A. Engage the Learner - W.6.2b (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 2, Lesson 10. Allow time for students to share their star and step with their partner and for their partner to respond.

• Repeated routine: Follow the same routine as the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as previous lessons.

• Direct students' attention to the Criteria for an Effective Informative Essay anchor chart, and read each bullet point aloud.

A. Read The Lightning Thief, Chapter 18 Excerpt - RL.6.1 (20 minutes)

• Repeated Routine: Read aloud the selected excerpt, using the Text Guide: The Lightning Thief (for teacher reference) for comprehension and vocabulary questions as needed. Students continue to record the gist on sticky notes, unpack and record unfamiliar vocabulary, and reflect on their reading as they choose. Refer to the following resources as appropriate to support this section of the lesson: Gist Record: The Lightning Thief anchor chart (example for teacher reference), vocabulary logs, chapter synopsis, and Work to Become Ethical People anchor chart.

• Excerpt: starting on page 291 "I'm not sure what I was expecting . . ." and ending at the conclusion of the chapter on page 299 ". . . longing for his new friend."

• Gist: The trio enters the Underworld and meets Charon, the ferryman across the River Styx. Cerberus, the three-headed dog, can detect those who are not dead; Annabeth plays fetch with him so Percy can sneak in to see Hades.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

B. Plan Proof Paragraph 2 – W.6.2b (15 minutes)

• Review the learning targets relevant to the work to be completed in this section of the lesson:

“I can compare and contrast what I see and hear when I read the text to what I perceive when I watch the same scene of the movie.”

“I can plan the second Proof Paragraph of a compare and contrast essay.”

• Move students into predetermined pairs.

MEETING STUDENTS' NEEDS

The supports in this lesson are similar to the supports in Lesson 9, as the tasks and/or focus of these lessons are similar. Based on student performance in Lesson 9, release students from some of the supports applied in those lessons to foster independence and to assess student progress.

• Distribute blue construction paper and Organize the Model: Proof Paragraph 2 strips.

• Invite students to refer to their Painted Essay® template to remember where Proof Paragraph 2 fits in the structure of an informational piece.

• Remind students that the yellow paragraph is about similarities and the blue paragraph is about differences.

• Read aloud Proof Paragraph 1 of the Compare and Contrast Model Essay again to remind students where the writer left off, before transitioning into the second Proof Paragraph.

• Post and review the following directions:

1. 1. Read and lay out the sentence strips on the blue construction paper.

   2. Organize each set of strips logically as they would appear in Proof Paragraph 2. (Remind students that the paragraph should begin with a topic sentence, end with a concluding sentence, and include relevant evidence from the text.)

   3. Check your work against the Compare and Contrast Model Essay.

• Invite students to begin working, and circulate to support them in reading and sorting the strips.

• Refocus whole group.

• Have students choral read Proof Paragraph 2. ▲

• For each sentence strip, ask:

“What is the purpose of this sentence or group of sentences?”

• Listen for students to notice that the topic sentence tells the readers that Proof Paragraph 2 is about the differences, related evidence is grouped together and all relates back to the topic sentence, and the concluding sentence explains the significance of the points made in the paragraph.

MEETING STUDENTS' NEEDS

During Work Time B, remind students that they can choose to sketch ideas into the graphic organizer first and then go back later and write.

• Invite students to help record any new criteria for Proof Paragraph 2 on the Criteria for an Effective Informative Essay anchor chart. Refer to Criteria for an Effective Informative Essay anchor chart (example for teacher reference) as necessary. Point out that transition words and phrases help segue between paragraphs.

• Invite students to retrieve and read their Informative/Explanatory Writing Plan graphic organizer started in a previous lesson to remind them of their focus statement and their ideas before planning their own Proof Paragraph 2.

• Invite students to refer to their Compare and Contrast Film and Text: The Lightning Thief note-catcher, Compare and Contrast Model Essay, the criteria on the Criteria for an Effective Informative Essay anchor chart, the Informative Writing checklist, and the domain-specific word wall to plan Proof Paragraph 2. Remind students that, at this time, they are only planning, not drafting, Proof Paragraph 2. If needed, model filling out this part of the Informative/Explanatory Writing Plan graphic organizer using the information in the Annotated Compare and Contrast Model Essay (for teacher reference).

• Circulate to support students as they work and to identify common issues to use as whole group teaching points.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

A. Pair Share - RL.6.7 (5 minutes)

• Invite students to join a partner sitting next to them to form a pair.

• Post the following directions, and read through them with students.

• Answer clarifying questions.

1. 1. Trade and review each other's graphic organizers for Proof Paragraphs 1 and 2.

   2. Give your partner one star (one piece of feedback for something your partner did well) and one step (one piece of feedback for something your partner could improve on).

MEETING STUDENTS' NEEDS

During the Pair Share, provide ELLs with more specific guidance for offering peer feedback (e.g., sentence frames, models).