Alignment to Assessment Standards and Purpose of Lesson

• W.6.2a – Opening A: Students refine the focus statements of their introductions in preparation to write their conclusions.
• W.6.2f – Work Time A: Students engage in a Language Dive, which facilitates a closer look at a key sentence in the conclusion of the model essay. This Language Dive will give students the opportunity to practice a structure that may be useful as they write the conclusions of their own essays.
• RL.6.1 – Work Time B: Students return to their compare and contrast essays to plan the conclusion, using evidence from The Lightning Thief to support their ideas. On the end of unit assessment, students apply what they have learned to provide a concluding section that follows from the comparison presented.
• RL.6.7 – Work Time B: Students plan the concluding paragraphs of their essays, in which they compare and contrast the experience of reading a scene in a story with the experience of watching the same scene in a film.
• W.6.2f – Work Time B: Students plan a conclusion that follows from the information presented in their proof paragraphs.
• W.6.4 – Work Time B: Using the Compare and Contrast Model Essay as guidance, students plan a clear and coherent conclusion paragraph, with attention to task, purpose, and audience.
• W.6.5 – Work Time B: Students receive some support as they strengthen their writing by thoughtfully planning the concluding paragraphs of their essays.
• W.6.9a – Work Time B: Students apply Grade 6 Reading standards to literature by comparing and contrasting a video clip and its corresponding scene in the text.
• RL.6.7 – Closing and Assessment A: Students share their plans with a partner and give and receive feedback on the connections drawn across the text and film.
• In this lesson, students focus on working to become effective learners, showing perseverance as they write independently.

Opportunities to Extend Learning

• Gather a number of new texts with effective conclusions. Invite students to analyze these conclusions written by professionals to gather more criteria for an effective conclusion.

How It Builds on Previous Work

• In the second half of this unit, students have been analyzing a model and using their analysis to plan a compare and contrast essay. This lesson continues those routines to finish planning the essay’s conclusion and reflective statement.

Support All Students

• Some students may need additional support as they plan the conclusions of their essays. This lesson includes a Language Dive, which will focus students’ attention to the most important elements of an effective reflection sentence within a conclusion. Language Dives help create more confident readers and writers, and further accelerate language growth for ELLs. ▲
• If an interactive whiteboard, like a Smartboard, is available, input the sentence chunks of the Language Dive as individual text boxes, and allow students to manipulate the chunks on the board.

Assessment Guidance

• Monitor the timing of this lesson to ensure that all students are prepared with a comprehensive plan for the next lesson’s assessment before the end of class. Circulate and monitor to clarify any egregious misconceptions before the end of unit assessment.
• Review students’ Language Dive: Compare and Contrast Model Essay, Conclusion and Reflection note-catcher from Work Time A to ensure students understand how to restate, reinforce, and reflect on the focus statement of the essay.

Down the Road

• In the next lesson, students will use their plans to complete the End of Unit 2 Assessment, in which they plan an essay comparing and contrasting the film version of The Lightning Thief with the novel.
• Students will review their Mid-Unit 2 Assessment at the start of the next lesson. Ensure that kind, helpful, and specific feedback is ready for their review at that time.