• Quick retrieval from earlier learning (Comparing two texts). Students answer on mini whiteboards.
• Show answers together and note who needs support in the main task.

1. Text A: "City life is exciting: there's always something to do." Text B: "The countryside offers peace and fresh air." What do the texts have in common? (Both are about holidays. / Both criticise city life. / Both describe advantages of a place to live. / Both say the countryside is boring.) → Both describe advantages of a place to live.Prompt: What does each text say about the topic?
2. Text A (a diary): "The storm terrified me. I hid under the stairs all night." Text B (a news report): "High winds of up to 80 mph caused damage across the region." How do the texts differ? (A is personal and emotional; B is factual and impersonal. / Both describe a different storm. / Both are written in the first person. / A is factual; B is emotional.) → A is personal and emotional; B is factual and impersonal.Prompt: What does each text say about the topic?
3. Text A (a poem): "The rain drums softly, a lullaby on the roof." Text B (a weather report): "Rainfall of 12 mm is expected overnight." How do the texts present rain differently? (Both are written as poems. / Both present rain as dangerous. / A presents it as soothing and musical; B gives a precise measurement. / A gives statistics; B uses imagery.) → A presents it as soothing and musical; B gives a precise measurement.Prompt: What does each text say about the topic?

• Read the first lines of a short text aloud and ask what students predict will happen and why.
• Share the objective: Cross-text connections. Read the success criteria together.

• Work through the example out loud, saying why you do each step, not just what you do.
• Example: Text 1: Some economists argue that a four-day week raises productivity because rested workers focus better. Text 2: Other researchers caution that productivity gains seen in office trials may not apply to hospitals or factories, where hours relate directly to output. How would the author of Text 2 most likely respond to the economists in Text 1?
• Step 1: Comparing texts means finding where they agree and differ.
• Step 2: So the answer is: By noting that their findings may not apply to every kind of workplace.
• Answer: By noting that their findings may not apply to every kind of workplace.
• Pause after each step and ask a student to say what comes next.

• Do these together. Students try each step on whiteboards before you reveal it.
• Use the hints as prompts rather than giving the answer.

1. Text 1: Historians long believed the ancient city was abandoned because of war. Text 2: New soil analysis shows that a decades-long drought preceded the city's decline. Based on the texts, how does Text 2 relate to the belief in Text 1? (It confirms that war was the only cause. / It describes the same war in more detail. / It offers evidence for an alternative explanation. / It proves the city was never abandoned.) → It offers evidence for an alternative explanation.Prompt: What does each text say about the topic?
2. Text 1: A biologist argues that city gardens provide important food for bees. Text 2: An urban planner notes that most city gardens contain flowers bred for appearance, many of which produce little nectar. How would the planner in Text 2 most likely qualify the claim in Text 1? (By agreeing that every garden is equally useful. / By arguing that bees do not live in cities. / By claiming that flowers produce too much nectar. / By pointing out that the type of flowers planted affects how useful gardens are to bees.) → By pointing out that the type of flowers planted affects how useful gardens are to bees.Prompt: What does each text say about the topic?

• Students work on the student sheet. Circulate and check the first two answers of every student early.
• Students who finish: write a question of their own for a partner, with the answer.

The 8 questions are on the student sheet below, with answers in the key.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Text 1: A biologist argues that city gardens provide important food for bees. Text 2: An urban planner notes that most city gardens contain flowers bred for appearance, many of which produce little nectar. How would the planner in Text 2 most likely qualify the claim in Text 1? (By arguing that bees do not live in cities. / By agreeing that every garden is equally useful. / By claiming that flowers produce too much nectar. / By pointing out that the type of flowers planted affects how useful gardens are to bees.) → By pointing out that the type of flowers planted affects how useful gardens are to bees.Prompt: What does each text say about the topic?
2. Text 1: Reading on screens, some studies suggest, reduces deep comprehension. Text 2: A newer study found no difference in comprehension when readers were given unlimited time on both formats. What would the author of Text 2 most likely say about Text 1's studies? (They show paper is always worse. / They prove screens are harmful. / Their results might reflect time limits rather than the screen itself. / They are identical to the newer study.) → Their results might reflect time limits rather than the screen itself.Prompt: What does each text say about the topic?

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-11.