A. Analyzing Model Proof Paragraphs (15 minutes)

• Ask students to get out their copy of the model informational essay. 
• Tell students they are going to analyze the proof paragraphs of the model essay. Invite students to silently review their Painted Essay(r) template to see where Proof Paragraphs 1 and 2 fit into the structure of the essay.
• Explain that in informational writing, we call the middle paragraphs the proof paragraphs. In these paragraphs, the author develops the topic with facts, definitions, details, and quotations from research. 
• Display the Millipede Informational Writing Planning graphic organizer from Lesson 7. Ask students to turn and talk, then use equity sticks to cold call students:

"Based on your planning and what you know about the performance task criteria, what should each proof paragraph contain?" (Each proof paragraph should describe one defense mechanism that the expert group animal uses, how or when the animal uses that defense mechanism, how a predator responds, and details about the defense mechanism.)

• Ask:

"What are the features of a strong paragraph?" (A strong paragraph has a topic sentence, details, and concluding sentence.)

• If productive, cue students with a challenge. Ask students to turn and talk, then use equity sticks to cold call students:

"Can you figure out how the author designed the proof paragraph to develop the topic? I'll give you time to think and discuss with a partner." (Responses will vary.)

• Invite students to chorally read the proof paragraphs of the model informational essay with you.
• Invite students to help you record the parts of the proof paragraphs on the Informational Texts anchor chart. Refer to the Informational Texts anchor chart (example, for teacher reference) as necessary.
• Point out that within each proof paragraph the author has elaborated on the focus of the writing, or explained how the evidence he or she has chosen supports the focus statement.

C. Guided Practice: Writing a Concluding Statement (10 minutes)

• Tell students they are going to analyze the conclusion of the model essay. Invite students to silently review their Painted Essay(r) template to see where the conclusion fits into the structure of an essay.
• Invite students to chorally read the conclusion of the model informational essay with you.
• Invite students to help you record the parts of the conclusion on the Informational Texts anchor chart. Refer to the Informational Texts anchor chart (example, for teacher reference) as necessary.
• Refocus students on the Informative Writing checklist.
• Invite students to read the following characteristic of an effective informative piece to themselves:

• W.4.2e
• Circle clearly related and ask, and then select volunteers to share:

"What do we mean by the phrase clearly related?" (It means the conclusion ties back to the focus statement, or The conclusion is connected to the focus statement.)

• Tell students that they will need to include a concluding statement in their writing. Ask, and then select volunteers to share:

"How does a concluding statement help a reader understand a text?" (It sums up or wraps up the writing for the reader, or It reminds the reader what the main topic of the writing was.) 

• Ask, and then select volunteers to share:

"Where would it make sense to include the concluding statement? In the beginning, middle, or end of the piece? (the end)

• If productive, cue students to provide reasoning:

"Why do you think that?" (because it restates and wraps the writing up.)

• Explain that, like the focus statement, the concluding statement answers the focus question and reminds the reader what the piece is about. Tell students that it should answer the focus question in a different way than the focus statement, and that this is called restating.
• Refocus students on their Informational Writing Planning graphic organizer. 
• Point out the focus question at the top of the graphic organizer and cold call a student to read it aloud:

"How does my expert group animal use its body and behaviors to help it survive?"

• Remind students that a concluding statement is like a focus statement in that it is brief, to the point, and answers the focus question.
• Rephrase the focus question so it is specific to the millipede and invite students to turn to an elbow partner. Ask:

"How can we answer this question in a different way than we answered it as the focus statement? 'How does the millipede use its body and behaviors to help it survive?'" (The millipede has many ways of protecting itself," or "The millipede protects itself by rolling into a ball and using poison.)

• If productive, cue students to listen carefully and seek to understand:

"Who can tell us what your classmate said in your own words?" (Responses will vary.)

• When students share out, write examples that are different from the examples used for the focus statement in Lesson 8.
• Choose one concluding statement from the student-generated list and write on the Millipede Informational Writing Planning graphic organizer in the Concluding Statement box. Be sure to display this for students to see.
• Invite students to Ink-Pair-Share a concluding statement for their own piece, writing the concluding statement on their informative piece draft. Give them 5 minutes to do so, circulating and supporting as needed. Look for those who need additional support to develop a concluding statement.
• Invite students to record 'Y' for 'Yes' and the date in the final column of their Informative Writing Checklist if they feel the criteria marked on their checklists have been achieved in their writing in this lesson.
• Focus students on the learning targets. Read each one aloud, pausing after each to use a checking for understanding protocol for students to reflect on their comfort level with or show how close they are to meeting each target. Make note of students who may need additional support with each of the learning targets moving forward.