♪ ♪ WHAT'’S GOOD, MY GOOD PEOPLE?

I'’M MR. R., AND I'’M GONNA BE YOUR GUIDE ON TODAY'’S LEARNING JOURNEY.

THERE'’S GOING TO BE SOME TWISTS AND SOME TURNS, BUT MOSTLY, WE'’RE GOING TO HAVE SOME FUN.

♪ ♪ HI, EVERYONE.

IT'’S MS. SHAKEMIA HERE, AND I'’M READY TO DO SOME MORE LEARNING WITH YOU.

DID YOU KNOW THAT WRITING IS A GREAT WAY TO SHOW OFF YOUR COMPREHENSION SKILLS?

ALSO, ANYTIME THAT YOU WRITE, YOU BECOME AN AUTHOR.

AN IMPORTANT STEP THAT AUTHORS TAKE BEFORE THEY WRITE IS TO PLAN AND ORGANIZE THEIR THOUGHTS.

THAT'’S JUST WHAT WE'’RE GOING TO DO TODAY.

TODAY, WE WILL BE PLANNING AND ORGANIZING AN OPINION PIECE.

THE QUESTION THAT WE WILL THINK ABOUT IS...

THIS IS A VERY IMPORTANT QUESTION TO CONSIDER, BECAUSE GOOD READERS MAKE TEXT-TO-SELF CONNECTIONS WITH STORIES.

A TEXT-TO-SELF CONNECTION IS FINDING ELEMENTS IN A STORY THAT REMIND YOU OF SOMETHING THAT HAS HAPPENED IN YOUR LIFE.

SO, TO MAKE THOSE CONNECTIONS, WE FIRST HAVE TO RECOUNT OUR FABLES.

IN "THE WIND AND THE SUN," OUR CHARACTERS, WIND AND SUN... NOW THAT I'’VE RECOUNTED "THE WIND AND THE SUN," LISTEN AS I RECOUNT "THE LION AND THE MOUSE."

[lion snarls] NOW THAT WE HAVE RECOUNTED OUR 2 FABLES, WE CAN THINK MORE ABOUT OUR QUESTION GUIDING OUR OPINION PIECE.

THIS PARTICULAR QUESTION REQUIRES US TO STATE OUR OWN OPINION, BECAUSE IT IS ASKING ABOUT OUR LIFE.

REMEMBER, AN OPINION IS WHY YOU THINK OR HOW YOU FEEL.

SO, AS WE PLAN, WE'’RE GOING TO USE AN OPINION-WRITING STRATEGY.

TO ANSWER THIS QUESTION, WE'’RE GOING TO FIRST STATE OUR OPINION, THEN GIVE A REASON, WHICH IS OUR WHY.

NEXT, CITE AN EXAMPLE USING KEY DETAILS, AND FINALLY, END WITH A CLOSING SENTENCE.

ALL 4 OF THESE STEPS MUST BE INCLUDED IN OUR RESPONSE TO COMPLETELY ANSWER THE QUESTION.

BEFORE WE WRITE, IT'’S IMPORTANT TO ORGANIZE AND PLAN WHAT WE WANT TO WRITE.

I ALWAYS LIKE TO USE GRAPHIC ORGANIZERS TO HELP ME ORGANIZE MY THOUGHTS BEFORE ACTUALLY WRITING.

I WILL BE USING A SIMPLE 4-SQUARE GRAPHIC ORGANIZER FOR THIS RESPONSE, BECAUSE I CAN CREATE IT EASILY WHEN I NEED IT.

TO CREATE THIS GRAPHIC ORGANIZER, YOU CAN TAKE A SHEET OF PAPER AND FOLD IT, LIKE A HOT DOG.

THEN FOLD IT ONCE MORE, LIKE A HAMBURGER.

WHEN YOU OPEN YOUR PAPER, IT WILL BE SEPARATED INTO FOUR EQUAL SQUARES.

OR YOU CAN SIMPLY DRAW A CROSS ON YOUR PAPER WHERE ALL THE LINES INTERSECT IN THE MIDDLE.

IT'’S ENTIRELY UP TO YOU.

