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

To learn more about this lesson and English Language Learner considerations, read the Lesson 11 Narrative and Lesson 11 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.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.

In Advance:

  • 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)

 

 

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