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English lesson plan · 8th grade (Year 9 in England) · 60 minutes

Comparing two texts

Reading Comprehension

CCSS RI.8.9CCSS RL.8.9England: KS3 ReadingEngland: GCSE English Language Paper 2 Q4

Objective and success criteria

Students will: Comparing two texts.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Main idea and supporting details

Leads to: Cross-text connections

Materials: A short text or extract (one copy each), Highlighters, Question cards, Mini whiteboards, A short model text on the board, Printed student sheet (below).

Warm-up · 6 min

  • Quick retrieval from earlier learning (Main idea and supporting details). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Exercise is good for your body and your mind. It makes your heart and muscles stronger. It can also help you sleep better and feel happier. What is the main idea? (Sleep is important. / Running is fun. / Exercise has many benefits. / Muscles are strong.) → Exercise has many benefits.Prompt: What is the WHOLE text mostly about, not just one part?
  2. Recycling helps our planet. When we recycle paper, fewer trees are cut down. Recycling cans saves energy. It also means less rubbish goes into the ground. What is the main idea? (Paper comes from trees. / Cans are made of metal. / Rubbish is smelly. / Recycling helps the planet in many ways.) → Recycling helps the planet in many ways.Prompt: What is the WHOLE text mostly about, not just one part?
  3. Sloths move very slowly. They hang upside down in trees for most of the day. They even sleep and eat upside down. Moving slowly helps them save energy. What is the main idea? (Trees are tall. / Sloths live slow, upside-down lives in trees. / Sloths eat leaves. / Sloths sleep a lot.) → Sloths live slow, upside-down lives in trees.Prompt: What is the WHOLE text mostly about, not just one part?

Hook · 6 min

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

I do: model it · 12 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: 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?
  • Step 1: Comparing texts means finding where they agree and differ.
  • Step 2: So the answer is: A presents it as soothing and musical; B gives a precise measurement.
  • Answer: A presents it as soothing and musical; B gives a precise measurement.
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 12 min

  • 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 A: "Homework helps pupils practise what they learn." Text B: "Too much homework leaves no time for rest and play." How do the views compare? (Both say homework is helpful. / Both say homework is harmful. / Neither mentions homework. / A focuses on benefits; B focuses on drawbacks.) → A focuses on benefits; B focuses on drawbacks.Prompt: What does each text say about the topic?
  2. 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 say the countryside is boring. / Both criticise city life. / Both describe advantages of a place to live. / Both are about holidays.) → Both describe advantages of a place to live.Prompt: What does each text say about the topic?

You do: independent practice · 17 min

  • 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.

Exit ticket · 7 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. 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 factual; B is emotional. / Both describe a different storm. / A is personal and emotional; B is factual and impersonal. / Both are written in the first person.) → A is personal and emotional; B is factual and impersonal.Prompt: What does each text say about the topic?
  2. 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? (A gives statistics; B uses imagery. / Both present rain as dangerous. / Both are written as poems. / A presents it as soothing and musical; B gives a precise measurement.) → A presents it as soothing and musical; B gives a precise measurement.Prompt: What does each text say about the topic?

Watch out for

  • Answering from memory or opinion instead of evidence in the text.
  • Copying a long quote without explaining what it shows.

Support and stretch

Support

  • Review first: Main idea and supporting details.
  • Use concrete materials: a short text or extract (one copy each).
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Cross-text connections.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/english/grade-8.

Free lesson plan from eurekami.com/lesson-plan-builder

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Comparing two texts

Name

Date

Score/ 8

Two Views on Zoos

TEXT A – "A Lifeline for Wildlife" Modern zoos are not the cramped menageries of the past. The best of them are centres for conservation, research and education. Breeding programmes in zoos have helped save species such as the Arabian oryx and the California condor from extinction, and some animals bred in zoos have been successfully returned to the wild. For millions of children who will never visit a rainforest or a savannah, seeing a living animal up close can spark a lifelong love of nature. Closing zoos would not free animals; it would abandon them. TEXT B – "Wild at Heart" No enclosure, however large, can replace a wild home. An elephant may walk dozens of kilometres a day in the wild; in a zoo, it may cover a fraction of that, and some show repetitive swaying or pacing that scientists link to stress. While a few breeding programmes have succeeded, most animals in zoos belong to species that are not endangered at all. If we truly want to protect wildlife, our money would do far more good protecting habitats where animals already live.

  1. Question 1

    Read "Two Views on Zoos". What is the main difference between the two texts?

    • A. Text B supports breeding programmes more strongly than Text A.
    • B. Text A defends zoos; Text B argues against them.
    • C. Text A is about elephants; Text B is about birds.
    • D. Both texts argue zoos should close.

  1. Question 2

    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?

    • A. Both say the countryside is boring.
    • B. Both criticise city life.
    • C. Both describe advantages of a place to live.
    • D. Both are about holidays.

