A. Read and Analyze a Model – W.8.2 (15 minutes)

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

“I can identify the parts of a model literary analysis essay and explain the purpose of each.”

• Prompt students to Pair-Share:

“What are some important elements of an informative essay?” (Answers will vary, but should reference the use of a focus statement in the introduction, points that are explained with evidence, and elaboration in the Proof Paragraphs.)

• Tell students they will be writing another informative essay in this unit. Introduce students to their essay prompt: “Write an essay in which you compare the themes of Maus I and ‘Often a Minute,’ and analyze how the differing structures contribute to each theme.”
• Explain that students will answer the prompt with information from two texts, Maus I and the poem “Often a Minute,” which they will read and analyze during a close read in the next lesson. In order to write this essay, they will first analyze a model essay.
• Tell students that similar to their La Llorona essays, the new model essay is also an informative, literary analysis essay that asks students to use compare and contrast thinking in their analysis. The new model essay compares differences and similarities in the theme and structure of two texts and how that contributes to meaning. In the model essay, one text is Summer of the Mariposas, which they should remember well from Module 1. The other text is the poem called "The Blind Men and the Elephant" that they read for homework last night. Review the gist of the poem. (Gist: Six blind men encounter different parts of an elephant, leads each to limited experiences and differing incorrect perspectives on what an elephant is.)
• Tell students that when we refer to structure, we are describing the way a writer organizes and builds the text they write. Texts have varying structures that are intentionally chosen to help readers understand the overall meaning.
• Prompt students to Think-Pair-Share:

“What types of literary writing structures do you know about from previous writing or reading experiences?” (Answers will vary, but might include flashbacks, sequential order, etc.)

• Tell students that it is okay if they don't know many literary writing structures at this point. They will have the opportunity to discuss these structures later today and in their work throughout the unit. 
• Distribute and display the Model Literary Analysis Essay: Relationship of Structure to Meaning. Read the model aloud as students follow along, reading silently.
• Using a total participation technique, invite responses from the group:

“What is this text about?” (The essay analyzes how two texts explore the idea of encountering new ideas or new people. It compares and contrasts the themes and structures in Summer of the Mariposas and “The Blind Men and the Elephant” and how these contribute to meaning.)

• Refocus students on the model, directing them to the first Proof Paragraph. Reread the paragraph aloud as students to follow along, reading silently.
• Ask students to Turn and Talk:

“What is the main point discussed in this first Proof Paragraph?” (The novel Summer of the Mariposas explores the concept of new people and things and conveys the theme that people and ideas are not always what they appear, but that it is possible to uncover the truth and learn something new.)

• Tell students that in this paragraph the author explores the concept of encountering new and different people, by writing about Odilla’s experiences with a character that is different from her. Prompt students to reread the paragraph with a partner. Point out that most of the paragraph is evidence, and the last sentence in the paragraph is the elaboration and reveals the theme. Prompt students to underline this sentence in their model.
• Explain to students that in this compare and contrast essay the author wrote a yellow Proof Paragraph for each text discussed. Prompt them to look at the next Proof Paragraph, and have them also underline this paragraph in yellow. Explain that this Proof Paragraph is about the second text, “The Blind Men and the Elephant,” and similar to the previous paragraph, it also explains how characters encounter new and different ideas. Point out that most of the paragraph is evidence, and the last sentence in the paragraph is the elaboration and reveals the theme. It explains that although the topic is the same, the themes are different. The paragraph ends in a sentence that names the theme, that people, ideas, and things are not always what they appear and that it is possible to ignore the truth and not learn anything. Prompt students to underline this sentence in their model.
• Tell students that we will be referring to the first two Proof Paragraphs as a set, and labelling them Proof Paragraph 1a and Proof Paragraph 1b.
• Focus students on the rest of model, directing them to notice that there are still two more Proof Paragraphs (Proof Paragraph 2a and Proof Paragraph 2b). Comment on how this structure of having four total Proof Paragraphs is different from previous informative essays they have written.
• Direct students to reread the final two Proof Paragraphs aloud with a partner, underlining them in blue as they read.
• Ask:

“Why did you underline these paragraphs in blue?” (Because they are discussing Point 2, that each uses a different structure to make that theme clear to the reader.)

