The Literary-Essay Showcase + Self-Reflection

Set-up the classroom for Showcase. Each child arranges tri-fold display, opens publication booklet, places companion poem alongside. Final voice warm-up.

• Walk around
• Quiet encouragement
• Affirm displays

Today is the LITERARY-ESSAY SHOWCASE. The classroom is open to visitors — peers, families, teachers, other classes. Each child stations at their tri-fold display. Visitors rotate. Per child per visitor: (1) deliver your 3-4 minute essay summary; (2) read your companion poem (1-2 minutes); (3) take 2 questions. Apply MG-17 throughout — voice, pace, eye contact, visual aid. Tier-2 Set 12 vocabulary in answers. Each child completes 4 visitor interactions total. Then everyone takes 25 minutes for SELF-REFLECTION using the 3-stars-and-a-wish rubric (spring variant). The reflection is NOT graded — it is for YOU. It articulates your growth and sets your G6 goal.

• Notice: confident, slow, audience-aware. That is YOU today.

  model Stands at display, makes eye contact with imaginary visitor: 'Welcome. In Esperanza Rising by Pam Munoz Ryan, I argue ___ ___ ___.' Slow pace. Hand to evidence panel. 1 minute total.

  prompt Teacher demonstrates a 1-minute Showcase moment.

• What is your role as a presenter?
• What is your role between presentations as a visitor?

• Complete 4 visitor interactions (each ~7 minutes: 3-4 min summary + 1-2 min poem + 1-2 min Q&A). Record each visitor's 2 questions on visitor-Q&A card.

  scaffold MG-17 anchor at display; visitor sign-in sheet; Q&A cards
• Between presentations: rotate as VISITOR to 2 other children's displays. Listen specifically. Ask 1 specific question each.

  scaffold Visitor-question prompt cards
• Complete the 3-stars-and-a-wish self-reflection rubric (spring variant). 5 questions including G6 goal.

  scaffold Self-reflection rubric handout

M-5-S-WR-22-A Photograph

Photo (or photo-realistic illustration) of the classroom during Showcase: 6 children at tri-fold displays, visitors rotating, publication booklets open on tables, companion poems displayed, celebratory cookies and juice on a side table. Print-ready 11x17.

M-5-S-WR-22-B Chart

11x17 handout: 5 questions in 3-stars-and-a-wish format. Star 1: which CEW move are you most proud of (quote your warrant). Star 2: which named revision move (MG-22 + spring two) helped most. Star 3: which Tier-2 Set 12 word or Greek/Latin root resonates most. Wish: what to change if you could revise once more. G6 GOAL: what one area of literary or argument writing to grow in next year. Print-ready, dyslexic-friendly font.

MG-22 Video Physical / non-image

4:00 model of a Grade-5 literary essayist working through one workshop block: child holds a literary-essay question card ('How does Esperanza show resilience?'), fills the VOICE FINGERPRINT card for the writer Pam Munoz Ryan, builds a thesis-about-text, plans on MPO, drafts body paragraph 2 using CEW with an embedded quote and warrant. Voiceover narration explains metacognitive moves: 'I am identifying Ryan's voice as warm and measured. My claim is that resilience is adaptation. My evidence is the lullaby moment. My warrant is that Esperanza adapts WITH GRACE.' Multicultural child voice. Caption track on.

• Show 4 completed visitor interactions (with 8 recorded questions).
• Show completed 3-stars-and-a-wish self-reflection with G6 goal articulated.
• Move status-tile to PRESENT-complete.

• Celebrate: cookies and juice. Each child shares one thing they're proud of from the term.
• Photograph each child with their tri-fold display.

M-5-S-WR-22-C Illustration

Reference image: line of Grade-5 children holding their publication booklets, smiling, in front of the classroom display board. Tone: celebratory, warm, dignified. Print-ready 11x17.

• Today's homework: rest. Tomorrow we begin Grade 6.