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

• Record the following on the board for students to complete as they arrive:

  • Reread your Informative/Explanatory Writing Plan graphic organizer to review and further refine your focus statement and ideas to get you ready to plan your conclusion.

• 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.

A. Language Dive: Reflection - W.6.2f (15 minutes)

• Tell students they will now participate in another Language Dive to understand how modal phrases can be used to reflect about the choices of the director and author of The Lightning Thief.

• Reread aloud from the paragraph of the Compare and Contrast Model Essay.

MEETING STUDENTS' NEEDS

As an additional challenge during the Practice section of the Language Dive in Work Time A, encourage students to write two sentences: one that discusses a similarity between the book and the movie (as the frame asks), and one that discusses a difference.

• Focus students on the sentence:

"Perhaps the biggest similarity between the book and the movie is the feeling of strength and power both readers and viewers experience as they make this fantastic journey alongside Percy and his friends."

• Use the Language Dive Guide: Compare and Contrast Model Essay, Conclusion and Reflection (for teacher reference) to guide students through a Language Dive conversation about the sentence. Distribute and display the Language Dive: Compare and Contrast Model Essay, Conclusion and Reflection note-catcher, and the Language Dive: Compare and Contrast Model Essay, Conclusion and Reflection sentence chunk strips. Refer to the Language Dive: Compare and Contrast Model Essay, Conclusion and Reflection note-catcher (example for teacher reference) for guidance.

MEETING STUDENTS' NEEDS

During the Practice (Focus Structure) portion of the Language Dive, provide students with a list of possible gerunds that can complete the sentence frame "Books take readers on fantastic journeys by _____." These could include gerunds like teaching, inviting, or providing.

During the Practice section of the Language Dive, provide students with a short list of feelings that they can choose from to complete the sentence frame "Perhaps the biggest similarity between the book and the movie is the feeling of _____ both readers and viewers experience . . ." These could include words like nervousness, excitement, or anticipation.

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

B. Plan a Conclusion – W.6.2f (20 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 conclusion of a compare and contrast essay with a strong reflection.”

• Invite students to refer to their Painted Essay® template to remember the parts of a conclusion paragraph:

  • Restated focus statement

  • Reflection

• Direct students to the Compare and Contrast Model Essay. Point out that the first part of the conclusion is colored in green, yellow, and blue because it is a mix of the focus statement, point 1, and point 2.

• Turn and Talk:

“Why might the shade of green in the conclusion be slightly different from the shade of green for the focus statement? Think back to your experience painting the essay in Lesson 6.” (When we mixed yellow and blue paints they made a new shade of green. This shows that when we run the ideas in the yellow paragraph and the ideas in the blue paragraph through our own minds, they come together to make something new—our own thinking on the topic, but still connected back to the focus statement.)

• Invite students to help record the parts of a conclusion paragraph on the Criteria for an Effective Informative Essay anchor chart. Refer to the Criteria for an Effective Informative Essay anchor chart (example for teacher reference) as necessary.

• Remind students that as they plan the conclusion, they should restate the focus statement and provide a reflection.

• Invite students to retrieve the following materials:

  • Informative Writing checklist

  • Informative/Explanatory Writing Plan graphic organizer

• Draw students’ attention to the Work to Become Effective Learners anchor chart. Remind them of the habit of perseverance.

• 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 new partner to form a pair.

• Post the following directions, and read through them with students. Answer clarifying questions:

1. 1. First partner explains his/her ideas for the conclusion of the essay.

   2. Second partner offers 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).

   3. Repeat steps 1 and 2 with the other partner presenting his/her conclusion.

   4. Both pairs revise their work according to the stars and steps they received (if they agree).

• Invite students to begin sharing.

MEETING STUDENTS' NEEDS

Provide students with a list of general proofreading tips (or, if possible, a checklist highlighting more student-specific language errors to notice and avoid). Encourage students to read and think about the items on this list before the end of unit assessment in the next lesson.

• After 5 minutes, invite students to return to their seats.