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Lesson 33: Stages of Learning On-Demand Writing
50 min
California CCSS: Focus Standards
California CCSS: Supporting Standards
ELD Standards
Student Lesson
Lesson 33: Stages of Learning On-Demand Writing
Student Learning Objectives
1
Content
Students will write two body paragraphs by choosing a prompt on the stages of learning and gathering evidence to support it.
2
Language
Students will collaboratively generate, extend, and refine research ideas by using tentative academic language (e.g., “One possibility is . . .”), clarification questions, and oral rehearsal; then they will write two on-demand body paragraphs that use relevant evidence from two sources to address a self-selected prompt about the stages of learning.
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 their community and heritage.
Enduring Understanding:
Through practice and mentorship, people turn skill into voice and work into art.
Future Lessons:
In Lesson 34, students will begin collecting and organizing text evidence from A Single Shard about the stages of learning.
Unit Performance Task:
This lesson has students work collaboratively with peers to generate and organize ideas in preparation for research and writing.
Lesson Pacing
| Lesson Flow | Purpose of Learning Experience |
|---|---|
Launch5 Minutes | Students will use the Turn and Talk routine to reflect on how A Single Shard has shaped their understanding of the stages of learning. |
Literacy Lab10 Minutes | Students will observe as the teacher models how to gather resources and evidence for research. |
Learning in Action30 Minutes | Part A: Select a Prompt and Gather Sources and Evidence (W.6.7, W.6.9) Students will work with a partner to gather sources and evidence related to a self-selected prompt about the stages of learning. Part B: On-Demand Writing (W.6.7, W.6.9) Students will work independently to write two body paragraphs in response to their self-selected prompt using the sources and evidence they have gathered. |
Vocabulary
Vocabulary Addressed in Lesson
Not available for this lesson
Vocabulary for Additional Support
Not available for this lesson
Material List
A Single Shard by Linda Sue Park
Unit 2 Lesson 33 Student Edition
Research Notes graphic organizer
Teacher search: Short video about Goryeo celadon pottery
Teacher search: Short video about boot-making apprenticeships
Routines
Turn and Talk
Quick Write
Lesson Sequence
Turn and Talk
Unpack students’ prior knowledge of the stages of learning.
Say These Directions: Turn and Talk to respond to the following questions.
Ask: How has A Single Shard shaped what we know about the stages of learning?
A Single Shard has shaped what we know about the stages of learning by showing the different steps that Tree-ear has taken to learn the craft of pottery making. Through the novel, he has observed, tried, failed, refined, and created.
Ask: What other sources have we explored that support these ideas?
Other sources that support these ideas include the article “Hands That Remember: Artists Who Make Things by Hand”, the video about Korean pottery, the video about boot making, and the article “The Youngsters Keeping Traditional Trades Alive.”
Connection to Today’s Learning
Say: Today, we’ll continue our discussion of the stages of learning by gathering sources and evidence related to a research question about one or more of the stages and their connection to apprenticeship.
Gathering Sources and Evidence for Research
Say: Throughout Unit 2, you have explored the stages of learning, mentorship, and apprenticeship in a variety of texts, including the novel A Single Shard and several informational articles and videos. During the Performance Task, you will use these sources to help you write an explanatory essay about the stages of learning.
Share with students the following prompts related to the stages of learning.
What role does observation play in apprenticeship?
How do apprentices benefit from trying and failing?
How do apprenticeships help learners refine their skills over time?
How are creating and mastery related to apprenticeship and mentorship?
Discuss the steps of gathering sources and evidence for research.
Say: Gathering sources and evidence is an important part of the research process. It helps us determine and organize which details and information we will include in our writing. Today, you will be gathering sources and evidence to answer one of these questions. Use these questions to guide you.
What question am I answering?
I’m going to respond to the first prompt: What role does observation play in apprenticeship?
What information do I need to answer the question?
I’ll need evidence related to the observation stage of learning and how it is connected to apprenticeship and mentorship.
Which sources from the unit include evidence to answer the prompt?
The novel A Single Shard includes many examples of Tree-ear observing Min and other potters. The video about the boot-making apprenticeship also shows the observation stage of learning.
Say These Directions: Use a Research Notes graphic organizer to gather evidence.
Model how to complete the graphic organizer using evidence from the sources you’ve identified.
Say: Now that I’ve identified my sources, I’ll use the Research Notes graphic organizer to help me gather evidence. I’ll start by adding the prompt to the Research Question/Topic box at the top. Then I’ll add A Single Shard (source 1) and the boot-making video (source 2) to the column on the left.
As a class, identify evidence from the two sources to populate the fact boxes. Then model how to summarize the findings.
Say: After I’ve gathered my sources and evidence, I should summarize my findings. When we summarize our findings, we look for big ideas or takeaways from the evidence we’ve gathered and how they relate to our research question or topic.