AFTER CREATING 4 SQUARES, I LIKE TO LABEL THE BOXES SO THAT I DON'’T GET CONFUSED.

NOW THAT WE'’VE GOT OUR 4-SQUARE, WE ARE READY TO BEGIN.

LET'’S REVISIT OUR QUESTION.

HMM.

AS I'’M THINKING ABOUT BOTH STORIES, I THINK THAT I MOST RELATE WITH "THE LION AND THE MOUSE."

SO, I'’M GOING TO WRITE ABOUT THAT ONE.

I NEED TO PUT MY THOUGHT INTO A WELL-COMPOSED SENTENCE THAT STATES MY OPINION.

SO, IN MY OPINION SQUARE, I'’M GOING TO WRITE... SEE WHAT I DID THERE?

I USED "RELATES THE MOST TO MY LIFE" FROM THE QUESTION.

THAT WAS AN EXAMPLE OF RESTATING THE QUESTION.

NEXT, I NEED TO GIVE A REASON.

SO, I NEED TO ANSWER THE "WHY" QUESTION.

"WHY DO I RELATE MOST TO THAT STORY?"

WELL, I HAVE FELT LIKE THE MOUSE BEFORE WHEN SOMEONE TOLD ME THAT I COULDN'’T DO SOMETHING BECAUSE I'’M A GIRL.

I'’M GOING TO USE THAT EXPERIENCE FOR MY RESPONSE, SO I NEED TO ADD THAT TO MY REASON BOX.

NOW THAT I HAVE GIVEN MY REASON, WHAT'’S MY NEXT STEP?

THAT'’S RIGHT, I HAVE TO CITE AN EXAMPLE FROM THE TEXT.

I HAVE TO FIND A PART OF THE TEXT THAT RELATES TO MY REASON.

NOTICE THAT I HAVE 2 SENTENCES FOR THIS SQUARE.

THAT'’S OKAY.

IT'’S PERFECTLY FINE IF YOU NEED MORE THAN ONE SENTENCE TO COMMUNICATE YOUR THOUGHTS.

WELL, NOW IT'’S TIME TO WRITE THE CLOSING STATEMENT, BUT I THINK YOU KNOW ENOUGH ABOUT MY STORY TO HELP ME.

WHICH WOULD YOU CHOOSE?

GET AN IDEA OF WHAT CLOSING YOU WOULD CHOOSE, AND KEEP THAT NUMBER IN YOUR HEAD.

AND WHEN I SAY "GO," SHOW ME THE NUMBER OF THE CLOSING THAT YOU WOULD CHOOSE.

ARE YOU READY?

GO!

HMM.

I SEE THAT LOTS OF YOU WOULD CHOOSE NUMBER 2.

"TELL THE LESSON LEARNED."

I THINK THAT'’S A WISE CHOICE.

HERE IS MY CLOSING STATEMENT ABOUT THE LESSON THAT I'’M GOING TO WRITE IN THE CLOSING SQUARE.

NOW, IT'’S TIME TO PUT OUR 4 SQUARES ALL TOGETHER IN PARAGRAPH FORM TO ANSWER THE QUESTION.

I WANT YOU TO TELL ME WHAT ORDER TO PUT EACH STATEMENT IN BASED ON OUR CHECKLIST.

I'’LL GIVE YOU A COUPLE SECONDS OF THINK TIME TO REMEMBER THAT ORDER.

SO, WHICH STATEMENT WILL COME FIRST?

RIGHT.

WE STATE OUR OPINION.

AND THEN, WHAT COMES SECOND?

YES.

OUR REASON.

WHAT ABOUT THIRD?

EXACTLY.

ANY EXAMPLES.

AND FOURTH?

YOU GOT IT, THE CLOSING.

SO, NOW, WE'’RE GOING TO TAKE THE SENTENCES IN ORDER FROM SQUARES 1 TO 4 AND PUT THEM ALL TOGETHER.

HERE IS MY PARAGRAPH.

SOMETIMES, YOU HAVE TO ADD IN A FEW WORDS TO MAKE SURE THAT YOUR SENTENCES WORK WELL TOGETHER.

