Lesson plan

Lesson 6 - Compare and Contrast Essay: Analyze a Model

  • From EL Education Language Arts
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teaches Common Core State Standards RL.6.7 http://corestandards.org/ELA-Literacy/RL/6/7
teaches Common Core State Standards W.6.2 http://corestandards.org/ELA-Literacy/W/6/2
teaches Common Core State Standards W.6.4 http://corestandards.org/ELA-Literacy/W/6/4
teaches Common Core State Standards W.6.9.a http://corestandards.org/ELA-Literacy/W/6/9/a
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To learn more about this lesson and English Language Learner considerations, read the Lesson 6 Narrative and Lesson 6 Teacher's Guide for ELLs found under the Additional Materials tab.

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.

In Advance

  • 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

  • Academic (Tier Two): structure
  • 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)

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