Research question/topic: What role does observation play in apprenticeship? | |||
|---|---|---|---|
Source 1: A Single Shard | Fact 1: Tree-ear observes Min making pottery, which piques his interest in learning the craft. (pp. 10–13) | Fact 2: Tree-ear observes how other potters cut clay from the riverbank, an important skill needed for making pottery at this time. (pp. 31–33) | Fact 3: Tree-ear observes how Min tests the clay to see if it has been refined enough to be used, which helps him understand why the clay must be purified. (p. 42) |
Source 2: Boot-making video | Fact 1: The apprentice watches as the master boot maker uses different tools and models different skills. | Fact 2: The apprentice takes detailed notes, makes illustrations, and takes photos of the boot-making process. | Fact 3: The apprentice uses her notes to review different steps and to help other learners. |
Summary of findings: During the observation phase, learners study what masters are doing. By observing, they gain knowledge about how and why things are done before applying this knowledge on their own. | |||
Connection to Today’s Learning
Say: Today, you’ll apply the skill of gathering sources and evidence with a small group to answer one of the prompts about the stages of learning. Gathering sources and evidence will help you as you prepare to work on your Performance Task essay starting in Lesson 34.
Part A: Select a Prompt and Gather Sources and Evidence (W.6.7, W.6.9) (10 minutes)
Organize the class into small groups of three or four students and distribute the Research Notes organizer.
Say These Directions: Choose one of the prompts about the stages of learning. Work with your group to identify two sources that will help you answer the question. Then gather evidence from each source. Identify the page number or use exact quotes as needed. Record your responses in the Research Notes graphic organizer.
Invite two or three groups to share their responses with the class.
Reflection (W.6.7, W.6.9) |
|---|
Reflect on your understanding of gathering sources and evidence using the Reflection routine.
Then write a sentence explaining how you can better understand this skill. |
Part B: On-Demand Writing (W.6.7, W.6.9) (20 minutes)
After students have finished gathering sources and evidence, have them work independently to write two body paragraphs to answer their chosen prompt.
Say These Directions: Work independently to write two body paragraphs to respond to your chosen prompt using the sources and evidence you have gathered in your organizer. Make sure to include the elements listed below.
Display the Body Paragraph Checklist:
A topic sentence that states the main idea or claim of the paragraph
Evidence that supports the main idea or claim
Analysis that explains how the evidence connects to the main idea or claim
A concluding sentence that connects the text evidence and analysis to the topic sentence
Display the Requirements:
Include four or five sentences per paragraph
Use multiple sources
Use at least two academic connectors (because, therefore, as a result)
Scoring Rubric:
1 – Developing | 2 – Approaching | 3 – Meets | |
|---|---|---|---|
Components of a body paragraph | Student includes only one or two components of a body paragraph. | Student includes three of the components of a body paragraph. | Student includes all four components of a body paragraph. |
Integration of evidence | Student does not use any evidence or cites irrelevant evidence. | Student cites some evidence relevant to the topic sentence but does not fully explain the evidence. | Student fully integrates evidence to make connections to the topic sentence and their ideas. |
Punctuation and conventions | Student uses little to no punctuation or uses punctuation incorrectly. Student does not follow accepted writing conventions. | Student uses punctuation throughout the paragraph with some errors. Student follows accepted writing conventions with some errors. | Student uses accurate punctuation and follows accepted writing conventions with few or no errors. |
Language | Student does not use transitional words or phrases to connect ideas. Student consistently uses the incorrect pronoun case. | Student uses some transitional words and phrases to connect ideas. Student occasionally uses the correct pronoun case. | Student successfully uses transitional words and phrases to connect evidence to the topic sentence and to their analysis. Student successfully uses the correct pronoun case throughout the paragraph. |
Checklist (W.6.7, W.6.9) |
|---|
You will turn in your body paragraphs for feedback. A strong draft should: ☐ Gather evidence from two sources relevant to your chosen prompt. ☐ Write two body paragraphs to answer the prompt. ☐ Integrate evidence from your sources. ☐ Analyze or explain the evidence you chose. ☐ Include all components of a body paragraph in your writing. |
Quick Write
Say these Directions: Respond to the following Quick Write prompt in one or two sentences.
Ask: How do you know if a source or piece of evidence is relevant to your research?
I know a source or piece of evidence is relevant to my research if it is related to or helps answer my research question or topic.
Students read their independent reading book for 20 minutes and complete a reading log entry.
Read your independent reading book for 20 minutes. In your reading log, record the date and pages you read, write 1–2 sentences about what happened or what you learned, and respond to this week’s prompt using evidence from the text.
Lesson Texts
Novel
A Single Shard
Linda Sue Park
Short-Form Text
Craftsmen
V. Sackville-West
Read text
Short-Form Text
Hands That Remember: Artists Who Make Things by Hand
Standard News Bureau
Read text
Short-Form Text
The Craftsman
Marcus B. Christian
Read text
Short-Form Text
The youngsters keeping traditional trades alive
Riyah Collins, BBC News
Read text
