language dive compare and contrast model essay conclusion note catcher

EL Education Curriculum

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ELA 2019 G8:M1:U3:L10

Write a Compare and Contrast Essay: Draft a Conclusion

In this lesson, daily learning targets, ongoing assessment.

Technology and Multimedia

Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

ELA 2019 Grade 8
ELA 2019 G8:M1
ELA 2019 G8:M1:U3

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Focus Standards: These are the standards the instruction addresses.

W.8.2f, W.8.5

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.

RL.8.1, RL.8.9, W.8.4, W.8.6, W.8.9, W.8.10, SL.8.1, L.8.6
I can plan and draft the conclusion of a compare and contrast essay with a strong reflection. (W.8.2f, W.8.5)
Opening A: Entrance Ticket (W.8.2f)
Work Time A: Language Dive on Reflection (W.8.2f, W.8.4)
Work Time B: Plan Conclusion of Essay (RL.8.1, RL.8.9, W.8.2f, W.8.5, W.8.9)
Work Time C: Draft Conclusion of Essay (RL.8.1, RL.8.9, W.8.2f, W.8.4, W.8.5, W.8.9)
Review the Compare and Contrast Painted Essay® anchor chart (for teacher reference) to remind yourself of what will be required of students over the remainder of the unit.
Preview the Language Dive Guide and consider how to invite conversation among students to address the language goals suggested under each sentence chunk strip (see Materials list). Select from the questions and goals provided to best meet students' needs.
Ensure there is a copy of Entrance Ticket: Unit 3, Lesson 10 at each student’s workspace.
Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

Work Time C: Students may use a digital, online tool like http://eled.org/0120 to record themselves reading their entire draft essay aloud, then listen to it back. Reflect on areas that need more support or smoother transitions.

Supports guided in part by CA ELD Standards 8.I.B.6, 8.I.B.7, 8.I.B.8, 8.IC.10, 8.I.C.11, and 8.I.C.12.

Important Points in the Lesson Itself

To support ELLs, this lesson provides students with an in-depth look at a reflection statement from a model compare and contrast essay during a Language Dive and subsequent time spent applying new understanding about the structure and content of reflection statements directly to writing. Students will plan and draft a conclusion, including a reflection statement, for the compare and contrast La Llorona essay in triads, supported by a graphic organizer.
ELLs may find it challenging to compose thoughtful and relevant reflection statements and may need continued reminders about essential information and structure when drafting conclusions. Additionally, ELLs may struggle to put their ideas into words. To aid this process, leave room for discussion in both English and home languages to allow students to generate ideas before writing.
Compare and Contrast Painted Essay® anchor chart (for teacher reference; from Unit 3, Lesson 6, Work Time B)
Compare and Contrast Painted Essay® anchor chart (one for display; from Unit 3, Lesson 6, Work Time B)
Compare and Contrast La Llorona sample student response (for teacher reference) (from Unit 3, Lesson 4, Teaching Notes)
Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 2, Lessons 4–5, Work Time D)
Model Essay: “Peuchen” (from Unit 3, Lesson 6, Work Time A)
Compare and Contrast Informative Writing Plan graphic organizer (first copy with first essay plan) (from Unit 3, Lesson 7, Work Time B)
Compare and Contrast La Llorona note-catcher (from Unit 3, Lesson 4, Work Time B)
Compare and Contrast La Llorona note-catcher ▲ (from Unit 3, Lesson 4, Work Time B)

Painted Essay® template (from Unit 3, Lesson 6, Work Time B)

Summer of the Mariposas (text; from Unit 1, Lesson 1)
La Llorona by Joe Hayes (from Unit 3, Lesson 3, Work Time A)
Entrance Ticket: Unit 3, Lesson 10 (answers for teacher reference)
Language Dive Guide: Model Essay: "Peuchen," Paragraph 4 (for teacher reference)
Language Dive: Model Essay: "Peuchen," Paragraph 4 note-catcher (example for teacher reference)
Entrance Ticket: Unit 3, Lesson 10 (one per student)
Language Dive: Model Essay: "Peuchen," Paragraph 4 note-catcher (one per student and one for display)
Language Dive: Model Essay: "Peuchen," Paragraph 4 sentence chunk strips (one per pair of students)
Homework: Selected and Constructed Response Questions: Draft a Conclusion and Transitions (one per student; from Homework Resources)

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

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