grade 8 module 1 model essay

EL Education Curriculum

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• ELA 2019 G8:M1:U3:L7

Write a Compare and Contrast Essay: Draft the Introduction

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.8.2a, 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.8.3, RL.8.9, RI.8.1, W.8.4, W.8.6, W.8.9, W.8.10, SL.8.1, L.8.5b, L.8.6
• I can draft an introduction to a compare and contrast essay that includes a strong focus statement. (W.8.2a, W.8.4)
• I can give kind, helpful, and specific feedback to my partner. (W.8.5, SL.8.1)
• Opening A: Entrance Ticket (W.8.2a)
• Work Time A: Language Dive: Compare and Contrast Model Essay Focus Statement (W.8.2a, W.8.4, L.8.5b)
• Work Time C: Draft of Introduction (RL.8.9, W.8.2a, W.8.4)
• Prepare Entrance Ticket: Unit 3, Lesson 7.
• Review the Compare and Contrast Painted Essay(r) anchor chart (for teacher reference) to become familiar with 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 7 at each student's workspace.
• Post the learning targets and applicable anchor charts (see Materials list).  

Tech and Multimedia

• Continue to use the technology tools recommended throughout previous units to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.

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 the focus statement of Model Essay: "Peuchen" during a Language Dive and subsequent time spent applying new understanding about the structure and content of focus statements directly to writing. Following the Language Dive, students will plan and draft an introduction, including a focus statement, for the compare and contrast La Llorona essay, supported by a graphic organizer.
• ELLs may find it challenging to produce clear and cohesive focus statements and may need continued reminders about essential information and structure when drafting introductions. Additionally, ELLs may struggle to put their ideas into words. To aid this process, encourage students to "work backward" on their graphic organizers, using Proof Paragraph main ideas to guide the construction of focus statements and the rest of the introduction.
• introduction, focus statement (A)

(A): Academic Vocabulary

(DS): Domain-Specific Vocabulary

• Compare and Contrast Painted Essay® anchor chart (one for display; from Unit 3, Lesson 6, Work Time A
• Close Readers Do These Things anchor chart (from Unit 1, Lesson 4, Opening B)
• Academic word wall (from Unit 1, Lesson 1, Opening A)

Compare and Contrast La Llorona note-catcher (for teacher reference) (from Unit 3, Lesson 4, Work Time B)

• Compare and Contrast La Llorona sample student response (for teacher reference) (from Unit 3, Lesson 4, Teaching Notes)
• Compare and Contrast Painted Essay® anchor chart (example for teacher reference; from Unit 3, Lesson 6, Work Time A)  
• Work to Become Ethical People anchor chart (Unit 1, Lesson 1, Work Time D)
• Vocabulary logs (one per student; from Unit 1, Lesson 2, Opening A)
• Online or print dictionaries (including ELL and home language dictionaries)
• Model Essay: “Peuchen” (from Unit 3, Lesson 6, Work Time A)
• 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 A)
• 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 7 (answers for teacher reference)
• Language Dive Guide: Model Essay: “Peuchen,” Paragraph 1 (for teacher reference)
• Language Dive: Model Essay: “Peuchen,” Paragraph 1 note-catcher (example for teacher reference)
• Compare and Contrast Informative Writing Plan graphic organizer (for teacher reference)
• Entrance Ticket: Unit 3, Lesson 7 (one per student)
• Language Dive: Model Essay: “Peuchen,” Paragraph 1 note-catcher (one per student and one for display)
• Language Dive: Model Essay: “Peuchen,” Paragraph 1 sentence chunk strips (one per pair of students)
• Compare and Contrast Informative Writing Plan graphic organizer (one per student and one for display)
• Word processor (one per student)

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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Open Up - Grade 8 - ELA - Module 1 - Mid Unit 3 Assessment

Read this sentence from the first paragraph. “a flying, bloodsucking snake from mapuche and chilote mythology is a strong rival for any story.” what does rival most likely mean in this sentence (ri.8.4, l.8.4a, l.8.6), read this sentence from the first paragraph. “like the original character, the peuchen in my new scene can also shapeshift. it shows itself to odilia as someone familiar in order to gain her trust.” using the parts of the word and the context, what does shapeshift seem to mean, read this sentence from the first paragraph. “like the original character, the peuchen in my new scene can also shapeshift. it shows itself to odilia as someone familiar in order to gain her trust.” use a print or online dictionary. below, copy the meaning of the word shapeshift as it is used in this sentence. (l.8.4c, l.8.4d, l.8.6), “it can instantly shapeshift to change the form it takes. the peuchen also hypnotizes its victims in order to suck their blood. it can only be defeated by a machi , a mapuche medicine woman.” what words in this sentence best help in understanding the meaning of machi (ri.8.4, l.8.4a), part a which of the following is central idea in this text (ri.8.2), part b how has the author developed this central idea over the course of the text select two answers that best support the answer to part a. (ri.8.1, ri.8.2).