JUST MAKE SURE YOU KEEP THE SAME SENTENCE ORDER FROM YOUR GRAPHIC ORGANIZER.

IT LOOKS LIKE YOU'’RE ALL PLANNED AND READY TO WRITE YOUR OPINION PIECE.

THAT MEANS WE GET TO CELEBRATE.

WHEN I SAY "GO," I WANT YOU TO DO YOUR VERY BEST CELEBRATION DANCE.

SO, EVERYONE GO AHEAD AND STAND UP.

ARE YOU READY?

GO.

[electronic beeps, crowd applauding] WOW!

YOU ALL ARE AMAZING DANCERS.

REMEMBER THAT WRITING IS A KEY WAY TO DEMONSTRATE OUR COMPREHENSION AND CRITICAL-THINKING SKILLS.

YOU CAN USE THE 4-SQUARE GRAPHIC ORGANIZER ANY TIME YOU WANT TO BRAINSTORM BEFORE WRITING.

WOW, YOUR BRAINS HAVE GROWN SO MUCH SINCE WE'’VE BEEN WORKING TOGETHER.

I HOPE YOU HAVE ENJOYED LEARNING WITH ME AS MUCH AS I HAVE ENJOYED LEARNING WITH YOU.

SEE YOU, FRIENDS.

ONE THING THAT REALLY MAKES ME HAPPY DURING TOUGH TIMES IS COUNTING ON MY COMMUNITY.

ARE THERE PEOPLE IN YOUR COMMUNITY THAT HELP YOU?

I CANNOT WAIT TO SHARE THIS NEXT VIDEO WITH YOU ABOUT THE FOLKS IN OUR COMMUNITY DOING GOOD.

[Autumn] MY NAME IS AUTUMN, AND I'’M 9.

MY GIRL POWER IS MAKING THINGS TO HELP FIX PROBLEMS.

[Chloe-Olivia] ♪ BEAUTIFUL ♪ ♪ YOU'’RE BEAUTIFUL ♪ ♪ CRAZY KINDA BEAUTIFUL ♪ THERE ARE A LOT OF PROBLEMS IN MY HOUSE, SO...

SO, I LIKE MAKING PRODUCTS TO FIX THEM.

WE HAVE, LIKE, A HUGE MESS OF BAGS.

[laughs] SO, I MADE A LITTLE THING TO PUT IT IN PAPER TOWEL ROLLS.

UM, AND YOU CAN USE THE BAGS LIKE TISSUES THE WAY I FOLDED THEM.

AND THEN I HAD A TISSUE BOX, SO I PUT IT IN THE MIDDLE AND COVERED IT WITH PAPER AND WROTE "TO BE ADDED."

THE PROBLEM I FIXED WAS CLEARING OUT ALL THE BAGS THAT WERE LEFT ALL OVER THE CABINET.

I ALSO THINK MY MOM AND MY SISTER HAVE GIRL POWER, BECAUSE... WELL, MY MOM HAS GIRL POWER, BECAUSE SHE IS AN AWESOME ARTIST.

I'’M SO INSPIRED BY HER.

[mother] WHAT DO YOU THINK OF MINE?

I LIKE IT.

I ENJOY PAINTING THINGS THAT ARE THINGS THAT I LIKE TO DO.

I LIKE TO DRAW PEOPLE, SO I ALSO LIKE TO PAINT PEOPLE.

AND I LIKE DOGS AND ANIMALS AND NATURE VERY MUCH.

I HAVE 2 DOGS, 2 CATS, AND 2 FISH.

SINCE I LOVE DOGS SO MUCH, ME AND MY FRIEND ARE RAISING MONEY TO DONATE TO THE ANIMAL SHELTER AND THE HOMELESS.

I THINK THAT THERE NEEDS TO BE MORE HAPPINESS IN THE WORLD, BECAUSE...

THERE ARE A LOT OF PEOPLE THAT... ARE LESS FORTUNATE AND DON'’T HAVE FOOD AND WATER ON THE TABLE EVERY DAY, DON'’T HAVE A ROOF TO COVER THEM EVERY NIGHT.

THAT'’S WHY ME AND MY FRIEND THINK THAT WE SHOULD DONATE THIS.

