Critical Problems and Design Solutions
Grade 6: Module 2: Unit 1: Lesson 8
Entrance Ticket: Unit 1, Lesson 8
RI.6.5
(Answers for Teacher Reference)
Directions: As you enter class, read the learning targets. Then, match each structure type next
to its definition by writing in the type in the first column below.
Comparison/Compare and Contrast
Cause and Effect
Problem and Solution
Chronological/Sequential
Based on the wording of each article title, match the title with the structure type it most likely
matches by writing the letter of the article in the last column below. Indicate which word(s) in
the title helped you make your choice.
a. “How William Built His Windmill“
b. “How Droughts Lead to Famines”
c. “Ideas for Growing Food During a Famine”
d. “Wind Energy vs. Solar Energy”
1
© 2019 EL Education Inc.
Critical Problems and Design Solutions
Type
Grade 6: Module 2: Unit 1: Lesson 8
Definition
Title Example
Cause and Effect
Explains why something
happened and/or describes
the results of something that
happened.
B
Lead to
Chronological/Sequential
Relates a sequence of events
or steps in a process in the
order that they occurred.
A
how
Comparison/Compare and
Contrast
Examines how two people,
events, or ideas are similar
and different.
D
vs.
Problem and Solution
Describes a problem that
needs to be solved and
explores one or more
solutions.
C
ideas
2
© 2019 EL Education Inc.
Critical Problems and Design Solutions
Grade 6: Module 2: Unit 1: Lesson 8
Entrance Ticket: Unit 1, Lesson 8
RI.6.5
Name: ___________________________________ Date: ____________________
Directions: As you enter class, read the learning targets. Then, match each structure type next
to its definition by writing in the type in the first column below.
Comparison/Compare and Contrast
Cause and Effect
Problem and Solution
Chronological/Sequential
Based on the wording of each article title, match the title with the structure type it most likely
matches by writing the letter of the article in the last column below. Indicate which word(s) in
the title helped you make your choice.
a. “How William Built His Windmill“
b. “How Droughts Lead to Famines”
c. “Ideas for Growing Food During a Famine”
d. “Wind Energy vs. Solar Energy”
3
© 2019 EL Education Inc.
Critical Problems and Design Solutions
Type
Grade 6: Module 2: Unit 1: Lesson 8
Definition
Title Example
Explains why something
happened and/or describes
the results of something that
happened.
Relates a sequence of events
or steps in a process in the
order that they occurred.
Examines how two people,
events, or ideas are similar
and different.
Describes a problem that
needs to be solved and
explores one or more
solutions.
4
© 2019 EL Education Inc.
Critical Problems and Design Solutions
Grade 6: Module 2: Unit 1: Lesson 8
Synopsis: The Boy Who Harnessed the Wind,
Chapter 5
Name: ___________________________________ Date: ____________________
William and Gilbert arrive at Gilbert’s house, where a dozen people are waiting to receive a
small job (ganyu) from the chief because food has run out in far villages.
Some dishonest men in the government sold the emergency stock of maize and ran away
with the money. There is no maize left at all.
Women in the trading center sell gaga, the outer layer of maize kernels, usually fed to
chickens and pigs on farms. Women push each other out of the way to buy gaga.
Only two bags of grain remain in the family’s storage room. The Kamkwamba family
decreases its meals to one per day.
William’s father manages to plant a small plot of maize and a half acre of tobacco.
William’s mother bakes zigumu cakes and sells them to make money to buy more food.
William is sent to Chamama, a town twelve miles away, to buy maize. The men dispersing
the food do not weigh the maize properly and cheat William out of five kilos of maize.
Khamba is getting thinner and weaker because he is not included in the one meal per day.
Geoffrey’s family runs out of food, and he becomes one of the men on the road searching
for ganyu.
Gilbert’s family has given away almost all of its food to people in need.
Charity, William’s older cousin, and William acquire some goat skins and boil them. William,
Charity, and Khamba enjoy meat for a Christmas meal.
5
© 2019 EL Education Inc.
Critical Problems and Design Solutions
Grade 6: Module 2: Unit 1: Lesson 8
Structure Anchor Chart
(Example for Teacher Reference)
Type
Definition
Words to look for
Explains why
something
happened and/or
describes the
results of
something that
happened.
effect, cause,
because; therefore;
for that reason;
if . . . then, leads
Chapter 2
Relates a sequence
of events or steps
in a process in the
order that they
occurred.
before; after; first;
next; then; how
Chapter 11
Comparison/Compare and
Contrast
Examines how two
people, events, or
ideas are similar
and different.
but, although; on
the other hand;
both; similarity,
difference, versus,
than
Chapter 4
Problem and Solution
Describes a
problem that needs
to be solved and
explores one or
more solutions.
problem; solution;
idea, proposal
Chapter 8
Cause and Effect
Chronological/Sequential
Examples
Chapter 5
“William
Kamkwamba’s
Electric Wind”
(We also studied
and practiced this
structure during
Module 1.)
“The Hippo
Roller”
6
© 2019 EL Education Inc.
Critical Problems and Design Solutions
Grade 6: Module 2: Unit 1: Lesson 8
Structure Anchor Chart
Type
Definition
Words to look for
Examples
Cause and
Effect
Chronological/
Sequential
Comparison/
Compare and
Contrast
Problem and
Solution
7
© 2019 EL Education Inc.
Critical Problems and Design Solutions
Grade 6: Module 2: Unit 1: Lesson 8
QuickWrite: Analyze Structure, Chapter 5
RI.6.1, RI.6.5, W.6.10
(Example for Teacher Reference)
Directions: Reflect on the excerpt of chapter 5 and our discussion about structure. Then,
complete both sentence frames. Refer to your entrance ticket and/or the Structure anchor
chart to help you with your response.
Chapter 5 appears to use a _____ structure. I think this because . . .
Some words/phrases I noticed that support my choice of structure are _____ (page) and
_____ (page).
Answers will vary. Sample student response: Chapter 5 appears to use a cause/effect
structure. I think this because it seems to be describing all the effects of the drought and
famine on William and the people in his community. Some words/phrases I noticed that
support my choice of structure are “due to” (71) and “because” (76).
Source: Kamkwamba, William, and Bryan Mealer. The Boy Who Harnessed the Wind (Young Readers Edition).
Puffin Books, 2015.
8
© 2019 EL Education Inc.
Critical Problems and Design Solutions
Grade 6: Module 2: Unit 1: Lesson 8
QuickWrite: Analyze Structure, Chapter 5
RI.6.1, RI.6.5, W.6.10
Name: ___________________________________ Date: ____________________
Directions: Reflect on the excerpt of chapter 5 and our discussion about structure. Then,
complete both sentence frames. Refer to your entrance ticket and/or the Structure anchor
chart to help you with your response.
Chapter 5 appears to use a _____ structure. I think this because . . .
Some words/phrases I noticed that support my choice of structure are _____ (page) and
_____ (page).
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
9
© 2019 EL Education Inc.
