Lesson plan

# Lesson 6 - Compare and Contrast Essay: Analyze a Model

teaches Common Core State Standards W.6.9.a http://corestandards.org/ELA-Literacy/W/6/9/a
teaches Common Core State Standards W.6.4 http://corestandards.org/ELA-Literacy/W/6/4
teaches Common Core State Standards W.6.2 http://corestandards.org/ELA-Literacy/W/6/2
teaches Common Core State Standards RL.6.7 http://corestandards.org/ELA-Literacy/RL/6/7

# Lesson 6 - Compare and Contrast Essay: Analyze a Model

Focus Standards (There are the standards the instruction addresses.)

• CCSS.RL.6.7CCSS.W.6.2CCSS.W.6.4CCSS.W.6.9.aNC.RL.6.7NC.W.6.2NC.W.6.1.aNC.W.6.2.aNC.W.6.3.a

Supporting Standards (These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.)

• CCSS.RL.6.1NC.RL.6.1CCSS.RI.6.1NC.RI.6.1CCSS.RL.6.10CCSS.RI.6.2NC.RI.6.2CCSS.L.6.6NC.L.6.6NC.RL.6.10NC.RI.6.1

Daily Learning Targets

• I can determine the purpose of a model essay.
• I can compare and contrast the experience of reading a scene in a novel to viewing a film version of the same scene.
• I can use the Painted Essay® structure to analyze a model.

Purpose of Lesson

• In this lesson, students read a model Painted Essay®, preparing them to write their own explanatory essays on a similar topic. The Painted Essay® (Diana Leddy, Vermont Writing Collaborative) guides students in coding each section of an essay a different color in order to understand the function and content of each part of the essay, and how the different parts relate to one another. By generating criteria from a model and coding its structure, students begin to internalize the ideal characteristics for their own essays as they work toward the end of unit assessment.
• Students also watch a film clip and draw evidence from a scene depicted in The Lightning Thief novel and film in order to support their analysis of the scenes’ similarities and differences.

• Read the Paint an Essay Lesson Plan to review the color-coding system and the purpose of each color choice.
• Set up the technology needed to show the film clip Percy Jackson and the Olympians: The Lightning Thief, Scenes 13–14 [46:45–56:48] during Work Time B.
• Review the student tasks and example answers to get familiar with what students will be required to do in the lesson (see Materials list).
• Prepare copies of handouts for students, including Entrance Tickets (see Materials list).
• Post the learning targets and applicable anchor charts (see Materials list).

Vocabulary

• Domain-Specific (Tier Three): Painted Essay®

Materials from Previous Lessons

Teacher

• Close Readers Do These Things Anchor Chart (For Teacher Reference) (one to display; from Unit 1, Lesson 4, Opening A)
• Academic word wall (begun in Unit 1, Lesson 1, Opening A)
• Domain-specific word wall (begun in Unit 1, Lesson 1, Opening A)

Student

• Vocabulary logs (one per student; from Unit 1, Lesson 2, Work Time B)
• Percy Jackson and the Olympians: The Lightning Thief (one per student; text; from Unit 1, Lesson 1, Work Time C)

New Materials

Teacher

• Entrance Ticket: Unit 2, Lesson 6 (for teacher reference)
• Annotated Compare and Contrast Model Essay (For Teacher Reference)
• Percy Jackson and the Olympians: The Lightning Thief, Scenes 13–14 [46:45–56:48] (film)
• Paint an Essay Lesson Plan (For Teacher Reference)

Student

• Entrance Ticket: Unit 2, Lesson 6 (one per student)
• Compare and Contrast Model Essay (one per student and one for display)
• Watercolor paint set or colored pencils (red, yellow, blue, green; one of each per student)
• Painted Essay® Template (one per student and one for display)