Lesson plan

Lesson 10 - Write a Compare and Contrast Essay: Plan Proof Paragraphs 1 and 2

teaches Common Core State Standards RL.7.9 http://corestandards.org/ELA-Literacy/RL/7/9
teaches Common Core State Standards W.7.2.b http://corestandards.org/ELA-Literacy/W/7/2/b
teaches Common Core State Standards W.7.5 http://corestandards.org/ELA-Literacy/W/7/5
teaches Common Core State Standards W.7.9.a http://corestandards.org/ELA-Literacy/W/7/9/a
teaches Common Core State Standards W.7.9.b http://corestandards.org/ELA-Literacy/W/7/9/b

Lesson 10 - Write a Compare and Contrast Essay: Plan Proof Paragraphs 1 and 2

To learn more about this lesson and English Language Learner considerations, read the Lesson 10 Narrative and Lesson 10 Teacher's Guide for ELLs found under the Additional Materials tab.

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

  • CCSS.RL.7.9NC.RL.7.9CCSS.W.7.2.bNC.W.7.2.cCCSS.W.7.5NC.W.7.1.gNC.W.7.2.hNC.W.7.3.gCCSS.W.7.9.aCCSS.W.7.9.b

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.7.1CCSS.RI.7.1NC.RL.7.1NC.RI.7.1CCSS.W.7.2.aNC.W.7.2.bCCSS.W.7.4NC.W.7.1.aNC.W.7.2.aNC.W.7.3.aCCSS.W.7.6NC.W.7.4CCSS.W.7.10CCSS.SL.7.1NC.SL.7.1CCSS.L.7.6NC.L.7.6

Daily Learning Targets

  • I can plan the proof paragraphs of a Compare and Contrast Essay.

Purpose of Lesson:

  • In this lesson, students use the framework of the Painted Essay® to analyze model proof paragraphs and gain a better understanding of how these paragraphs develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. Then, students plan their own proof paragraphs.

In Advance:

  • Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 10 at each student’s workspace.
  • Provide differentiated mentors by strategically pairing students for work in Work Times A and B with one strong writer per pair.
  • Post the Learning Target and applicable Anchor Charts (see Materials list).

 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 Similarities and Differences: A Long Walk to Water and “The ‘Lost Girls’ of Sudan” Note-Catcher (assigned in Lesson 8, used in Lessons 9-13).
  • Be sure students have access to Informative Writing Checklist (assigned in Lesson 9, used in Lessons 10-13).
  • Be sure students have access to Informative Writing Plan Graphic Organizer (assigned in Lesson 9, used in Lessons 10-13).
  • Be sure students have access to Informative Writing Plan Graphic Organizer (triangle) (assigned in Lesson 9, used in Lessons 10-13).
  • Be sure students have access to their Unit 2 Digital Vocabulary Log.
  • Be sure students have access to their Unit 2 Digital Independent Reading Journal in order to complete the homework assignment.

Vocabulary: 

  • Academic (Tier Two): elaborated, evidence
  • Domain-Specific (Tier Three): proof paragraph

Materials from Previous Lessons:

Teacher

  • Close Readers Do These Things Anchor Chart (one for display; from Unit 1, Lesson 4, Opening A)
  • Academic word wall (one for display; from Unit 1, Lesson 1, Opening A)
  • Domain-specific word wall (one for display; from Unit 1, Lesson 1, Work Time B)
  • Criteria of an Effective Informative Essay Anchor Chart (one for display; from Unit 2, Lesson 7, Closing and Assessment A)
  • Criteria of an Effective Informative Essay Anchor Chart (For Teacher Reference) (from Unit 2, Lesson 7, Work Time A)
  • Work to Become Ethical People Anchor Chart (one for display; from Unit 1, Lesson 2, Opening B)
  • Work to Become Ethical People Anchor Chart (Example for Teacher Reference) (from Unit 1, Lesson 2, Opening B)

Student

  • Vocabulary log (one per student; from Unit 1, Lesson 2, Opening A)
  • Compare and Contrast Model Essay (one per student and one for display; from Unit 2, Lesson 7, Work Time A)
  • Informative Writing Checklist (one per student and one for display; from Unit 2, Lesson 9, Work Time C)
  • A Long Walk to Water (text; one per student; from Unit 1, Lesson 1, Work Time C)
  • “The ‘Lost Girls’ of Sudan” article (one per student; from Unit 2, Lesson 1, Work Time A)
  • Similarities and Differences: A Long Walk to Water and “The ‘Lost Girls’ of Sudan” Note-Catcher(one per student; from Unit 2, Lesson 8, Work Time B)
  • Painted Essay® Template (one per student; from Unit 2, Lesson 7, Closing and Assessment A)
  • Informative Writing Plan Graphic Organizer (one per student; from Unit 2, Lesson 9, Work Time C)

New Materials:

Teacher

  • Entrance Ticket: Unit 2, Lesson 10 (Answers for Teacher Reference)
  • Organize the Model: Proof Paragraphs 1 and 2 Strips (Example for Teacher Reference)

Student

  •  Digital device for each student
  • Entrance Ticket: Unit 2, Lesson 10 (one per student)
  • Online or print dictionaries (including ELL and home language dictionaries; one per small group of students)
  • Organize the Model: Proof Paragraphs 1 and 2 Strips(one set per pair)
  • ELL: Organize the Model: Proof Paragraphs 1 and 2 Strips (triangle) (optional; see Teacher's Guide for English Language Learners)
  • Construction paper (blue, yellow; one sheet of each color per pair)

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