A. Engage the Learner – W.6.10 (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 2, Lesson 6.

• 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.

• With students, use the vocabulary strategies on the Close Readers Do These Things anchor chart to deconstruct the word structure (in this particular context, structure refers to the organization of the component parts of a text/piece of writing). Record on the academic word wall with translations in home languages, where appropriate, and invite students to record words in their vocabulary logs. ▲

• Focus students on the phrase Painted Essay®. Explain that they’ll be learning what this is and how it will support them to write their essays in this lesson and throughout the remaining lessons in this unit.

• Turn and Talk:

“What do you think you will be doing in this lesson based on this learning target?” (We will be using a model essay to guide our writing as we prepare to write a compare and contrast essay of our own.)

A. Read a Model Painted Essay® – W.6.2 (5 minutes)

• Distribute and display the Compare and Contrast Model Essay.

• Read the model aloud as students follow along, reading silently. Note that the structure and organization of a traditional four- or five-paragraph essay may be new for some students, including ELLs. Provide opportunities for students to reflect on any essay conventions or expectations that differ from what they have seen before. ▲

• Turn and Talk:

“What is this text about?” (This paper compares and contrasts the Medusa scene from the book with the same scene from the film version.)

• Focus students on the first paragraph.

MEETING STUDENTS' NEEDS

Invite students to share preliminary ideas about the essay's structure. How many paragraphs are there? Which paragraphs are most similar to one another? How are the other paragraphs different? Encourage students to compare these early ideas to their later understanding of the essay's structure after Work Time C.

• Turn and Talk:

“What is the gist of this paragraph?” (It provides brief background information on The Lightning Thief and clearly states a focus for the rest of the essay.)

• Cold call students to share out. As students share, capture their response next to the first paragraph on the displayed model. Refer to the Annotated Compare and Contrast Model Essay (for teacher reference) as necessary.

MEETING STUDENTS' NEEDS

During Work Time A, provide a version of the Model Essay that includes larger text and wider spacing. These visual adjustments support readers with less developed decoding abilities.

After students read the Model Essay, invite students to notice any essay conventions or structural elements that stood out to them. Provide sentence frames that help students express these ideas. Example:

I notice that the first paragraph has _____. I notice that the second and third paragraphs _____.

• Continue this process for each of the remaining paragraphs.

B. View Clip from Film Version of The Lightning Thief - RL.6.7 (10 minutes)

• Tell students they will view the scene from chapter 11, when Percy, Grover, and Annabeth visit Auntie Em's (pages 172-187).

• Show the clip of the film Percy Jackson and the Olympians: The Lightning Thief (Scenes 13-14, 46:45-56:48).

• As they watch, ask them to make note of what they see and what they hear, as well as any differences or similarities between the book and the film.

C. Analyze a Model Painted Essay® – W.6.2 (20 minutes)

• Refocus students on the Compare and Contrast Model Essay.

• Distribute colored pencils, and guide students through using these and their Painted Essay® Template to color-code their Compare and Contrast Model Essay. Refer to Paint an Essay Lesson Plan (for teacher reference) for further detail.

• Repeated routine: After guiding students through analyzing the model, invite them to reflect on their progress toward the relevant learning targets.

A. Debrief: Painted Essay® – W.6.2 (5 minutes)

• Think-Pair-Share:

“How can the Painted Essay® structure benefit us as writers?”

• Students should pair up with the nearest classmate and take turns answering the question.

• Circulate and monitor to ensure that students understand how the Painted Essay® highlights important structural pieces in an essay, illustrates the connection between ideas, and aids in effective organization.