Text

Complexity Analysis of George vs. George by Rosalyn Schanzer

Text Type: Nonfiction, Picture Book

Text Description

Recommended Complexity Band Level

This book analyzes both the British and the American side of the Revolution. The
reader is able to see through the eyes of both George Washington and King

George III. The book compares the two Georges, who turn out to be remarkably

6-8

similar men; talks about what life was like for people in England and in the

Colonies on the eve of the Revolution;

explains how the government of England
worked and also how the Colonial governments worked; and then begins the story

Quantitative Measure
Quantitative Measure of the Text:
1120L

Range:
960L-1120L

Associated Band Level:

9-10

Qualitative Measures
Text Structure:
There are sections in the book for breaking points
The events are presented in sequential order
There are illustrations and quotes to deepen understanding and meaning of main thoughts


Language Features:
Text contains all three tiers of vocabulary
Text contains both complex and simple sentences


Meaning/Purpose:

The colonists wanted freedom from England and King George the III. To gain this freedom they drafted the Declaration of Independence. The idea that this document formed
the new nation must be inferred by the reader.

Knowledge Demands:

Students need prior knowledge on the events leading up to the American Revolution such as the Intolerable Acts and the Shot Heard Round the World.

Text Complexity Analysis of George vs. George by Rosalyn Schanzer

Text Type: Nonfiction, Picture Book

Considerations for Reader and Task

Possible Major Instructional Areas of Focus (include 3 -4 CCS Standards) for this
Text:


RI3 Explain the relationships or interactions between two or more individuals, events, ideas,
or concepts in a historical, scientific, or technical text based on specific information in the
text
Essential Skills and Knowledge

Connect and explain types of relationships.

Apply content knowledge to determine relationships in an informational
text.
Use text-relevant information and language to explain connections
between and/or among events, ideas or concepts, and steps in a text.
Apply academic and domain-specific vocabulary to discuss and/or write
about types of relationships.

Below are factors to consider with respect to the reader and task:

Potential Challenges this Text Poses:

The text is very rich with vocabulary, which could cause a problem for students.
There are m any quotes from famous people during the time that the student m ust
analyze throughout the text.


Differentiation/Supports for Students:

Confusing vocabulary may be practiced in advanced and documented on a chart
in the classroom to assist students during their reading of the text. Students may
also produce a timeline to remind them of the events leading up to the
American Revolution. Excerpts may be taken from the text and read in small
group structure for better clarification of the text.

Created by _____________________________________________ (name, state, email, date) Reviewed by ____________________________________________(name, state, e-mail, date)