I ASKED MY CLASSMATES TO DONATE ANYTHING, AND WHENEVER SOMEONE SAID, "OH, I'’M SORRY, I JUST HAVE A PENNY," WE WOULD ALWAYS SAY, "EVERY PENNY COUNTS."

ME AND MY SISTER AND MY DAD, WE GOT BLANKETS AND TOYS AND FOOD, AND WE DONATED THEM ALL TO A DOG SHELTER, AND THAT... THAT REALLY MADE ME FEEL LIKE I MADE A DIFFERENCE.

AT SCHOOL, SOME PEOPLE ARE LIKE, "YOU'’RE WEIRD."

BUT, YOU KNOW, I LIKE THAT, '’CAUSE IT'’S ONE OF MY GIRL POWERS, JUST BEING DIFFERENT.

[singing] I LIKE USING RECYCLED MATERIALS BECAUSE PEOPLE THINK, "OH, THEY'’RE JUST...

IT'’S JUST TRASH."

BUT I THINK OF THEM AS A NEW OPPORTUNITY TO SOMETHING.

ALL RIGHT, I READ SOMETHING THAT MADE ME GIGGLE.

A SHRIMP'’S HEART IS LOCATED IN THEIR HEAD.

THAT'’S REALLY DIFFERENT, RIGHT?

DO YOU KNOW WHERE YOUR HEART IS LOCATED?

THAT'’S RIGHT.

YOU KNOW THAT'’S WHERE LOVE COMES FROM?

NOW, LET'’S PUT BOTH OUR HEADS AND OUR HEARTS TO USE IN THIS NEXT LESSON.

HERE GOES.

♪ ♪ HI, EVERYONE.

I'’M MS. SHANNON.

SUN AND I ARE SO GLAD YOU'’RE BACK TO LEARN WITH US AGAIN TODAY.

THIS WILL BE OUR LAST TIME TOGETHER, SO, LET'’S MAKE IT GREAT.

WE'’VE LEARNED A TON ABOUT THE SUN AND HOW DIFFERENT TYPES OF TEXTS WORK.

TODAY, WE'’LL BE THINKING ABOUT THE WORDS "COMPARE" AND "CONTRAST."

WHAT COMES TO MIND WHEN YOU THINK OF THOSE WORDS?

IF YOU SAID "SIMILARITIES" AND "DIFFERENCES," YOU'’RE ON THE RIGHT TRACK.

TODAY, WE'’RE GOING TO READ ANOTHER POEM ABOUT THE SUN CALLED "THE SUN DID NOT GO DOWN TODAY," FROM THE BOOK "THE DAY THE UNIVERSE EXPLODED MY HEAD," BY ALLAN WOLF.

LAST TIME, WE LEARNED THAT POEMS HAVE IMPORTANT PARTS: WE CAN SEE THAT THIS POEM HAS 3 STANZAS.

1... 2... 3... WITH 6 LINES EACH.

1, 2... 3, 4... 5, 6.

AS WE READ, WE CAN ALSO LISTEN FOR RHYMING WORDS, SINCE WE KNOW THAT MANY POEMS HAVE A RHYME SCHEME.

AFTER WE READ IT, WE'’RE GOING TO THINK ABOUT HOW IT'’S ALIKE AND DIFFERENT FROM THE POEM WE READ BY ALLAN WOLF LAST TIME, WHICH WAS CALLED "THE SUN: A SOLAR SUNNET, ER, SONNET."

LET'’S GET STARTED.

I'’LL READ THE NEW POEM STANZA BY STANZA SO WE CAN STOP AND SUMMARIZE TO THINK ABOUT WHAT IT MEANS AND HOW THE STANZAS WORK TOGETHER.

REMEMBER THAT SUMMARIZING PARTS OF A TEXT AFTER YOU READ IT CAN HELP YOU CHECK YOUR UNDERSTANDING OF WHAT THE TEXT IS SAYING.

YOU CAN READ ALONG WITH ME.

SO, THIS STANZA TELLS US THAT THE SUN DOESN'’T ACTUALLY GO DOWN.

IT'’S JUST THAT THE EARTH IS SPINNING AND TILTED.

