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Two Body Paragraph Essay

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End of Unit Assessment, Part 1a: Writing Body Paragraphs

End of Unit Assessment, Part 1a: Writing Body Paragraphs Long Term Learning Targets
  • I can cite several pieces of text-based evidence to support an analysis of literary text. (RL.7.1)
  • I can analyze the development of a theme or central idea throughout a literary text. (RL.7.2)
  • I can write informative/explanatory texts that convey ideas and concepts using relevant information that is carefully selected and organized. (W.7.2)
  • I can produce clear and coherent writing that is appropriate to task, purpose and audience. (W.7.4)
  • I can select evidence from literary or informational texts to support analysis, reflection, and research. (W.7.9)
  • I can accurately use seventh-grade academic vocabulary to express my ideas. (L.7.6)
Supporting Targets
  • I can organize my details from A Long Walk to Water so they support my claim/thesis.
  • I can ensure my quotes are accurate and punctuated correctly.
  • Entry task
  • Student work on Planning Your Essay organizer
  • Exit ticket
  • Draft body paragraphs

A. Examining Row 4 of NYS Rubric (5 minutes)

B. Share and Discuss: Student Claims and Plans for Two Body Paragraphs (5 minutes)

C. Completing Plan for Body Paragraph 3 (10 minutes)

D. Writing Body Paragraphs for Essay (15 minutes)

3. Closing and Assessment

A. Exit Ticket: Questions You Have about Your Essay (5 minutes)

A. Finish the body paragraphs of your essay. Be sure that the details and quotes you plan to use are correct.

  • This lesson continues the scaffolding for the essay draft to be completed in the next lesson. As in Lessons 12–14, this lesson begins with students discussing the criteria on the NYS Expository Writing Evaluation rubric. This lesson completes the introduction to the rubric with a discussion of the Control of Conventions row. Students once again will look at vocabulary in the rubric and talk about the importance of using standard English conventions in their writing.
  • Use sensitivity when framing the purpose and value of using standard English in formal academic writing. It is important for students to understand that this formal context requires use of formal written language, while they also clearly hear and feel respect for the many ways they likely use language in other settings. This is particularly important for students whose home language or dialect may be something other than “standard” English. Link this instruction directly to L.7.6: Different situations require different language use, and one way to be “college and career ready” is to know how to move effectively between various styles of oral and written communication.
  • Students will have started filling in the information for their first two body paragraphs on their Planning Your Essay graphic organizer, and will have a chance to discuss what they have done so far as well as complete the third body paragraph.
  • By sharing the plans for their first two paragraphs, they will have a chance to have a peer act as a reader who will give them some feedback on their thinking. If they need to revise or supply clearer support for their survival factors, they will have an opportunity to do so at this point.
  • Once they have completed plans for the third paragraph, they will begin writing the body paragraphs. This begins Part 1 of the official end of unit assessment, which is students’ best independent on-demand draft of their essay. (Students write the introduction and conclusion in Lesson 16). Consider to what extent you want to support students in this work.
  • For students who struggle with writing, you could have them write a four-paragraph essay instead of a five-paragraph essay. In that case they would plan and write two body paragraphs instead of three.
  • Students will need to refer to many resources during this lesson: See materials list below. Determine an efficient way to help students gather these materials.
  • Ideally, students would draft their essays on computers. Arrange appropriate technology. If this is not possible, have students draft by skipping lines, so they have space to make revisions in future lessons.
  • If your students are not familiar with expectations about computer use in the classroom, explain them during Part C of Work Time.
  • Decide which Discussion Appointment partner you want students to work with during this class. Prepare written directions for Discussion Appointments on chart paper, the board, or for a document reader for Work Time B.
  • Post: Entry ticket, learning targets.

A. Examining Row 4 of NYS Rubric (5 minutes)

  • Ask students to get out their copy of the NYS Expository Writing Evaluation rubric. and give each student the Writer’s Glossary page from Row 4 of the NYS Rubric.
  • The vocabulary words from the learning targets and Row 4 of the NYS rubric are already on the Writer’s Glossary page. Ask students to read Row 4 of the rubric and add any other words they want to talk about.
  • Go through the words on the Writer’s Glossary page. First ask students if they know the meaning of each word. Then point out the definitions on the Glossary page and discuss if needed.
  • When you get to “standard English grammar,” say: “If standard means the way something must be done, how would that relate to the English language?”
  • If necessary, you could give an example of “standards” in the gas mileage that cars must meet. Once they give you something like, “Standards must be the rules for English,” point out why a language needs to have rules for how words are put together. Say: “The standards for English mean that anyone in the world can understand what another English speaker is saying or writing if they both know and follow the rules.”
  • Point out that their essays should be clear to any English speaker and have to follow the rules of standard English grammar. Ask them to give you a rule or two of English grammar to be sure they understand what you are explaining. If they cannot give examples, you might offer something like these: “Sentences need to have a subject and a verb,” or “In English, we capitalize the first word in a sentence.”
  • It is important that students begin to realize why their grammar matters when they write. They may have dialects or local speech patterns and words that are not understandable to English speakers elsewhere. There are many situations—conversations or personal writing—when other forms of English (and of course other languages) are totally fine. However, it is important to distinguish when a situation calls for or requires formal English (this relates to L.7.6). When they speak, their friends understand, but when they write, they are writing for a larger audience. As authors, it is their responsibility to be sure that readers can understand what they are saying about a topic. This is part of why they have been looking at the model essay so much: to start to get a feel for this more formal standard English.
  • ELLs may be unfamiliar with more vocabulary words than are mentioned in this lesson. Check for comprehension of general words (e.g. law. peace. etc.) that most students would know.

