![]() ![]() Then have students identify the meaning of unfamiliar vocabulary, add words to the chart paper of Spanish words, reflect on their reading as they choose, and record the gist on sticky notes using the following resources as appropriate: vocabulary logs and Work to Become Ethical People anchor chart. If students do not finish reading the excerpt within the allotted reading time, distribute Synopsis: Summer of the Mariposas, Chapter 22 to each student to review the key details from the chapter. Repeated routine: Follow the same process as with previous lessons for students to read an excerpt from chapter 22 of Summer of the Mariposas, using the Text Guide: Summer of the Mariposas (for teacher reference). Instruct students to read the excerpt independently and support struggling students as needed.Read and Discuss Summer of the Mariposas, Chapter 22 Excerpt (10 minutes) A bulleted list of the rest of the information in each paragraph can be created for the time being, and students can return to writing full sentences later.Ī. If needed, encourage students to focus on writing the first sentence of each paragraph to capture the most essential information. ELLs may find it challenging to organize their thinking in their Proof Paragraphs.Students have the opportunity to exchange feedback during the Closing of the lesson, which is an opportunity for ELLs not only to receive feedback on their own work, but to also see examples of their peers' writing. To support ELLs, this lesson concludes students' reading of the novel, Summer of the Mariposas, and gives students time to design and write Proof Paragraph 2 for the compare and contrast La Llorona essay in a supported format that includes use of a graphic organizer and targeted questions that direct students thinking.In the next lesson, students will plan and draft the conclusion paragraph of their essays, drawing on the work they did in planning their introduction and Proof Paragraphs, and especially their focus statement.Use common issues as whole group teaching points. Throughout Work Time B, frequently review student work to ensure they are creating strong drafts for their essays that align to the Painted Essay® structure.If necessary, collect this organizer to provide feedback to students who may need it before the following lesson. Throughout Work Time A, circulate to monitor students’ planning skills on the Informative Writing Plan graphic organizer.The partners with greater language proficiency can serve as a model, initiating discussions and providing implicit sentence frames, for example. During Work Time A and B, group ELLs with partners who have more advanced or native language proficiency.Group those students to guide them in finding evidence to support their point. Students may need additional support while planning and writing their Proof Paragraphs. ![]() They build on those foundations to plan their second Proof Paragraph in this lesson. In the previous lessons, students analyzed the structure of the model essay using the Painted Essay® template and wrote Proof Paragraph 1.If students are identifying the parts of the Proof Paragraphs and planning them with ease, draw their attention to specific sentences within the paragraphs and ask what the roles of the sentences are and what effect there would be in removing those sentences, as is shown in Work Time A.In this lesson, students focus on working to become effective learners, focusing on a characteristic of their choice as they draft their paragraphs.W.8.5 – Closing and Assessment A: Students develop and strengthen their writing with the support of peer feedback and revisions.W.8.2.a – Work Time C: Students practice developing the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples by drafting their second body paragraph.W.8.5 – Work Time B: Students develop and strengthen writing as needed by planning their second body paragraph.Then they select a prompt and write a response in their independent reading journal.Īlignment to Assessment Standards and Purpose of Lesson Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Draft Proof Paragraph 2 - W.8.2b (15 minutes)Ī. Plan Proof Paragraph 2 - W.8.5 (10 minutes)Ĭ. Read and Discuss: Summer of the Mariposas, Chapter 22 Excerpt (10 minutes)ī. Engage the Learner - RL.8.3 (5 minutes)Ī. ![]()
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