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Greek Mythology
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 E ective 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.
Closing and Assessment
A. Reflect on Habits of Character (5 minutes)
Move students into groups of three or four, and have them reread the Work to Become E ective Learners anchor chart.
Invite students to reflect on the habits of character they chose to focus on in this lesson, discussing what went well and what could be improved next time.
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Unit 2: Lesson 8
