1. Topic-
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| Researching and Composing a Five-paragraph Essay |
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2. Content-
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Cause and Effect relationships
Partner Brainstorming
Using questions to begin paragraphs
Linking paragraphs together
Research Citation |
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3. Goals: Aims/Outcomes-
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1. Students will be able to compose a five-paragraph essay.
2 Students will be able to use questions as attention getters.
3. Students will learn how to properly cite their research sources. |
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4. Objectives-
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1. Students will create an original five-paragraph essay.
2. Students will include attention grabbing questions in their essay.
3. Students will compose a works cited page and cite quotes in the
text of their essay. |
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5. Materials and Aids-
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Paragraph Writing: From Sentence to Paragraph by Dorothy E Zemach
& Carlos Islam
Student research
Computer lab with Internet connectivity and word processing
Paper, pencils, chalk, chalkboard.
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6. Procedures/Methods-
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A. Introduction-
1. Students will complete chapter 11 exercises in the Paragraph
Writing textbook.
2. Students will discuss the ideas of secrets and the eating disorder
anorexia.
3. Students will use their discussion to research and generate their
own thoughts on anorexia in an essay. |
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B. Development-
1. Chapter 11 exercise 1, class discussion.
2. Chapter 11, Language focus: Cause and effect, exercise 5.
3. Chapter 11: Brainstorming Pair Interviews.
4. Chapter 11: Writing Focus: Using questions to catch attention. |
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C. Practice-
1. Chapter 11 exercise 2, 3, 4.
2. Chapter 11 exercise 6.
3. How should I cite this? Practice Worksheet. |
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D. Independent Practice-
1. Chapter 11 exercise 12: discuss ideas with partner.
2. Chapter 11 exercise 13: compose rough draft paragraphs in class.
3. Chapter 11 exercise 14: partner proofreading.
4. Self proofreading, revising, typing.
5. Creating own Works Cited Page. |
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E. Accommodations (Differentiated Instruction)-
1. Checking student progress throughout classroom drafting time.
2. Helping students adjust improper grammar structures.
3. Allowing extra unstructured work time for learners that need extra
assistance. |
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F. Checking for understanding-
1. Check to see that students have composed 5-7 sentence paragraphs
(not too short).
2. Check that students have selected appropriate attention grabbing
questions.
3. Check that students understand composing their own sentences (not
plagiarizing). |
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G. Closure-
1. Review each chapter 11 exercise as the class completes them.
2. Review paragraph and essay structure with chalk board schematics.
3. Discuss plagiarism individually as it arises.
4. Review Works Cited format and resources. |
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7. Evaluation-
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1. Informal daily assessments.
2. Formal grade for brain storm, rough draft, finished essay and works
cited page. |
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