A. Engage the Learner - W.6.1a, W.6.1e (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 6. Refer to the Entrance Ticket: Unit 3, Lesson 6 (example for teacher reference) for possible responses.

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

A. Analyze a Model Conclusion – W.6.1e (10 minutes)

• Invite students to move into their predetermined writing partnerships.

• Distribute Analyze Model Conclusion Chunk. Distribute light green and dark green colored pencils.

• Read the Analyze the Model Conclusion Chunk aloud as students read along silently.

• Display the Painted Essay® Template.

• Remind students of the parts of a conclusion:

  • Restated focus/main claim

  • Reflection

• Explain that the conclusion is meant to bring an end to the writer’s argument. The conclusion answers the questions What? and So what? The conclusion is a restatement of the writer’s main idea (What is the essay about?), but also a reflection on key points the writer has taken away from the essay (So what? Why is this important?).

• Explain that partners will work together to underline the sentences in the conclusion based on the purpose they are serving in the conclusion, either to restate the focus/main claim or to reflect on what the author and reader can take away from reading about this topic. Restatement sentences will be underlined in dark green; reflection sentences will be underlined in light green.

MEETING STUDENTS' NEEDS 

In Work Time A, after students analyze the conclusion paragraph of the Model Literary Argument Essay, invite students to participate in a Mini Language Dive in small groups to examine a concluding sentence that restates the main claim of the essay (W.6.1e). This Mini Lanuage Dive also reinforces students' understanding of academic writing (W.6.1d).

• Direct students’ attention to the Work to Become Effective Learners anchor chart. Explain to students that during the discussion with their partner they may not agree on the purpose of a sentence. Remind students of what successful collaboration looks and sounds like.

• Invite students to begin, and circulate to support students in reading and underlining the sentences of the conclusion. Use Analyze Model Conclusion Chunk (example for teacher reference) as a resource to support students.

• Refocus whole group. Display the Analyze the Model Conclusion Chunk. Use equity sticks to call on students. Underline sentences in the respective color as students provide answers. Encourage respectful discussion when students disagree on the purpose of a sentence.

• Invite students to reflect on their progress toward the relevant learning target.

B. Write a Collaborative Conclusion - W.6.1e (15 minutes)

• Invite students to retrieve their Collaborative Literary Argument Writing Plan graphic organizer and their copy of the Argument Writing checklist. Point out the following characteristic on the checklist:

  • "W.6.1e: I have a conclusion that is clearly related to my argument and restates my claim."

• Turn and Talk:

"Look at the second column. Are there any specific criteria you should be aware of specifically for this collaborative essay?" (The conclusion restates the main claim that was presented in the introduction.)

• As students share out, capture their responses in the Characteristics of this Argument Writing column and direct students to do the same on their copy. Refer to the Argument Writing checklist (example for teacher reference) as needed.

• Explain that students will work with their writing partner to draft their conclusion to the argument essay focused on Cal's decision to leave school to find Pop. Students should base their draft on the information they gathered and organized on their Collaborative Literary Argument Evidence note-catcher and Collaborative Literary Argument Writing Plan graphic organizer.

• Distribute lined paper or devices, and invite writing partners to begin.

• Circulate and monitor, referencing the following resources as necessary:

  • Collaborative Literary Argument Writing Plan graphic organizer (example for teacher reference)

  • Collaborative Literary Argument Evidence note-catcher (example for teacher reference)

• With two minutes remaining, refocus students and allow time for them to log off devices or put away materials.

• Invite students to reflect on their progress toward the relevant learning target.

C. Peer Review - W.6.1e, W.6.5 (5 minutes)

• Ask students to retrieve their Argument Writing checklist. Group two writing partnerships to make a group of four, and direct partnerships to swap their essay drafts.

• Distribute sticky notes for recording their feedback.

• Focus students on the Work to Contribute to a Better World anchor chart, specifically use my strengths. Remind students that because they will be working to give a critique to the other partnership, they will need to use their strengths.

• Invite students to provide feedback to the other partners based on the criteria identified from the Argument Writing checklist: W.6.1e: I have a conclusion that is clearly related to my argument and restates my claim. Invite students to provide at least one star and one step.

• Circulate to support students as they work together to give feedback to one another. Emphasize that students should not make revisions yet.

• Invite students to reflect on their progress towards the relevant learning target.

• Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.

• Review the collaborative essays and Collaborative Literary Argument Writing: Annotated (for teacher reference) to determine additional support or next steps for individual or groups of students prior to the mid-unit assessment in Lesson 8.

A. Share Independent Research Reading - RL.6.10, RI.6.10 (10 minutes)

• Refer to the Independent Reading Sample Plans to guide students through a research reading share or use a different routine.

MEETING STUDENTS' NEEDS 

If productive, during the independent research reading share, use strategic combinations of Conversation Cues to help ELLs who need heavier support to deepen their thinking and expand the conversation.

"What, in your text, makes you think so?" (Goal 3)

"Can you explain why your classmate came up with that response?" (Goal 4)

• Remind students that the purpose of research reading is to build their content knowledge, domain-specific vocabulary, and achievement on reading complex texts. As necessary, use the Work to Become Ethical People anchor chart to review integrity. Students demonstrate integrity by keeping up with their independent research reading even though it can be challenging.

• Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.

MEETING STUDENTS' NEEDS 

If productive, during the independent research reading share, use strategic combinations of Conversation Cues to help ELLs who need lighter support to listen carefully to one another and be understood. For example:

"Can you say more about that?" (Goal 1)

"Who can repeat what your classmate said?" (Goal 2)

"Can you say more about that?" (Goal 1)