A. Engage the Learner – W.7.2f (5 minutes)

• Repeated routine: Students respond to questions on Entrance Ticket: Unit 2, Lesson 12, using the article “Kindness Contagion” and the Entrance Ticket: Unit 2, Lesson 12 ▲ as necessary. The differentiated entrance ticket supports students’ comprehension with a gist. Also, as necessary, draw students’ attention to the conclusion portion of the Criteria of an Effective Informative Essay anchor chart to show them criteria of a strong conclusion. ▲

MEETING STUDENTS' NEEDS

On Entrance Ticket: Unit 2, Lesson 12, students can first orally rehearse their response to the question in pairs. This pre-thinking supports students in crafting a stronger response.

• Once students have completed their entrance tickets, use a total participation technique to review their 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 or the same as in previous lessons.

MEETING STUDENTS' NEEDS

Invite students to use the Entrance Ticket: Unit 2, Lesson 12 ▲. The gist and sentence starters in this resource support students in comprehending and responding.

A. The Painted Essay®: Sort and Color-Code the Parts of the Conclusion – W.7.2f (10 minutes)

• Move students into the same predetermined pairs as in Opening A.

• Distribute the Organize the Model: Conclusion strips. Tell students that each pair has been given only one part of the conclusion, and later on they will find the other parts to create a complete conclusion paragraph.

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

  • Restated focus

  • Reflection

• Explain that each pair needs to find a pair with the other part of the conclusion and put the two pieces together in the right order.

• Tell students that when they have finished, they will check their work against the Model Informative Essay.

MEETING STUDENTS' NEEDS

In Work Time A, provide students with already color-coded parts of each paragraph, so that they can focus on arranging the sentences in the order that makes the most sense.

• Invite students to begin, and circulate to support students as they find a pair with a strip that will complete the conclusion. Ask pairs whether they have the restated focus or the reflection and to explain how they know. Support students with the Organize the Model: Conclusion strips (example for teacher reference) as necessary.

• Refocus whole group.

• Invite students to choral read the conclusion, and to identify the restated focus. Ask students to find sentences in the conclusion that support the information or explanation presented throughout the essay. Have students Think-Pair-Share:

“How do these sentences support the information or explanation presented throughout the essay?” (They repeat the focus statement and main points, reminding the reader of the main points and how they relate to the focus statement.)

• Then focus students on the reflection, and ask them to Think-Pair-Share:

“How does this thinking and reflecting follow from the information presented in the essay?” (The reflection starts with a statement about how computer programs are easier to predict than animal movements. This statement shows another side to the focus statement: computer programs have their limits in explaining animal behavior. Then the next two sentences repeat the focus statement, emphasizing how computer programs can still help us understand how animals move and make choices.)

“How are these two parts of the conclusion similar? How are they different?” (The first part of the conclusion and the last two sentences of the conclusion repeat the focus statement and main points. The first sentence of the reflection shows another side to the focus statement.)

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

B. Language Dive: Model Informative Essay, Paragraph 4 - W.7.2f, L.7.1a (10 minutes)

• Repeated routine: follow the same routine as with the previous lessons to facilitate a Language Dive with the following reflection sentence from the text model essay:

  • "It seems clear that computer research can help us make sense of how and why animals move."

• Use the accompanying materials to facilitate the Language Dive:

  • Language Dive Guide: Model Informative Essay, Paragraph 4 (for teacher reference)

  • Language Dive: Model Informative Essay, Paragraph 4 note-catcher

  • Language Dive: Model Informative Essay, Paragraph 4 note-catcher (example for teacher reference)

  • Language Dive: Model Informative Essay, Paragraph 4 sentence chunk strips

MEETING STUDENTS' NEEDS

During the Language Dive of Work Time B, students analyze the concluding statement. Invite students to remind classmates what makes a concluding statement effective (reviewing the points of the essay and reflecting on them in a new way). Challenge students to remind classmates what clauses are (group of words with a subject and verb). Encourage students to provide more example sentences with the word that combining two clauses. Or, if students are already working confidently with the word that to combine clauses, ask them to review and explain passive and active voice, finding examples of both voices in the model essay. Teaching others helps students confirm their knowledge of language structures.

During the Language Dive of Work Time B, some students may need additional support as they complete the sentence frame in the Practice section (It seems clear that _____.). Provide a bank of options from which students can select answers to complete the frame. These may include: we are learning a lot in this class; we are becoming good friends; I am enjoying school.

A. Pairs: Draft Conclusion – W.7.2f (20 minutes)

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

“I can write the conclusion of my informative essay, restating the focus of the piece and adding a reflection.”

• Remind students that as they draft the conclusion, they should restate the focus statement, provide a reflection, and include sentences that follow from and support the information or explanation presented in the rest of the essay.

• Distribute lined paper. Invite students to retrieve the following materials:

  • Informative Writing checklist

  • Informative Writing Plan graphic organizer

  • Informative Writing Plan graphic organizer ▲

  • Pair Informative Essay

  • Texts: Patient Zero and “Crime-Solving Strategies”

MEETING STUDENTS' NEEDS

Challenge students to rephrase the W.7.2f criteria on the Informative Writing Checklist into simpler language that their peers who need heavier support can understand. Rephrasing the criteria gives students comprehension and confidence with the writing expectations.

Encourage students to model orally rehearsing their conclusion for classmates who need heavier support. Also, challenge students to use the word that to combine two clauses, or an "empty subject it," or passive and active voice at least once. Oral rehearsal will strengthen their writing, as will using new language structures learned in the Language Dive from Lessons 6-7.

• As necessary, guide students through writing their conclusion, referencing the Informative Writing Plan graphic organizer (for teacher reference) as needed:

1. Discuss the following characteristic on the Informative Writing checklist, adding to the Characteristics column as needed:

• • • “W.7.2f: I have a conclusion that supports the information presented.”

2. Invite students to read their Informative Writing Plan graphic organizer, their introductory paragraphs, and their Proof Paragraphs from previous lessons to remind them of their focus statement and their ideas.

3. Ask:

“What should your conclusion do?” (restate the focus and follow from and support the information or explanation presented throughout the essay). Have students Think-Write-Pair-Share to restate the focus of their essay, recording their ideas on the Informative Writing Plan graphic organizer. (Responses will vary, but may include: interestingly, the same techniques used to solve crimes have made it possible to get answers about disease epidemics.)

4. Invite students to refer to the model essay, the Criteria of an Effective Informative Essay anchor chart, and the Informative Writing checklist, as well as the domain-specific word wall and academic word walls, to write the conclusion.

5. Remind students that it is often helpful to verbally rehearse the words they will use when they write. Pairs may want to orally rehearse their ideas for their conclusion paragraph, how it will restate, reflect on, and follow from the information presented in the rest of the essay. Circulate to support students as they write.

• Repeated routine: invite students to reflect on their progress toward the relevant learning target and the habits of character focus in this lesson, discussing what went well and what could be improved next time.

MEETING STUDENTS' NEEDS

If students are literate in their home language, they can translate the W.7.2f criteria on the Informative Writing Checklist that their peers who need lighter support rephrased. Translating or rephrasing the criteria gives students comprehension and confidence with the writing expectations.