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

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 2, Lesson 9.

• 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.

• Underline the phrase Proof Paragraph. Using a total participation technique, invite responses from the group:

"What is the purpose of Proof Paragraph 1?" (It explains Point 1 by giving evidence and examples.)

• Focus students on the Work to Become Effective Learners anchor chart, and invite them to read the habits of character on the chart to themselves. Tell students to choose a habit to focus on as they work today.

A. Read The Lightning Thief, Chapter 17 Excerpt - RL.6.1 (20 minutes)

• Repeated Routine: Read aloud the selected excerpt, using 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.

MEETING STUDENTS' NEEDS

If any extra time remains in Work Time A, encourage students to scan their vocabulary logs and highlight any vocabulary words that they might want to include in their compare and contrast essays.

• Excerpt: starting at the beginning of the chapter on page 266 "It was Annabeth's idea . . ." and ending on page 274 ". . . we turned our backs on the sea."

• Gist: A Nereid, or "a spirit of the sea," gives Percy three pearls to help him escape danger. Hiding in a waterbed store, the trio are trapped by Procrustes, aka "Crusty" the Stretcher, and manage to escape after cutting off his head.

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

B. Plan Proof Paragraph 1 – 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 first Proof Paragraph of a compare and contrast essay.”

• Move students into predetermined pairs.

• Distribute yellow construction paper and Organize the Model: Proof Paragraph 1 strips.

• Invite students to refer to their Painted Essay® template to remember where Proof Paragraph 1 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 the introduction of the Compare and Contrast Model Essay again to remind students where the writer left off, before transitioning into the first Proof Paragraph.

• Post and review the following directions:

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

   2. Organize each set of strips logically as they would appear in Proof Paragraph 1. (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.

• Answer clarifying questions about what students will be doing in this activity. Model sorting displayed strips, if necessary.

• 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 1. ▲

• 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 1 is about the similarities, 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.

• Invite students to help record the criteria for Proof Paragraph 1 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 in a Proof Paragraph, the author provides evidence from the text and elaborates by explaining how the evidence he or she has chosen supports the focus statement.

• Invite students to retrieve and read their Informative/Explanatory Writing Plan graphic organizer started in the previous lesson to remind them of their focus statement and their ideas before planning their own Proof Paragraph 1.

• 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 1. Remind students that, at this time, they are only planning, not drafting, Proof Paragraph 1. 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).

MEETING STUDENTS' NEEDS

For ELLs and students who may need support planning their writing during Work Time B, model doing quick sketches within the graphic organizer as placeholders for information. Say:

"You can sketch first so that you don't forget the information you want to add. Then you may go back later and write."

During Work Time B, think about ways to strategically group students to plan their proof paragraphs. Grouping ELLs by proficiency level and joining the low-proficiency students to support their progress and answer questions.

Also, for students with little experience writing essays in English, allow them to draft their proof paragraph in their home language first before translating it into English. In the following lesson, release this scaffold by encouraging these students to produce a first draft of the second proof paragraph in English.

• 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 and share their organizers. Encourage them to press each other for evidence from the text and connections to their focus statement.

MEETING STUDENTS' NEEDS

If it seems productive to do so, use the Pair Share time as an opportunity for students to ask lingering questions.