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Lesson plan

Lesson 14 - Writing a Literary Essay: Proof Paragraphs

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 RL.5.1 http://corestandards.org/ELA-Literacy/RL/5/1
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.b http://corestandards.org/ELA-Literacy/W/5/2/b
teaches Common Core State Standards W.5.2.a http://corestandards.org/ELA-Literacy/W/5/2/a

Lesson 14 - Writing a Literary Essay: Proof Paragraphs

To learn more about this lesson, read the Lesson 14 Narrative found under the Additional Materials tab.

Daily Learning Target

  • I can write Proof Paragraphs 1 and 2 of my essay. 

Purpose of Lesson

  • In this lesson, students write Proof Paragraphs 1 and 2 of their essays. This is written in pieces with students saying each part aloud before writing. Students have already written at least one, and possibly both, of the paragraphs either themselves or as a group write in the first half of unit lessons, and for homework. As a result, in this lesson, some students will only need to check their paragraphs against the criteria on the Literary Essay anchor chart and copy them onto their essay.

In Advance

  • Prepare the Organizing the Model: Proof Paragraphs 1 and 2 strips (one per group of four).
  • Review the Red Light, Green Light protocol. 
  • 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: elaborated, proof paragraph

Materials

  • Organizing the Model: Proof Paragraphs 1 and 2 strips (one per group of four)
  • Painted Essay® Template (from Lesson 12; one per student)
  • Model Literary Essay (from Lesson 12; one per student and one to display)
  • Literary Essay Anchor Chart (begun in Lesson 13; added to during Opening A)
  • Literary Essay Anchor Chart (example, for teacher reference)
  • Literary Essay Prompt (from Lesson 12; one per student)
  • Working to Become Effective Learners Anchor Chart (begun in Lesson 13)
  • Working to Become Effective Learners Anchor Chart (Example, for Teacher Reference)
  • Informative Writing Checklist (from Lesson 13; one per student and one to display)
  • Informative Writing Checklist (Example, for Teacher Reference) 
  • Quoting Accurately from the Text (from Unit 1, Lesson 5; one per student and one to display)
  • Partner literary essay (begun in Lesson 13; added to during Work Time A; one per student)
  • 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)
  • Writing Complete Sentences (from Lesson 13; one per student and one to display)
  • Domain-Specific Word Wall (begun in Unit 1, Lesson 3)
  • Yellow and blue markers (one of each per student)
  • Proof Paragraph Writing Template (one per student; where required)
  • 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.