Page 227 - EL_Grade 6_Module 1_TG

Grade 6: Module 1: Unit 2: Lesson 8
„ 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 E ective Informative Essay anchor chart. Refer to Criteria for an E ective 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 di erences.”
„ Turn and Talk:
“What would be the e ect 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 di erences.
„ 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.)
EL Education Curriculum 211
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