This is a standards map for the concept of integrating knowledge from two texts about the same topic. It is specific to Standard 9 of the Integration of Knowledge and Ideas Anchor in the Writing standards of the CCSS ELA standards.
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Two Texts with Same Topic
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2 - Identify (Similarities)
2 - Identify (Differences)
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2 - I can identify basic similarities in two texts on the same topic, with prompting and support.
2 - I can identify basic differences between two texts on the same topic, with prompting and support.
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A. By looking, listening and answering questions, I can see similarities and differences.
B. Similar stories told by different people in different places and times may vary in presentation, perspective and emphasis of main ideas.
C. Recognizing differences in topic details or sketches or how information is presented helps me see how small variations present a slightly different message.
D. Identifying similarities and differences strengthens ability to recognize key points.
E. Contrasts sometimes assist in recognizing key terms.
F. Repetition may help one recognize emphasis and draw conclusions within or between two texts.
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A.1 How can I identify text similarities and differences in texts on similar topics?
B.1 How might texts differ?
C.1 How do details help me identify differences?
D.1 Why do I identify similarities and differences in two texts?
E.1 How do contrasts help me in understanding the author's ideas?
F.1 How might repeated words help in comprehension.
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Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
2 - Identify (Similarities)
2 - Identify (Differences)
|
2 - I can identify basic similarities in two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
2 - I can identify basic differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
|
A. By looking, listening and answering questions, I can see similarities and differences.
B. Similar stories told by different people in different places and times may vary in presentation, perspective and emphasis of main ideas.
C. Recognizing differences in topic details or sketches or how information is presented helps me see how small variations present a slightly different message.
D. Identifying similarities and differences strengthens ability to recognize key points.
E. Contrasts sometimes assist in recognizing key terms.
F. Repetition may help one recognize emphasis and draw conclusions within or between two texts.
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A.1 How can I identify text similarities and differences in texts on similar topics?
B.1 How might texts differ?
C.1 How do details help me identify differences?
D.1 Why do I identify similarities and differences in two texts?
E.1 How do contrasts help me in understanding the author's ideas?
F.1 How might repeated words help in comprehension.
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Compare and contrast the most important points presented by two texts on the same topic.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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3 - Compare (Most important points)
3 - Contrast (Most important points)
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3 - I can compare the most important points presented by two texts on the same topic.
3 - I can contrast the most important points presented by two texts on the same topic.
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A. Comparing and contrasting helps me see how things are related or not.
B. Recognizing key points requires carefully looking at details in vocabulary and ways content is presented.
C. Recognizing differences in topic details or sketches or how information is presented helps me see how small variations present a slightly different message.
D. Identifying similarities and differences strengthens ability to recognize key points.
E. Contrasts sometimes assist in recognizing key terms.
F. Repetition may help one recognize emphasis and draw conclusions within or between two texts.
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A.1 Why do I compare and contrast two texts on like topics?
B. 1 How do I recognize the most important points of texts of similar topics?
C.1 How do details help me identify differences?
D.1 Why do I identify similarities and differences in two texts?
E.1 How do contrasts help me in understanding the author's ideas?
F.1 How might repeated words help in comprehension.
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Compare and contrast the most important points and key details presented in two texts on the same topic.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Two Texts
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3 - Compare (Most important points)
3 - Compare (Key details)
3 - Contrast (Most important points)
3 - Contrast (Key details)
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3 - I can compare the most important points presented in two texts on the same topic.
3 - I can compare key details presented in two texts on the same topic.
3 - I can contrast the most important points presented in two texts on the same topic.
3 - I can contrast key details presented in two texts on the same topic.
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A. Comparing and contrasting reveal similarities and differences in two texts on like topics. This may confirm accuracy or cause more research.
B. Similar stories told by different people in different places and times may vary in presentation, perspective and emphasis of main ideas.
C. Recognizing differences in topic details or sketches or how information is presented helps me see how small variations present a slightly different message.