SO, TO US ON EARTH, IT LOOKS LIKE THE SUN IS GOING DOWN.

THIS MAKES SENSE, BECAUSE WE LEARNED THIS INFORMATION IN THE OTHER 2 TEXTS ABOUT THE SUN THAT WE'’VE EXPLORED TOGETHER, THE BOOK "SUN!

ONE IN A BILLION" AND THE POEM "THE SUN: A SOLAR SUNNET."

NOW, I'’LL READ THE NEXT STANZA, AND WE CAN THINK ABOUT HOW IT BUILDS ON WHAT WE READ IN THE FIRST ONE.

READ WITH ME.

THIS STANZA GIVES US MORE DETAIL ABOUT WHAT WE LEARNED IN THE LAST ONE.

STANZA 1 SAYS THAT THE EARTH IS TURNING ON AN AXIS, AND STANZA 2 GIVES US MORE INFORMATION ABOUT HOW QUICKLY IT DOES THAT.

IT SAYS THAT THE EARTH SPINS 365 TIMES IN A YEAR.

SO, STANZA 1 GIVES US A BIG IDEA, THEN STANZA 2 GIVES US SMALLER DETAILS ABOUT THAT BIG IDEA.

SEE HOW THE STANZAS BUILD ON ONE ANOTHER AND WORK TOGETHER TO HELP US UNDERSTAND THE POEM?

ONE MORE STANZA.

LET'’S SEE HOW THIS ONE BUILDS ON THE OTHER TWO.

READ WITH ME.

SO, THIS STANZA IS SAYING THE SAME THING AS THE OTHER 2: THE SUN STAYS WHERE IT IS WHILE THE EARTH MOVES ALL AROUND IT.

AND THEN IT VERY CLEARLY STATES THE MAIN IDEA THAT THE AUTHOR WANTS US TO LEARN.

EVEN THOUGH IT MAY LOOK LIKE THE SUN MOVES IN THE SKY THROUGHOUT THE DAY, BECAUSE OF THE SPINNING THAT WE LEARNED ABOUT IN THE FIRST 2 STANZAS, REMEMBER THAT IT'’S BEING STILL.

THE EARTH WE'’RE STANDING ON IS THE ACTUAL THING MOVING.

WOW.

SUMMARIZING EACH STANZA OF THIS POEM REALLY HELPED ME UNDERSTAND THE TEXT'’S MAIN IDEA AND HOW EACH PIECE OF THE TEXT SUPPORTS THAT MESSAGE.

NOW THAT WE UNDERSTAND THE MAIN IDEA OF THIS POEM, THAT THE EARTH MOVES AROUND THE SUN, LET'’S READ IT AGAIN ALL TOGETHER.

AWESOME READING!

REMEMBER, IT'’S ALWAYS GREAT TO REREAD POETRY, BECAUSE EACH TIME, YOU READ MORE FLUENTLY.

THAT MEANS YOU READ IT MORE ACCURATELY, MORE EXPRESSIVELY, AND WITH A GREAT RHYTHM.

THE RHYMING WORDS IN THE POEM ARE A BIG REASON WHY IT SOUNDS SO WONDERFUL WHEN WE READ IT OUT LOUD.

LAST TIME WE LEARNED HOW TO FIND A POEM'’S RHYME SCHEME BY LABELING EACH RHYME WITH A LETTER.

LET'’S EXPLORE THIS POEM'’S RHYME SCHEME, TOO.

IN THE FIRST STANZA, THE LAST WORDS IN THE FIRST 4 LINES ALL RHYME.

SO, THEY CAN ALL BE LABELED WITH THE LETTER "a".

THE LAST WORDS IN THE LAST 2 LINES RHYME.

SO, WE CAN LABEL THOSE WITH THE LETTER "b".

MAYBE LATER, YOU CAN FIND THE RHYME SCHEME FOR THE ENTIRE POEM.

NOW THAT WE'’VE READ "THE SUN DID NOT GO DOWN TODAY," MADE SURE WE UNDERSTOOD ITS MEANING AND ANALYZED ITS STRUCTURE, LET'’S REFRESH OUR MEMORIES ON THE POEM WE READ LAST TIME, "THE SUN: A SOLAR SUNNET, ER, SONNET."