Two Views on Zoos

TEXT A – "A Lifeline for Wildlife" Modern zoos are not the cramped menageries of the past. The best of them are centres for conservation, research and education. Breeding programmes in zoos have helped save species such as the Arabian oryx and the California condor from extinction, and some animals bred in zoos have been successfully returned to the wild. For millions of children who will never visit a rainforest or a savannah, seeing a living animal up close can spark a lifelong love of nature. Closing zoos would not free animals; it would abandon them. TEXT B – "Wild at Heart" No enclosure, however large, can replace a wild home. An elephant may walk dozens of kilometres a day in the wild; in a zoo, it may cover a fraction of that, and some show repetitive swaying or pacing that scientists link to stress. While a few breeding programmes have succeeded, most animals in zoos belong to species that are not endangered at all. If we truly want to protect wildlife, our money would do far more good protecting habitats where animals already live.

  1. Question 3

    Read "Two Views on Zoos". How does Text B respond to the idea of breeding programmes?

    • A. It does not mention them.
    • B. It admits a few have worked but says most zoo animals are not endangered.
    • C. It agrees that they are the main purpose of zoos.
    • D. It says breeding programmes have never worked.

The Gardener's Ledger

My father kept two books. The first was the ledger in which he recorded every coin that passed through the shop: the price of flour, the cost of the new awning, the debts that customers swore they would settle by Friday. He wrote in it every evening, in a small, upright hand, and he never let anyone else touch it. The second book I did not discover until after he died. It was a cheap school exercise book, its cover soft with handling, hidden at the back of the shed behind the seed trays. Inside, in the same upright hand, he had recorded something quite different: the date the first snowdrop appeared each year; the night a fox had dug up the tulips; the morning, in 1987, when "M. laughed at the robin on the spade and said it was the bravest bird in England." M. was my mother. I had never heard my father mention her laugh. For forty years, it seemed, he had been keeping accounts of another kind – of small, unprofitable things that added up to a life. The shop ledger balanced to the penny. The garden book did not balance at all. There were gaps of months, sometimes years. In 1993, the year my mother died, there is only one entry: "Rain." I used to think my father was a man who cared only for what could be counted. I sat in that cold shed until the light went, reading his small, careful sentences, and understood that I had been reading the wrong book.

  1. Question 4

    Read "The Gardener's Ledger". How do the two books differ?

    • A. One is written by the father, the other by the mother.
    • B. One is about the garden; the other is about the weather only.
    • C. Both record the shop's accounts.
    • D. One records money precisely; the other records personal moments and feelings.

Two Views on Zoos

TEXT A – "A Lifeline for Wildlife" Modern zoos are not the cramped menageries of the past. The best of them are centres for conservation, research and education. Breeding programmes in zoos have helped save species such as the Arabian oryx and the California condor from extinction, and some animals bred in zoos have been successfully returned to the wild. For millions of children who will never visit a rainforest or a savannah, seeing a living animal up close can spark a lifelong love of nature. Closing zoos would not free animals; it would abandon them. TEXT B – "Wild at Heart" No enclosure, however large, can replace a wild home. An elephant may walk dozens of kilometres a day in the wild; in a zoo, it may cover a fraction of that, and some show repetitive swaying or pacing that scientists link to stress. While a few breeding programmes have succeeded, most animals in zoos belong to species that are not endangered at all. If we truly want to protect wildlife, our money would do far more good protecting habitats where animals already live.

  1. Question 5

    Read "Two Views on Zoos". On which point would both writers most likely agree?

    • A. Protecting wildlife is important.
    • B. Elephants are happy in zoos.
    • C. Zoos should all be closed.
    • D. Children should not see animals.

Who Has Seen the Wind? (Christina Rossetti, 1872)

Who has seen the wind? Neither I nor you: But when the leaves hang trembling, The wind is passing through. Who has seen the wind? Neither you nor I: But when the trees bow down their heads, The wind is passing by.

  1. Question 6

    Read "Who Has Seen the Wind? (Christina Rossetti, 1872)". How is the second verse different from the first?

    • A. It is written in prose.
    • B. It changes the topic to the sea.
    • C. It moves from small leaves to whole trees, showing the wind's stronger effect.
    • D. It answers the question with a name.

  1. Question 7

    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?

    • A. A presents it as soothing and musical; B gives a precise measurement.
    • B. A gives statistics; B uses imagery.
    • C. Both are written as poems.
    • D. Both present rain as dangerous.

  2. Question 8

    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. A is factual; B is emotional.
    • B. Both are written in the first person.
    • C. Both describe a different storm.
    • D. A is personal and emotional; B is factual and impersonal.

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Answer key: Comparing two texts

  1. 1. B. Text A defends zoos; Text B argues against them.

  2. 2. C. Both describe advantages of a place to live.

  3. 3. B. It admits a few have worked but says most zoo animals are not endangered.

  4. 4. D. One records money precisely; the other records personal moments and feelings.

  5. 5. A. Protecting wildlife is important.

  6. 6. C. It moves from small leaves to whole trees, showing the wind's stronger effect.

  7. 7. A. A presents it as soothing and musical; B gives a precise measurement.

  8. 8. D. A is personal and emotional; B is factual and impersonal.