- I can draft an introduction to a compare and contrast essay that includes a strong focus statement. (W.8.2a, W.8.4)
- I can give kind, helpful, and specific feedback to my partner. (W.8.5, SL.8.1)
Focus Standards: These are the standards the instruction addresses.
- W.8.2a, W.8.5
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- RL.8.1, RL.8.3, RL.8.9, RI.8.1, W.8.4, W.8.6, W.8.9, W.8.10, SL.8.1, L.8.5b, L.8.6
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket (W.8.2a)
- Work Time A: Language Dive: Compare and Contrast Model Essay Focus Statement (W.8.2a, W.8.4, L.8.5b)
- Work Time C: Draft of Introduction (RL.8.9, W.8.2a, W.8.4)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Engage the Learner - W.8.2a (5 minutes) 2. Work Time A. Language Dive: Focus Statement - W.8.2a (10 minutes) B. Analyze the Model and Plan an Introduction - W.8.2a (10 minutes) C. Draft an Introduction - W.8.2a (10 minutes) 3. Closing and Assessment A. Pair-Share - W.8.5 (10 minutes) 4. Homework A. Preread Anchor Text: Students should preread chapter 21 of Summer of the Mariposas in preparation for studying an excerpt from the chapter in the next lesson. |
Alignment to Assessment Standards and Purpose of Lesson
Opportunities to Extend Learning
How It Builds on Previous Work
Support All Students
Assessment Guidance
Down the Road
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In Advance
- Prepare Entrance Ticket: Unit 3, Lesson 7.
- Review the Compare and Contrast Painted Essay(r) anchor chart (for teacher reference) to become familiar with what will be required of students over the remainder of the unit.
- Preview the Language Dive Guide and consider how to invite conversation among students to address the language goals suggested under each sentence chunk strip (see Materials list). Select from the questions and goals provided to best meet students' needs.
- Ensure there is a copy of Entrance Ticket: Unit 3, Lesson 7 at each student's workspace.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout previous units to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 8.I.B.6, 8.I.B.7, 8.I.B.8, 8.IC.10, 8.I.C.11, and 8.I.C.12.
Important Points in the Lesson Itself
- To support ELLs, this lesson provides students with an in-depth look at the focus statement of Model Essay: "Peuchen" during a Language Dive and subsequent time spent applying new understanding about the structure and content of focus statements directly to writing. Following the Language Dive, students will plan and draft an introduction, including a focus statement, for the compare and contrast La Llorona essay, supported by a graphic organizer.
- ELLs may find it challenging to produce clear and cohesive focus statements and may need continued reminders about essential information and structure when drafting introductions. Additionally, ELLs may struggle to put their ideas into words. To aid this process, encourage students to "work backward" on their graphic organizers, using Proof Paragraph main ideas to guide the construction of focus statements and the rest of the introduction.
Vocabulary
- introduction, focus statement (A)
Key
(A): Academic Vocabulary
(DS): Domain-Specific Vocabulary
Materials from Previous Lessons
Teacher
Student
- Compare and Contrast Painted Essay® anchor chart (one for display; from Unit 3, Lesson 6, Work Time A
- Close Readers Do These Things anchor chart (from Unit 1, Lesson 4, Opening B)
- Academic word wall (from Unit 1, Lesson 1, Opening A)
Compare and Contrast La Llorona note-catcher (for teacher reference) (from Unit 3, Lesson 4, Work Time B)
- Compare and Contrast La Llorona sample student response (for teacher reference) (from Unit 3, Lesson 4, Teaching Notes)
- Compare and Contrast Painted Essay® anchor chart (example for teacher reference; from Unit 3, Lesson 6, Work Time A)
- Work to Become Ethical People anchor chart (Unit 1, Lesson 1, Work Time D)
- Vocabulary logs (one per student; from Unit 1, Lesson 2, Opening A)
- Online or print dictionaries (including ELL and home language dictionaries)
- Model Essay: “Peuchen” (from Unit 3, Lesson 6, Work Time A)
- Compare and Contrast La Llorona note-catcher (from Unit 3, Lesson 4, Work Time B)
- Painted Essay® template (from Unit 3, Lesson 6, Work Time A)
- Summer of the Mariposas (text; from Unit 1, Lesson 1)
- La Llorona by Joe Hayes (from Unit 3, Lesson 3, Work Time A)
New Materials
Teacher
Student
- Entrance Ticket: Unit 3, Lesson 7 (answers for teacher reference)
- Language Dive Guide: Model Essay: “Peuchen,” Paragraph 1 (for teacher reference)
- Language Dive: Model Essay: “Peuchen,” Paragraph 1 note-catcher (example for teacher reference)
- Compare and Contrast Informative Writing Plan graphic organizer (for teacher reference)
- Entrance Ticket: Unit 3, Lesson 7 (one per student)
- Language Dive: Model Essay: “Peuchen,” Paragraph 1 note-catcher (one per student and one for display)
- Language Dive: Model Essay: “Peuchen,” Paragraph 1 sentence chunk strips (one per pair of students)
- Compare and Contrast Informative Writing Plan graphic organizer (one per student and one for display)
- Word processor (one per student)
Assessment
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
Opening
Opening |
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“What are the elements of an effective introduction?” (Responses may include the following: “The elements of an effective introductory paragraph are an introduction that catches the reader’s attention and gives context and a focus statement that answers the prompt clearly, naming the similarities and differences [between the monster in the folklore and the way the author modernized it].)
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Work Time
Work Time | Levels of Support |
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A. Language Dive: Focus Statement – W.8.2a (10 minutes)
“I can draft an introduction to a compare and contrast essay that includes a strong focus statement.”(RL.8.9, W.8.2a, W.8.4)
“What about the La Llorona from folklore of Latin American has Guadalupe Garcia McCall kept the same and what has she modernized in Summer of the Mariposas? Why?”
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B. Analyze the Model and Plan an Introduction – W.8.2a (10 minutes)
“I can draft an introduction to a compare and contrast essay that includes a strong focus statement.”
“How did the author capture the reader’s attention?” (The author highlights the meaningfulness and relevance of folklore stories in modern day literature.) “How did the author provide context and background information?” (The author provides information about the original Peuchen from folklore of Latin America.)
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For Lighter Support
For Heavier Support
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C. Draft an Introduction – W.8.2a (10 minutes)
“I can draft an introduction to a compare and contrast essay that includes a strong focus statement.”
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Closing & Assessments
Closing |
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A. Pair-Share – W.8.5 (10 mins)
“I can give kind, helpful, and specific feedback to my partner.”
“How did you catch the reader’s attention?” “What is your focus statement and how do you plan on supporting it?”
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Homework
Homework |
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A. Preread Anchor Text
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