.
Response Mechanisms : The Enhanced Item Descriptions section on page 3 provides a list
of Response Mechanisms that may be used to assess this
standard (excluding the Editing Task Choice item type). The
Sample Response Mechanisms may include, but are not limited
to, the examples below.
Task Demand and Sample Response Mechanisms :
Determine similarities and
differences in two authors’
presentation of the same events,
using explicit details in the text.
Sample Response Mechanisms
Requires the student to select sentences or phrases from
each text that show similarities or differences in how two
authors present or treat the same events.
Requires the student to select an explanation of how two
authors present or treat the same events and to select
sentences or phrases from each text that show
similarities or differences.
Requires the student to select a correct explanation of
how two authors treat or present the same events.
Requires the student to select sentences or phrases that
show similarities or differences in how two authors
present or treat the same events.
Requires the student to select multiple sentences or
phrases that show similarities or differences in how two
authors present or treat the same events.
Requires the student to complete a table by comparing
and contrasting two authors’ presentations of the same
The student will read two related passages. After reading, the student will record notes regarding similarities and differences with the presentation of events with the two passages. The student will write to explain observations.
The student will read two informational texts on global warming by two different authors. Students will work in pairs to complete a graphic organizer to compare and contrast the way each author presents information. The student will identify the text with the most effective presentation of ideas
This lesson is part three of a three-part unit that describes the importance of teamwork to resolve life's issues and problems. The goal of this lesson is to compare and contrast two editorials that both describe President Barack Obama's State of the Union address. Students will use close reading, questioning, cooperative learning, note-taking, graphic organizers and discussion in order to get ready for the summative assessment: a debate as a culminating performance task to address the issue of working together to achieve unity.
Using excerpts from Roald Dahl's Boy: Tales of Childhood and D is for Dahl: A gloriumptious A-Z guide to the World of Roald Dahl compiled by Wendy Cooling the students will compare and contrast biographies and autobiographies. They will identify and chart the differences between each. As a culminating assignment, students will compose their own autobiography using only their initials.
The goal of this three day exemplar is to give students the opportunity to use the reading and writing habits they've been practicing on a regular basis to explore the historic Great Fire of Chicago. By reading and rereading the passage closely combined with classroom discussion about it, students will explore the historical truths related to poverty, city construction, and city services that led to the disaster. In this reading, students learn about historical disasters, but they may not fully comprehend causes or how human actions, nature, or even luck contributed to them, rendering history a flat subject to be memorized rather than explored. When combined with writing about the passage and teacher feedback, students will better understand the dangers inherent in cities and the government role in mitigating that danger.
Type: Lesson Plan
Vetted resources students can use to learn the concepts and skills in this benchmark.
Vetted resources caregivers can use to help students learn the concepts and skills in this benchmark.