D. Identifying similarities and differences strengthens ability to recognize key points.
E. Contrasts sometimes assist in recognizing key terms.
F. Repetition may help one recognize emphasis and draw conclusions within or between two texts.
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A.1 Why compare and contrast key details and points of two texts on like topics?
B.1 How might texts differ?
C.1 How do details help me identify differences?
D.1 Why do I identify similarities and differences in two texts?
E.1 How do contrasts help me in understanding the author's ideas?
F.1 How might repeated words help in comprehension?
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Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Two Topics
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3 - Integrate (Information)
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3 - I can integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
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A. Integrating information from multiple texts allows knowledgeable, varied perspectives in writing or speaking.
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A.1 Why integrate information from two texts on like topics?
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Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Several Texts
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3 - Integrate (Information)
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3 - I can integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
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A. Integrating information from multiple texts allows verification of facts, and knowledgeable, varied perspectives in writing or speaking.
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A.1 Why integrate information from multiple texts on like topics?
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Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Presentation
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3 - Compare (Presentation)
3 - Contrast (Presentation)
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3 - I can compare one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
3 - I can contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
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A. Comparing and contrasting different authors’ presentations of events allows verification of information.
B. Biographies and memoirs differ in content, perspective, reflection and focus on particular historical contexts.
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A.1 How can I verify consistency in information?
B.1 How might memoirs and biographies differ?
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Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Shaped Presentations
Differentiated Facts
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4 - Analyze (Shaping)
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4 - I can analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
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A. Emphasis of different evidence or advancing of different interpretations of facts shapes presentation to differing conclusions.
B. Conflicting information may include disagreement on matters of fact or interpretation.
C. Interpretation of similar facts may differ; proper facts may be given with faulty interpretation.
D. Quality materials with shoddy workmanship will not produce the desired result.
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A.1 How do authors shape presentations differently?
B.1 How can conflicting information in two texts be analyzed?
C.1 How might texts disagree on matters of fact or interpretation?
D.1 How might reasoning be compared to building?
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Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Analyze (Conflicting information)
2 - Identify (Disagreement on matters of fact, interpretation)
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4 - I can analyze a case in which two or more texts provide conflicting information on the same topic.
2 - I can identify where the texts disagree on matters of fact or interpretation.
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A. Conflicting information may include disagreement on matters of fact or interpretation.
B. It is possible for interpretation of similar facts to differ; proper facts may be given with faulty interpretation.
C. Quality materials with shoddy workmanship will not produce the desired result.
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A.1 How can conflicting information in two texts be analyzed?
B.1 How might texts disagree on matters of fact or interpretation?
C.1 How might reasoning in text presentation be compared to building?
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Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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4 - Analyze (Seminal U.S. documents)
1 - Include (Related themes, concepts)
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4 - I can analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”).
1 - I can include how these documents address related themes and concepts.
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A. Seminal U.S. documents are analyzed by noting how they address related themes and concepts.
B. Seminal topics of are written in the formal language of the times.
C. Literary and historical documents may have similar themes and concerns.
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A.1 How do I analyze seminal U.S. documents?
B.1 How might analyzing seminal documents be a challenge?
C.1 How might literary and historical documents be similar over time?
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Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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17th-19th Century Foundational U.S. Documents
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4 - Analyze (U.S. foundational documents)
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4 - I can analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes.
4 - I can analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their purposes.
4 - I can analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their rhetorical features.
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A. U.S. foundational documents can be analyzed for theme, purpose or rhetorical features.
B. Historical and literary documents are written in the formal language of the times, reflecting rhetoric of the times.
C. Certain events in history may cause changes in perspective on topics and purpose of documents.
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A.1 How can I analyze U.S. foundational documents?
B.1 How might analyzing historical documents be a challenge?
C.1 How might purpose of one century's documents parallel purpose or topics of another century?
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