.Remind students that they have seen this word before and invite them to review the word on the Academic Word Wall and in their vocabulary logs. MMR B. Throughout the school year, students are provided with checklists for their writing, which outline the key criteria that the CCSS require of the writing type. This sets the foundation for them to be able to write their own informational essay.
Tech and Multimedia Work Time A: Rather than using colored pencils on the displayed model literary essay, consider highlighting or using colored text on a word-processing document. In this lesson, students are guided through a research reading share. Reassure students that even if they do not understand everything today, they will have plenty of opportunities to work with the concepts throughout the unit and the year. Areas in which students may need additional support: Students may require additional support with determining the gist. Help students engage with the model essay in multiple ways.
About the Four Additional Units The Teachers College Reading and Writing Project and Heinemann are proud to announce the release of four additional book-length units of study, each addressing an especially key topic from the Units of Study If Distribute and display the Informative Writing Checklist. This basic structure will be followed for all informative tasks students write this year. Tell students that for the rest of this unit, they will be writing an essay to respond to this prompt. In this lesson, students are guided through a research reading share.
Refer to the annotated model literary essay for teacher reference as necessary. Reviewing Learning Target 5 minutes 2. Refer to the Independent Reading: Sample Plan to guide students through a research reading review, or use your own routine. When do we write essays outside of school? For ELLs and students who may need additional support with reading and writing: Refer to the suggested homework support in Lesson 1.
Refer to the annotated model literary essay for teacher reference as necessary. Make modifications to this lesson based on what students have experienced. Repeat this process with each of the paragraphs. Consider sharing images or short videos that demonstrate initiative or having students act out behaviors that show integrity. Challenge students to put the paragraph together in the correct order without looking at their papers. Homework A.
When reviewing the Working to Become Ethical People anchor chart, clarify vocabulary by discussing what integrity looks and sounds like.
Invite students to do the same as they annotate their own copies. Levels of support: For lighter support: During the Language Dive, challenge students to generate questions about the sentence before asking the prepared questions. Consider using the Independent Reading: Sample Plan if you do not have your own independent reading review routines.
Remind students of the work they did in the previous lessons analyzing character reactions in Esperanza Rising and writing a two-voice poem about those reactions. Students may draw on this sentence when writing their informational essays later in the unit. In this lesson, students are guided through a research reading share. The instruction in this sequence of lessons focuses on the structure of informative writing—an introduction to give background information and a focus statement telling the focus of the writing; facts, definitions, and details to support and explain the topic; and a conclusion that restates the focus. With that shared experience work as a foundation, fifth graders then learn to design, write, and revise interpretive essays about short stories.