B. Share and Discuss: Student Claims and Plans for Two Body Paragraphs (5 minutes)

  • Display the End of Unit 2 Assessment Prompt:A Long Walk to Water Essay (which students were first introduced to in Lesson 10).
  • Ask students to meet with their assigned Discussion Appointment, and to take 5 minutes to do the following:
  1. Share claim and plans for the first two body paragraphs.
  2. Help each other to be sure that ideas are connected and that quotes are used, punctuated, and cited correctly. (Refer students to the Tips on Using Quotes anchor chart.)
  3. Revise your plan to improve your factor, evidence, or quotes.
  • Circulate to listen in and support as needed. For students who may need more support, consider pulling a small invitational group.
  • Asking students to provide feedback to their peers based on explicit criteria benefits both students in improving the quality and clarity of their writing.

C. Complete plan for Body Paragraph 3 (10 minutes)

  • Be sure students have their texts A Long Walk to Water . Tell students to get out their Forming Evidence-Based Claims, Reader’s Notes on A Long Walk to Water . and their Gathering Evidence organizer to use to complete the factor and evidence they want to use for their third body paragraph. They also can refer to the Survival anchor chart in the class to get evidence and quotes for paragraph 3.
  • Remind them that at this point, they are just planning, not writing full paragraphs. Ask students to complete the Body Paragraph 3 section of their Planning Your Essay graphic organizer. Tell them that they may talk through their ideas with their partner, but should do their own writing.
  • For students who struggle, consider having them write only two body paragraphs. If you do that, revise the directions below to meet the expectations for those writing two instead of three body paragraphs.

D. Writing Body Paragraphs for Essay (15 minutes)

Note: Ideally, students will write their rough draft of the essay on computers. If, however, the technology is not easily available or students would require a lot of time to use the technology because they need a great deal of assistance with the technology itself, they should write their drafts by hand.

  • When students are ready, tell them they can go ahead and write the three body paragraphs for their essays. (Students can begin this phase of writing at different times as they complete the plans for body paragraph 3.)
  • Circulate as students work, giving assistance as needed and being sure that all are making progress in completing the three paragraphs.
  • Giving individual support during writing offers all students the precise assistance they may need.
  • Finish the body paragraphs of your essay. Be sure that the details and quotes you plan to use are correct. Also check that you have a clear topic sentence in each paragraph that names the factor for survival that you are discussing. Check that you have good evidence and explanations of how your evidence supports your survival factor.

Note: In Lesson 16, students will finish their draft. Plan to offer additional support to those students who will need it to finish their essays. Read the exit tickets from today. They should offer some idea of where students are in their writing and which students are struggling. In some cases, you may be able to answer student questions or give writing assistance with individual notes on the exit tickets themselves. If so, return those tickets to students at the beginning of the next lesson.

Supporting Materials

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Other articles

Five Paragraph Essay

How to write a five paragraph essay

When writing a paragraph essay it is important to follow the instructions that have been provided especially if it is for academic purposes. Alternatively if it is an essay from areas of interest it is advisable to choose a topic that one is conversant with. A five paragraph essay should be organized into introduction, body one paragraph, body two paragraph, body three paragraph and conclusion.

Introduction

The introduction of a five paragraph essay should start with general statement of the essay to give the reader an idea of what is about to be discussed. Further, it is important to give an anecdote to make the reader understand general things about the topic being addressed. The anecdote should be intriguing enough to persuade the reader to concentrate on the essay. Finally, give a thesis statement about the topic, which also will address the specific thing the essay is about for instance if the essay is about a book it should feature in the thesis statement.

Body paragraph one

Body one paragraph addresses the thesis statement and further gives the theme of the essay. It is important to outline the reasons why the theme was selected and give some supporting evidence backing your arguments. The paragraph should address one theme to avoid being ambiguous and vague. If the evidence that you have to support the theme is more than one you are required to give it in order to win the confidence of the reader and show that you have versatile knowledge about the theme. The paragraph should be wrapped up with sentence summarizing what have been addressed in the paragraph. In this case, detailed information is not required but it is imperative to give a general sentence about the theme.

Body paragraph two

Just like body paragraph one a transitional sentence is given to introduce the second theme of the essay. The sentence should be able to connect the first paragraph theme with the second paragraph theme. The second theme should be divorced from the first one to avoid repetition of facts. This body paragraph should also consist the supporting evidence of the theme that is been discussed. In essence, the rules of the first paragraph apply till the end but the content is focused on the specific theme of the paragraph.

Body paragraph three

The rules of the first two paragraphs apply in this section. The opening sentence is a transition from the second theme to the third theme. All the rules of the second and first paragraph apply to this paragraph.

Conclusion

The conclusion wraps up the whole essay. There is a need to write a very conclusive essay, which addressed each and every part of the essay. It is hence important to give details about introduction and how there was a prove about the details given in the introduction. Further, show how the thesis was addressed by the themes. The information given in the paragraph bodies is also outlined and the evidence is re ascertained. It would be of great help if extra information about the essay is given to stump authority that the information provided is reliable. A mini thesis statement is required in this type of essay to repeat the idea of the topic to the reader in order to make sure that by the time the essay is complete the ideas have been fine tuned to the satisfaction of the reader.

Two body paragraph essay

Two body paragraph essay Recent posts
  • February 23, 2017

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