Lesson plan

# Lesson 11 - 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 11 - Write a Compare and Contrast Essay: Plan Proof Paragraphs 1 and 2

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

• CCSS.RL.7.9NC.RL.7.9CCSS.W.7.2.fNC.W.7.2.gCCSS.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.7.1NC.RL.7.1CCSS.RI.7.1NC.RI.7.1CCSS.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 a conclusion that includes a strong reflection.

Purpose of Lesson:

• In this lesson, students begin by revisiting the Model Essay to better understand the criteria for an effective conclusion paragraph. Then, they write their own conclusion paragraphs with strong reflections.

• Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 11 at each student’s workspace.
• 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): conclusion, reflection
• Domain-Specific (Tier Three): N/A

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)
• Work to Become Effective Learners Anchor Chart (one for display; from Unit 1, Lesson 5, Work Time A)
• Criteria of an Effective Informative Essay Anchor Chart (For Teacher Reference) (from Unit 2, Lesson 7, Work Time A)
• Criteria of an Effective Informative Essay Anchor Chart (one for display; 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)

Student

• Vocabulary log (one per student; from Unit 1, Lesson 2, Opening A)
• Painted Essay® Template (one per student; from Unit 2, Lesson 7, Closing and Assessment 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 and one to display; 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)
• Informative Writing Plan Graphic Organizer (one per student and one for display; from Unit 2, Lesson 9, Work Time C)

New Materials:

Teacher

• Entrance Ticket: Unit 2, Lesson 11 (Answers for Teacher Reference)
• Organize the Model: Conclusion Strips (Example for Teacher Reference)
• Language Dive Guide: Compare and Contrast Model Essay, Conclusion (For Teacher Reference)
• Language Dive: Compare and Contrast Model Essay, Conclusion Note-Catcher (Example for Teacher Reference)

Student

•  Digital device for each student
• Entrance Ticket: Unit 2, Lesson 11 (one per student)
• Online or print dictionaries (including ELL and home language dictionaries; one per small group of students)
• Organize the Model: Conclusion Strips (one strip per pair)
• Language Dive: Compare and Contrast Model Essay, Conclusion Sentence Chunk Strips (one per student and one to display)
• Language Dive: Compare and Contrast Model Essay, Conclusion Note-Catcher (one per student and one to display)