THAT WAY, WE'’LL HAVE BOTH POEMS RIGHT HERE IN OUR MINDS SO WE CAN COMPARE AND CONTRAST THEM, OR THINK OF WAYS THEY'’RE ALIKE AND DIFFERENT.

READ WITH ME.

GREAT.

NOW, LET'’S THINK OF WAYS THAT THESE 2 POEMS ARE ALIKE AND DIFFERENT.

WHEN WE FIND THINGS THAT ARE ALIKE, THAT'’S CALLED "COMPARING."

WHEN WE FIND THINGS THAT ARE DIFFERENT, THAT'’S CALLED "CONTRASTING."

ONE GREAT TOOL WE CAN USE TO HELP US COMPARE AND TO CONTRAST IS A VENN DIAGRAM.

AND YOU CAN SEE HERE THAT VENN DIAGRAMS ARE SIMPLY 2 OVERLAPPING CIRCLES.

WE WILL PUT THE THINGS THAT ARE THE SAME ABOUT THE 2 POEMS IN THE MIDDLE WHERE THE 2 CIRCLES MEET, AND WE'’LL PUT THE THINGS THAT ARE DIFFERENT ABOUT THE 2 POEMS OFF TO EACH SIDE.

LET'’S START BY THINKING OF THINGS THAT ARE THE SAME.

I'’LL SHOW YOU ONE, AND THEN YOU CAN HELP ME FIND MORE.

THE TOPIC OF BOTH POEMS IS THE SUN.

SO, THAT'’S WHAT I'’LL PUT ON THE VENN DIAGRAM FIRST.

IT GOES IN THE MIDDLE WHERE THE CIRCLES OVERLAP.

NOW, IT'’S YOUR TURN.

I'’M GOING TO READ YOU SOME LINES FROM EACH POEM, AND YOU TELL ME WHAT THEY'’RE BOTH ABOUT.

WHAT ARE BOTH OF THESE LINES REFERRING TO?

GREAT THINKING.

THEY'’RE BOTH MENTIONING DAY CHANGING TO NIGHT.

AND THAT MAKES SENSE, BECAUSE WE'’VE LEARNED FROM ALL 3 TEXTS WE'’VE READ ABOUT THE SUN THAT DAY AND NIGHT HAPPEN BECAUSE THE EARTH IS SPINNING WHILE GOING AROUND THE SUN.

SO, IN THE MIDDLE PART OF OUR VENN DIAGRAM, I'’M GOING TO ADD, "BOTH SAY THAT THE SUN GIVES US DAY AND NIGHT."

GREAT.

NOW, LET'’S FIND ONE MORE SIMILARITY.

THIS TIME, LET'’S THINK STRUCTURALLY ABOUT THE TEXTS.

BOTH OF THEM ARE WHAT GENRE?

YES.

POETRY.

THEY'’RE BOTH POEMS WITH LINES, STANZAS AND RHYME SCHEMES.

I'’M GOING TO ADD THAT.

EXCELLENT JOB FINDING SIMILARITIES.

NOW, LET'’S FIND SOME DIFFERENCES.

JUST LIKE BEFORE, I'’LL SHOW YOU ONE.

THEN YOU CAN HELP ME FIND 2 MORE.

FOR OUR FIRST ONE, I'’M NOTICING THAT THOUGH BOTH POEMS HAVE THE SAME TOPIC-- THE SUN-- THEIR MAIN IDEAS ARE DIFFERENT.

THE MAIN IDEA OF "THE SUN" IS THAT THE SUN IS A STAR THAT HOLDS THE SOLAR SYSTEM TOGETHER, WHILE THE MAIN IDEA OF "THE SUN DID NOT GO DOWN TODAY" IS THAT THE EARTH SPINS WHILE THE SUN STAYS STILL.

WE CAN FIND TEXT EVIDENCE TO SUPPORT BOTH OF THOSE MAIN IDEAS IF WE LOOK BACK AT THE LAST LINES OF THE POEMS.

SEE?

