Tell students that each pair has been given only one part of the introduction and that later they will find the other parts to create a complete introduction. Distribute Organize the Model: Introduction strips.Move students into predetermined pairs, and invite them to label themselves A and B.The Painted Essay®: Sort and Color-Code the Parts of an Introduction – W.7.2a (15 minutes) Independent reading journal (one per student begun in Module 1, Unit 1, Lesson 6, Work Time B)Ī.Homework: Read “Crime-Solving Strategies” (one per student from Module 2, Unit 2, Lessons 6–7, Homework B).Patient Zero by Marilee Peters (text one per student from Module 2, Unit 1, Lesson 1, Work Time C).Directions for Pair Informative Essay (one per student from Module 2, Unit 2, Lesson 8, Work Time A).
Informative Writing Plan graphic organizer ▲.Informative Writing Plan graphic organizer (one per student from Module 2, Unit 2, Lesson 8, Closing and Assessment A).Colored pencils (red, yellow, blue, light green, dark green one of each per student).Painted Essay® template (one per student and one for display from Module 1, Unit 2, Lesson 7, Closing and Assessment A).Model Informative Essay: “Computer Programs and Animal Behavior” (one per student and one for display from Module 2, Unit 2, Lesson 8, Work Time A).Vocabulary log (one per student from Module 1, Unit 1, Lesson 2, Opening A).In the next lesson, students will write the first Proof Paragraph(s) of their essays, drawing on the planning work in this and the previous lesson.Consider using the Grade 7 Writing Process Checklist to assess students’ writing abilities in Closing and Assessment A ( see the Tools Page).Consider grouping those students and leading the discussion to guide them to giving context to the reader about crime detection and epidemiology. Students may need additional support writing their introductions.Consider meeting with the mentors in advance to encourage them to share their thought process with their partner. Provide differentiated mentors by purposefully preselecting student partnerships. In Lessons 8–12, students work with the same partner on a pair informative essay.The introduction is analyzed in detail so students can begin writing their own essays in this lesson. In the previous lessons, students analyzed the structure of the model essay using the Painted Essay® template.Release those students who are ready to read and analyze the model introduction independently and then to move on to drafting the introduction to their practice essay with a partner rather than with teacher modeling.In this lesson, students work to become effective learners, collaborating with peers and persevering to write an introduction.W.7.2a – Closing and Assessment A: Students work in pairs to draft their introductions, introducing the topic with appropriate context and previewing what is to follow in a clear focus statement.L.7.1a – Work Time B: Students participate in a Language Dive, analyzing the purpose of clauses in the model informative essay’s focus statement.W.7.2a – Work Time B: Students participate in a Language Dive, analyzing the meaning of the model informative essay’s focus statement.W.7.2a – Work Time A: Students use the Painted Essay® structure to more closely analyze a model introduction to note how it effectively introduces the topic and previews what is to follow.W.7.2a – Opening A: On an entrance ticket, students review their plans for their introductions, focusing on introducing the topic clearly and previewing what is to follow.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. Pair Writing: Draft an Introduction – W.7.2a (15 minutes)Ī. Language Dive: Model Essay, Focus Statement – W.7.2a, L.7.1a (10 minutes)Ī.
The Painted Essay®: Sort and Color-Code the Parts of an Introduction – W.7.2a (15 minutes)ī.
Engage the Learner – W.7.2a (5 minutes)Ī.
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