Lesson plan

Lesson 13 - Writing a Literary Essay: Introduction

teaches Common Core State Standards RL.5.3 http://corestandards.org/ELA-Literacy/RL/5/3
teaches Common Core State Standards W.5.9.a http://corestandards.org/ELA-Literacy/W/5/9/a
teaches Common Core State Standards L.5.1 http://corestandards.org/ELA-Literacy/L/5/1
teaches Common Core State Standards RF.5.4 http://corestandards.org/ELA-Literacy/RF/5/4
teaches Common Core State Standards W.5.2 http://corestandards.org/ELA-Literacy/W/5/2
teaches Common Core State Standards W.5.4 http://corestandards.org/ELA-Literacy/W/5/4
teaches Common Core State Standards W.5.9 http://corestandards.org/ELA-Literacy/W/5/9
teaches Common Core State Standards W.5.2.a http://corestandards.org/ELA-Literacy/W/5/2/a

Lesson 13 - Writing a Literary Essay: Introduction

To learn more about this lesson, read the Lesson 13 Narrative found under the Additional Materials tab.

Daily Learning Targets

  • I can plan and write an introductory paragraph for my essay.
  • I can recognize and write a complete sentence.

Purpose of Lesson

  • In this lesson, students plan and write the introductory paragraph for their literary essays. Before writing their introductions, students participate in a mini lesson about producing complete sentences.  In the Closing, students practice reading their two-voice poems aloud to another pair. This is in preparation for reading monologues aloud in Unit 3.

In Advance

  • Prepare:
    • Working to Become Effective Learners Anchor Chart.
    • Parts of Speech Anchor Chart.
    • Parts of the Model Literary Essay Introductory Paragraph (one part per pair). When possible, ensure the correct amount of parts to complete paragraphs. This may involve giving some students more than one part.
    • Literary Essay Anchor Chart by writing the title on a blank piece of chart paper.
  • Review:
    • Thumb-O-Meter protocol. See Classroom Protocols.
  • Post: Learning targets and applicable anchor charts.

 Digital Materials Preparation:

  • Prepare to display and assign the lesson to students before class.
  • For digital assignments, ensure that students have access to a digital device.
  • Be sure students have access to the following note-catchers:
    • Character Reaction Note-catcher: “Las Cebollas” (assigned in Lesson 1, used in Lessons 3, 7, 11, 12, 13 and 14)
    • Character Reaction Note-catcher: “Las Ciruelas" (assigned in Lesson 3, used in Lessons 11,13 and 14)
    • Character Reaction Note-catcher: “Los Espárragos” (assigned in Lesson 6, used in Lessons lessons 11,13 and 14)
    • Character Reaction Note-catcher: “Los Duraznos” (assigned in Lesson 7, used in Lessons 8, 11, 13 and 14)
  • Be sure students have access to their Unit 2 Digital Independent Reading Journal in order to complete the homework assignment.

Vocabulary

  • Lesson-specific: introductory paragraph, effective learners, collaboration, subject, noun, predicate

Materials

  • Parts of the Model Literary Essay Introductory Paragraph (one part per pair)
  • Painted Essay® Template (from Lesson 12; one per student)
  • Red, green, yellow, and blue colored pencils (one of each per student)
  • Annotated Model Literary Essay (from Lesson 12; one per student and one for display)
  • Literary Essay Anchor Chart (new; co-created with students during Opening A)
  • Literary Essay Anchor Chart (Example, for Teacher Reference)
  • Working to Become Effective Learners Anchor Chart (new; co-created with students during Opening B)
  • Working to Become Effective Learners Anchor Chart (Example, for Teacher Reference)
  • Writing Complete Sentences (one per student and one to display)
  • Parts of Speech Anchor Chart (new; teacher-created)
  • Informative Writing Checklist (from Lesson 12; one per student and one to display)
  • Informative Writing Checklist (Example, for Teacher Reference)
  • Character Reaction note-catchers:
    • Character Reaction Note-catcher: “Las Cebollas” (from Lesson 1; one per student)
    • Character Reaction Note-catcher: “Las Ciruelas” (from Lesson 3; one per student)
    • Character Reaction Note-catcher: “Los Espárragos” (from Lesson 6; one per student)
    • Character Reaction Note-catcher: “Los Duraznos” (from Lesson 7; one per student)
  • Character reaction paragraphs:
    • Character Reaction Paragraph: Esperanza (from Lesson 1; group writing)
    • Character Reaction Paragraph: Hortensia (from Lesson 3; group writing)
    • Character Reaction Paragraph: Mama or Esperanza (from Lesson 3 homework; one per student)
    • Character Reaction Paragraph: Marta (from Lesson 6; group writing)
    • Character Reaction Paragraph: Esperanza or Josefina (from Lesson 6 homework; one per student)
    • Character Reaction Paragraph: Miguel (from Lesson 7; one per student)
    • Character Reaction Paragraph: Esperanza (from Lesson 8; one per student)
  • Partner Two-Voice Poem (from Lesson 11; one per pair)
  • Red markers (one per student)
  • Paper (lined; one piece per student)
  • Domain-specific Word Wall (begun in Unit 1, Lesson 3)
  • Two-Voice Poems handout (from Lesson 11; one per student and one to display)

 

 

 

 

 

 

 

 

 

 

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.