- I can use the Painted Essay(r) structure to analyze a model. (W.4.2, W.4.5)
- I can write a focus statement for my literary essay. (RL.4.1, RL.4.2, W.4.2)
These are the CCS Standards addressed in this lesson:
- RL.4.1: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
- RL.4.2: Determine a theme of a story, drama, or poem from details in the text; summarize the text.
- W.4.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
- W.4.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- W.4.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
Daily Learning Targets
Ongoing Assessment
- Painted Essay(r) template (W.4.2)
- Exit Ticket: Focus Statement (RL.4.1, RL.4.2, W.4.2, W.4.5)
Agenda
Agenda | Teaching Notes |
---|---|
1. Opening A. Reading in Triads: The Hope Chest, Chapter 16 (20 minutes) B. Reviewing Learning Targets (5 minutes) 2. Work Time A. Analyzing a Model: "Do Something Meaningful" (25 minutes) 3. Closing and Assessment A. Independent Writing: Writing a Focus Statement (10 minutes) 4. Homework A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
Purpose of lesson and alignment to standards:
How this lesson builds on previous work:
Areas in which students may need additional support:
Assessment guidance:
Down the road:
|
In Advance
- Review:
- Painting an Essay Plan from Module 1, Unit 2, Lesson 9 to familiarize yourself with the color-coding and the purpose of each choice of color.
- Informative Writing Checklist and Model Literary Essay: "Do Something Meaningful" (for teacher reference) to familiarize yourself with what will be required of students for the rest of the unit (see supporting materials).
- Post: Learning targets and applicable anchor charts (see materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout Modules 1-3 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 4.I.B.6, 4.1.C.10, 4.1.C.11, 4.1.C.12, 4.II.A.1, 4.II.A.2
Important points in the lesson itself
- The basic design of this lesson supports ELLs by following a similar routine of reading a chapter of The Hope Chest in triads and identifying new themes as in Lessons 1-7; providing opportunities to unpack an example of the work they complete during the remainder of the unit; and returning to the familiarity of the Painted Essay(r) structure and the color-coding system used in Modules 1-3.
- ELLs may find it challenging to keep pace with the class as they read a chapter of The Hope Chest, analyze a model literary essay, and choose a theme to focus their own literary essays on all in one lesson. Additionally, they may find it challenging to follow the layout of the introduction paragraph, because it deviates from the layout of the model broadside introduction, which did not include points 1 and 2. Remind students that the goal of analyzing the model literary essay is to determine the gist of each paragraph, assuring them that they will focus on each paragraph in greater depth in future lessons.
Levels of Support
For lighter support:
- During Closing and Assessment, challenge students to use varying linking words and phrases to provide examples and evidence of the theme they are choosing to write their essays on. (Example: "I am choosing the theme _______ because ______. For instance, ________. Additionally, ______.")
For heavier support:
- Consider reading aloud Chapter 16 to students before the lesson, and inviting students to practice reading aloud a section of the chapter that they can then be responsible for reading in their triads in Opening A.
- Consider enlarging Model Literary Essay: "Do Something Meaningful" and color-coding each part, corresponding with the colors that students will later use to paint each component of the essay: red, yellow, blue, and green. As students share the gist of each paragraph during Work Time, record it in the margins of the enlarged model literary essay. Display the enlarged model literary essay throughout the unit, providing students with a concrete example of a literary essay for reference.
- Prepare the Painted Essay(r) template from Module 1 to display during Opening B, and the model broadside from Module 3 to display during Work Time A.
Universal Design for Learning
- Multiple Means of Representation (MMR): Continue to support active information processing skills as students integrate new information with prior knowledge. Provide options for comprehension by linking to and activating relevant prior knowledge.
- Multiple Means of Action and Expression (MMAE): This lesson offers several opportunities for students to engage in a discussion with partners. Continue to facilitate communication by providing sentence frames to help them organize their thoughts.
- Multiple Means of Engagement (MME): Continue to encourage self-regulatory skills by helping students anticipate and manage frustration by modeling what to do if they need help from their partners. (Example: "I can remember when I'm sharing that if I forget my idea or need help, I can ask my partner to help me. My partner could help me by giving me prompts that will help me share my thinking.") Consider offering sentence frames to strategically selected peer models. Recall that offering these supports for engagement promotes a safe learning space for all students.
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- structure, analyze, focus statement (L)
Materials
- The Hope Chest (from Unit 1, Lesson 1; one per student)
- Working to Become Ethical People anchor chart (begun in Module 1)
- Close Readers Do These Things anchor chart (begun in Module 1)
- Vocabulary logs (from Module 1; one per student)
- Theme anchor charts (begun in Unit 1, Lesson 6; added to during Opening A; see supporting materials)
- Theme Anchor Charts: Chapter 16 (example, for teacher reference)
- Model Literary Essay: "Do Something Meaningful" (one per student and one to display)
- Model Literary Essay: "Do Something Meaningful" (example, for teacher reference)
- Colored pencils (red, yellow, blue, green; one of each per student)
- Painted Essay(r) template (from Module 1; one per student)
- Painting an Essay lesson plan (from Module 1; for teacher reference)
- Informative Writing Checklist (one per student and one to display; see Assessment Overview and Resources)
- Exit Ticket: Focus Statement (one per student)
Assessment
Each unit in the 3-5 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 their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
---|---|
A. Reading in Triads: The Hope Chest, Chapter 16 (20 minutes)
|
|
B. Reviewing Learning Targets (5 minutes)
"I can use the Painted Essay(r) structure to analyze a model." "I can write a focus statement for my literary essay."
"What is a focus statement?" (The focus statement provides the main idea that you want the reader to take away.) Conversation Cue: "Can you give an example?" (Responses will vary.) |
|
Work Time
Work Time | Meeting Students' Needs |
---|---|
A. Analyzing a Model: "Do Something Meaningful" (25 minutes)
"What is this essay about?" (that the theme "do something meaningful" is communicated in The Hope Chest) Conversation Cue: "Who can add on to what your classmate said?" (Responses will vary.) "What is the purpose of this essay? What is the author trying to answer, explain, or describe? How do you know?" (The author is trying to explain that "do something meaningful" is a theme and why the author thinks so using evidence from the text; the prompt is recorded at the top of the essay.)
"What is the gist of this paragraph?" (This is a brief overview of The Hope Chest, explaining that the essay will be about a theme in the book, and highlighting two characters whose actions show evidence of that theme.)
"What do you notice about how the second and third paragraphs are connected to the work we have been doing in previous lessons of this unit?" (In previous lessons, we have been determining the theme evident in chapters and summarizing it, similar to the author in paragraphs 2 and 3 in the model literary essay.)
"Where can you see evidence of this criteria in the model essay?" (Responses will vary, but may include: an introduction that states the focus.)
|
|
Closing & Assessments
Closing | Meeting Students' Needs |
---|---|
A. Independent Writing: Writing a Focus Statement (10 minutes)
|
|
Homework
Homework | Meeting Students' Needs |
---|---|
A. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
|
Copyright © 2013-2024 by EL Education, New York, NY.