![]() The subject matter in this essay includes war, death, being shot at by soldiers, and attack by wild animals.Breaking the essay into separate pages may also support ELLs, particularly if they use the space at the bottom of the page to highlight and gloss potentially unfamiliar vocabulary. Reduce anxiety and support sustained effort by offering a copy of the model essay with one paragraph per page to students who may be overwhelmed by too much print on a page.If so, pair students heterogeneously for this activity, or group students who may need additional reading support together and read aloud for them. In Work Time A, students may require additional support when finding the gist.However, if some or all students need more support, read several paragraphs aloud and then release students to read independently, in pairs, or in small groups. In Work Time A, students should read the model essay independently.The model informative essay students analyze is about similarities and differences between Salva’s experiences and those of another Lost Boy of Sudan students are familiar with Salva’s stories and the Lost Boys from their reading of A Long Walk to Water in Unit 1 and informational articles in Units 1 and 2.In this unit, they use the same structure and analyze how it applies to informative writing. Students may have worked with the Painted Essay® structure in previous grades.(They will apply what they learned to a different text on the assessment.) Students will begin using this work to plan and write their own essays about how the author of A Long Walk to Water used or altered history for the novel. They study a model essay written in the same structure to the same prompt. In this lesson, students encounter the prompt for their end of unit essay. In previous lessons, students analyzed informative texts and videos to gain a better understanding of the history and context surrounding A Long Walk to Water.If students are familiar with the Painted Essay® structure, allow them to paint the model themselves or to lead class discussion of the template.A protocol consists of agreed-upon, detailed guidelines for reading, recording, discussing, or reporting that ensure equal participation and accountability in learning. Protocols are an important feature of our curriculum because they are one of the best ways we know to engage students in discussion, inquiry, critical thinking, and sophisticated communication. The Think-Pair-Share protocol is used in this lesson.In this lesson, students focus on working to become effective learners, persevering as they read and analyze a new informative text.W.7.2 – Closing and Assessment A: Students explore the Painted Essay® structure to review the components of the introduction, body paragraphs, and conclusion as they generate criteria for their own essays.Work Time A: The class co-creates the Criteria of an Effective Informative Essay anchor chart.RI.7.2 – Work Time A: Students analyze a model informative essay to determine the central ideas of the essay.New skills are introduced in the following:. ![]()
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