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Greek Mythology
Answer clarifying questions about what students will be doing in this activity. Model sorting displayed strips, if necessary.
Invite students to begin working, and circulate to support them in reading and sorting the strips.
Refocus whole group.
Have students choral read Proof Paragraph 1.
For each sentence strip, ask:
“What is the purpose of this sentence or group of sentences?”
Listen for students to notice that the topic sentence tells the readers that proof paragraph 1 is about the similarities, related evidence is grouped together and all relates back to the topic sentence, and the concluding sentence explains the significance of the points made in the paragraph.
Invite students to help record the criteria for proof paragraph 1 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. Point out that in a proof paragraph, the author provides evidence from the text and elaborates by explaining how the evidence he or she has chosen supports the focus statement.
Invite students to retrieve and read their Informative/Explanatory Writing Plan graphic organizer started in the previous lesson to remind them of their focus statement and their ideas before planning their own proof paragraph 1.
Invite students to refer to their Compare and Contrast Film and Text: The Lightning Thief note-catcher, Compare and Contrast Model Essay, the criteria on the Criteria for an E ective Informative Essay anchor chart, the Informative Writing checklist, and the domain-specific word wall to plan proof paragraph 1. Remind students that, at this time, they are only planning, not drafting, proof paragraph 1. If needed, model filling out this part of the Informative/Explanatory Writing Plan graphic organizer using the information in the Annotated Compare and Contrast Model Essay (for teacher reference).
Circulate to support students as they work and to identify common issues to use as whole group teaching points.
Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.
Closing and Assessment
A. Pair Share – RL.6.7 (5 minutes)
Invite students to join a partner sitting next to them to form a pair and share their organizers. Encourage them to press each other for evidence from the text and connections to their focus statement.
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ADVANCE COPY NOT FOR DISTRIBUTION
Unit 2: Lesson 9