• Explain to students that these two Proof Paragraphs form a set, and each is about one of the texts (Summer of the Mariposas and “The Blind Men and the Elephant”). However, instead of describing new experiences the characters have and how that leads to differing themes, these paragraphs identify and describe the structures used in each text and how they contribute to understanding the themes. Ask students to Turn and Talk:

“What structures are identified and explained in Proof Paragraph 2a and 2b?” (A chronological structure is used in Summer of the Mariposas, and stanzas are used as a structure in “The Blind Men and the Elephant.”)

• Tell students that they will have additional time to learn and discuss varying structures writers use during Closing and Assessment A of this lesson and in future lessons.
• Also explain to students that they will have time, in Lessons 3 and 4, to discuss the elements of these Proof Paragraphs in more detail as they plan their essay.
• Direct students to color-code any additional or remaining paragraphs in their model essay, making sure all paragraphs are coded according to the Painted Essay® structure they have used in previous modules. Remind students to use their Painted Essay® template for reference as needed. Refer to the Paint an Essay lesson plan for further detail.
• Direct students to the Characteristics of a Literary Analysis Essay anchor chart, and capture any significant notices from the model literary analysis, such as how the model contains four Proof Paragraphs.
• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

C. Introduce Gerunds and Infinitive Phrases - L.8.1a (10 minutes)

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

"I can explain the function of gerund and infinitive phrases."

• Remind students that they have explored the structure and function of gerunds and infinitives during Language Dives in Modules 1 and 2. Display and review the structures of gerunds and infinitives:
• verb + -ing = gerund
  Example: writing
• to + verb = infinitive
  Example: to write
• Explain that a gerund phrase is a phrase that starts with a gerund and an infinitive phrase is a phrase that starts with an infinitive. Display the following examples and invite students to identify the gerund and infinitive at the beginning of each phrase (writing, to write):
• verb + -ing + (object) = gerund phrase
  Example: Writing an essay that compares and contrasts two texts
• to + verb +(object) = infinitive phrase
  Example: To write an essay that compares and contrasts two texts
• Refocus students' attention on Model Literary Analysis Essay: Relationship of Structure to Meaning. Invite students to take one minute to scan the essay for gerund and infinitive phrases before asking students to share out the phrase they identified.
• Call on students to share examples of gerund and infinitive phrases. Record responses on the Gerund and Infinitive Phrases anchor chart. Reference the Gerund and Infinitive Phrases anchor chart (example for teacher reference) as needed. Add any non-examples students share to the non-example column to highlight that other phrases can seem deceptively similar to gerunds and infinitives. (Note: It is a phrase's function in a sentence [noun, adjective, adverb] that determines whether it is a gerund or infinitive, rather than the presence of an -ing ending or the word to.)
• Say:

"To determine whether something is a gerund or infinitive phrase we need to think about the relationships between words in a sentence to understand the function of the phrase. A phrase's function is the part of speech it takes on in a sentence. A gerund phrase functions as a noun in a sentence, which means it can be a subject or object (of a verb or preposition). An infinitive phrase can function as a noun, adjective, or adverb."

• Distribute Selected and Constructed Response Questions: Gerund and Infinitive Phrases and direct students' attention to the two sentences from the introduction of the model essay.
• Say:

"I'll give you time to talk with a partner to determine whether the underlined phrases are gerund or infinitive phrases and what their function is in each sentence."

• Allow students time to discuss each sentence with a partner before regrouping all students together to review students' responses.
• Use a total participation technique to invite responses from the group. Refer to Selected and Constructed Response Questions: Gerund and Infinitive Phrases (for teacher reference) as necessary to support students.
• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.