A. Compare and Contrast Text and Film Scene - RL.6.7 (5 minutes)

• Ask students to retrieve their Compare and Contrast Film and Text: The Lightning Thief note-catchers and their copies of The Lightning Thief.
• Inform students that they will continue the work done in the previous lesson, finding the similarities and differences between how chapter 16 is presented in the book and the film.
• Cold call students to share the detail they starred at the beginning of the lesson. On the displayed note-catcher, model adding these notes to the "similarities" and the "differences" columns, and invite students to do the same on their own note-catchers. Refer to Compare and Contrast Film and Text: The Lightning Thief note-catcher (example for teacher reference).

C. Plan an Introduction – W.6.2a (20 minutes)

• Inform students that they will use the notes they generated on the Compare and Contrast Film and Text: The Lightning Thief note-catcher as they begin planning their own essays in response to the prompt: How does the experience of reading chapter 16 in The Lightning Thief compare to watching the same scene in the film?
• Explain that in this lesson, they are only planning the introductions in their graphic organizer and will actually draft the essays for Part II during their end of unit assessment in Lessons 12–13.
• Ask students to retrieve their annotated copies of the Compare and Contrast Model Essay, and remind them that this essay was written to the same prompt to which they will write their essays, but the model essay referenced events from chapter 11 instead.
• Invite students to refer to their Painted Essay® Template to remember the parts of an introduction:
• Context (information to engage the reader and provide needed background)
• Focus statement
• Invite students to choral read the introduction of the model essay together as a class, stopping after each sentence to explain its function in the paragraph. ▲ Invite students to help record the parts of an introduction on the Criteria for an Effective Informative Essay anchor chart. Refer to Criteria for an Effective Informative Essay anchor chart (example for teacher reference) as necessary.
• Focus the class on the following sentences from the model essay:

“Can you imagine learning that your father is a Greek god? What about fighting immortals to find Zeus’s lightning bolt? This is what happens to Percy Jackson in The Lightning Thief by Rick Riordan. In the book and the movie, Percy is a twelve-year-old boy who learns that he is the son of the Sea God, Poseidon. Then Percy and two friends go on a quest to find Zeus’s bolt. A comparison of chapter 11 of the book and the same scene of the movie reveals both similarities and differences.”

• Turn and Talk:

“What would be the effect if these sentences were removed from the paragraph?” (The reader wouldn’t understand what novel was being discussed or what the novel was about in general.)

• Ask:

“What is the best way to summarize the sentences that come before the focus statement in the model essay’s introduction?” (They catch our interest and give us some context for the novel and film.)

• Direct students’ attention to the prompt and focus statement for the essay:
• Prompt: How does the experience of reading chapter 16 in The Lightning Thief compare to watching the same scene in the film?
• Focus Statement: A comparison of chapter 11 of the book and the same scene of the movie reveals both similarities and differences.
• Ask for a volunteer to describe how the prompt and focus statement are related. (The focus statement answers the questions in the prompt.) Refer frequently to the Language Dive students have just completed. Encourage students to think about the meaning of the focus statement as they connect it to the prompt. ▲
• Distribute and display the Informative Writing checklist. Invite students to read the checklist to themselves.
• Using a total participant technique, invite responses from the group:

“What do you notice about this checklist? What do you wonder?” (Responses will vary.)

• Give students a few minutes to reread the Compare and Contrast Model Essay. Then, use a total participation technique to invite responses from the group:

“What criterion on this checklist do you see done well in the model? What evidence from the model supports your thinking?” (Responses will vary.)

• If productive, ask students to listen carefully and seek to understand, and then to explain why a classmate came up with a particular response:

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

“Who can explain why your classmate came up with that response? I’ll give you time to think and write.” (Responses will vary.)

• As students share out the criterion, jot down, say aloud, sketch, and display each characteristic to provide visual reinforcement. ▲
• Point out the following characteristic on the checklist:
• W.6.2a: I have an introduction that gives readers the context they need to understand the topic or text.
• Ask:

“Are there any specific characteristics of this piece that you should be aware of and list in that column on the checklist?” (Responses will vary.)

• As students share out, capture their responses in the Characteristics of This Informative Essay column as needed. Refer to the Informative Writing checklist (example for teacher reference) for guidance. Remind students to refer to the academic word wall and domain-specific word wall as needed.
• Display and invite students to retrieve their Informative/Explanatory Writing Plan graphic organizer. Refer to Informative/Explanatory Writing Plan graphic organizer (example for teacher reference) as necessary.
• Invite students to use the Compare and Contrast Model Essay, the criteria on the Criteria for an Effective Informative Essay anchor chart, and the Informative Writing checklist to plan an introduction on the writing plan graphic organizer. Explain that students will be planning their essays over the next few lessons and will write the piece as part of the assessment at the end of this unit. Today they will plan only the introduction.
• Circulate to support students as they plan their introductions. Provide students an opportunity to verbally test and rehearse their ideas with a partner before recording their ideas. This may allow them additional time to organize their thinking.
• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.