Writing

Lesson 38: Becoming the Apprentice (Draft an Explanatory Essay, Day 1)

50 min

California CCSS: Focus Standards

California CCSS: Supporting Standards

ELD Standards

Student Lesson

Lesson 38: Becoming the Apprentice (Draft an Explanatory Essay, Day 1)

Student Learning Objectives

Content

Students will draft a thesis statement and outline the introduction paragraph and body paragraphs of their explanatory essays.

Language

Students will formulate a clear academic thesis using generalization language (shows that, demonstrates how) and a cohesive multi-sentence structure to preview how their evidence will explain learner growth through mentorship and practice.

Essential Question

How does art connect people to their history and community?

Connections to

Knowledge-Building:

Mentorship and practice develop skill and connect individuals to community and heritage.

Enduring Understanding:

Through practice and mentorship, people turn skill into voice and work into art.

Future Lessons:

In the next lesson, students will revisit transitions and continue drafting their explanatory essays.

Unit Performance Task:

This lesson has students draft a thesis statement and organize information in preparation for writing an explanatory essay.

Lesson Pacing

Lesson Flow	Purpose of Learning Experience
Launch5 Minutes	Students will use the Think-Pair-Share routine to discuss first impressions.
Literacy Lab10 Minutes	Students will revisit how to write a thesis statement before drafting their own thesis statements in response to the Showcase Performance Task prompt.
Learning in Action30 Minutes	Learning in Action A: Outline Introduction Paragraphs (W.6.2.a, W.6.2b, W.6.9) Students will observe while the teacher models how to write an introduction paragraph. Then, students will draft an outline for the introduction paragraph of their explanatory essays. Learning in Action B: Outline Body Paragraphs(W.6.2.a, W.6.2b, W.6.9) Students will draft outlines for at least two body paragraphs of their explanatory essays.