"THE SUN: A SOLAR SUNNET"'’s LAST LINE SAYS... AND THE LAST LINE OF "THE SUN DID NOT GO DOWN TODAY" SAYS... THOSE LINES SUPPORT THE MAIN IDEAS I JUST MENTIONED FOR EACH POEM.

MAIN IDEAS ARE SO IMPORTANT, BECAUSE THEY TELL US WHAT THE AUTHOR WANTS US TO REMEMBER MOST AFTER READING.

SO, I THINK WE SHOULD DEFINITELY ADD THOSE TO OUR VENN DIAGRAM.

NOW IT'’S YOUR TURN.

I'’M GOING TO READ ONE LINE TO YOU FROM EACH POEM, AND YOU THINK ABOUT WHAT IS DIFFERENT BETWEEN THEM.

WHAT'’S DIFFERENT ABOUT THOSE?

GREAT THINKING.

THOUGH BOTH OF THESE LINES ARE REFERRING TO CHANGES THAT HAPPEN BETWEEN NIGHT AND DAY, IN "THE SUN: A SOLAR SUNNET," IT'’S TALKING ABOUT THE SUN RISING, WHILE IN "THE SUN DID NOT GO DOWN TODAY," IT MENTIONS THE SUN GOING DOWN.

NOW WE KNOW FROM EVERYTHING WE'’VE READ THAT THE SUN DOESN'’T ACTUALLY MOVE, BUT IT IS INTERESTING THAT BOTH POEMS TALK ABOUT THE ROLE OF THE SUN IN CREATING NIGHT AND DAY AND ADDRESS IT IN DIFFERENT WAYS.

SO, LET'’S ADD THAT.

EXCELLENT.

NOW, LET'’S FIND A STRUCTURAL DIFFERENCE BETWEEN THESE 2 POEMS, OR A DIFFERENCE IN THE WAY THEY'’RE BUILT.

WE WROTE IN OUR VENN DIAGRAM'’S "SIMILARITIES" SECTION THAT THEY'’RE BOTH POEMS WITH...

BUT DO YOU ALSO SEE ANY DIFFERENCES BETWEEN THE 2 POEMS IN THOSE AREAS?

YES.

"THE SUN" HAS 4 STANZAS AND ALL THE STANZAS DON'’T HAVE THE SAME NUMBER OF LINES.

BUT "THE SUN DID NOT GO DOWN TODAY" HAS 3 STANZAS, EACH WITH 6 LINES.

I'’M GOING TO ADD THAT.

FOR OUR LAST DIFFERENCE, LET'’S LOOK AT THE RHYME SCHEMES OF THE 2 POEMS.

WE WROTE THAT THEY BOTH HAVE RHYMING WORDS IN THE MIDDLE, BUT NOW, LET'’S THINK ABOUT THE WAY THEIR RHYME SCHEMES DIFFER.

YOU CAN SEE HOW WE LABELED THE RHYME SCHEMES OF THE FIRST STANZA OF EACH POEM.

LOOK AT THEM.

ARE THEY DIFFERENT?

YES.

SO, ALTHOUGH BOTH POEMS HAVE RHYMING WORDS, THEY HAVE DIFFERENT RHYME SCHEMES.

LET'’S ADD THAT TO OUR VENN DIAGRAM IN THE CORRECT PLACE.

TODAY, WE LEARNED HOW TO USE A VENN DIAGRAM TO COMPARE AND CONTRAST 2 TEXTS.

REMEMBER TO THINK ABOUT HOW TEXTS ARE THE SAME AND DIFFERENT WHEN YOU'’RE READING ON YOUR OWN.

THAT WAY, YOU CAN UNDERSTAND THEIR TOPICS MORE DEEPLY.

THANK YOU FOR SPENDING SO MUCH TIME WITH ME AND THE SUN.

WE LOVED LEARNING WITH YOU.

BYE!

HEY, FRIENDS.

CHECK OUT THIS AMAZING VIDEO I JUST FOUND.

YOU'’RE GOING TO LOVE IT.

♪ ♪ [narrator] FALL IS THE TIME FOR MIGRATION.

[duck quacks] ALONG WITH DUCKS, GEESE, AND THE TYPICAL SNOWBIRD... [horn honks] THERE'’S ANOTHER GROUP OF FEATHERED FRIENDS GEARING UP FOR THEIR YEARLY TRIP DOWN SOUTH, BUT YOU WON'’T SEE THESE IN YOUR TYPICAL FLYING "V." RAPTORS MIGRATE SOUTH DURING THE WINTER MONTHS WHEN THEIR YUMMY MORSELS ARE SCARCE.

BUT, BEING A RAPTOR, THEY DO IT A LITTLE DIFFERENTLY THAN MOST BIRDS.

AND HERE'’S HOW.

SEASONAL SCIENCE BRINGS YOU "RAPTOR MIGRATION."

SO, FORGET THE FLYING "V." IF YOU'’RE A RAPTOR, YOU WANT TO FIND A FLYWAY, A ROUTE ALONG A MOUNTAIN OR RIVER OR A COAST THAT CREATES THE RIGHT CONDITIONS FOR SOARING.

UPDRAFTS OR THERMALS LET THE RAPTORS COAST ALONG WITHOUT USING MUCH ENERGY.

EACH RAPTOR SPECIES HAS A DIFFERENT TIMETABLE AND DESTINATION, AND MANY USE DIFFERENT FLYWAYS.

FLAPPING IS SUPER COSTLY, PHYSIOLOGICALLY... [coin rattles, pings] SO THE WEATHER IS KEY IN AIDING THE JOURNEY.

TURNS OUT THAT 1 TO 3 DAYS AFTER A SEPTEMBER COLD FRONT, WHEN THE CONDITIONS ARE RIGHT FOR UPDRAFTS AND THERMALS, THAT'’S THE IDEAL TIME FOR MOST RAPTORS TO HOP ONBOARD THE SOLAR TRAIN AND BOOK IT DOWN SOUTH.

ESPECIALLY IF YOU'’RE AN "OBLIGATE SOARING MIGRANT" LIKE THE BROAD-WINGED HAWK.

IF A RAPTOR HAPPENS TO MISS THIS RIDICULOUSLY SMALL SOLAR WINDOW, OR THERE'’S A POORLY-TIMED HURRICANE OR A DROUGHT OR A HEAT WAVE, THE MIGRATION COULD BE THROWN OFF AND AN ENTIRE POPULATION CAN SUFFER.

SO, RAPTORS ARE SOLITARY AND COMPETITIVE NORMALLY, AND MOST RAPTORS, LIKE EAGLES AND HARRIERS, STICK TO THESE SOLITARY WAYS AND TAKE A MORE LEISURELY PACE DOWN SOUTH, HUNTING AS THEY GO.

BUT DURING MIGRATION SEASON, RAPTORS LIKE THE BROAD-WINGED HAWKS FOREGO ALL THAT COMPETITION NONSENSE AND COALESCE INTO LARGE GROUPS CALLED "KETTLES," HUNDREDS, SOMETIMES THOUSANDS, OF BROAD-WINGED HAWKS ON THEIR WAY UPWARDS AND DOWN SOUTH.

YOUNG BIRDS FIND OLDER, MORE SEASONED MENTORS, AND THE MORE BIRDS THERE ARE, THE EASIER IT IS FOR THE GROUP TO FIND A THERMAL.

[raptor calling] ONCE THEY'’RE ALL SETTLED IN IN THEIR SOUTHERN LOCATIONS FOR THE WINTER, THEY DO WHAT RAPTORS DO.

THEY SIT BACK, RELAX, SHRED SOME SERIOUS SMALL MAMMALS... [mouse squeaks] AND GET READY TO DO IT ALL AGAIN WHEN THEY HEAD BACK NORTH IN THE SPRING.

ALL RIGHT, EVERYONE, OUR TIME HAS COME TO AN END FOR TODAY.

ANOTHER GREAT DAY OF LEARNING UNDER OUR BELTS.

BE COOL, BE COURAGEOUS, AND BE KIND.

AND DON'’T FORGET... PEACE, LOVE, AND LEARNING.

BYE.

♪ ♪ CAPTIONS BY FEATURE SUBTITLING www.featuresubtitling.com