5 paragraph essay

Essay structure

10/30-11/1
 Bell Ringers:  Select the correct answer and circle the context clues.
1. This was an extensive and magnificent structure, the creation of the prince's eccentric yet AUGUST taste.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

2. He squared his broad shoulders and spoke of the wild scenes and DOUGHTY deeds of wars and plagues and strange peoples.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

3. His father, smiling shamefacedly at his own CREDULITY, held up the talisman.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

4. There was an air of PROSAIC wholesomeness about the room.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent

5. As Mr. White wished for money, the Sgt. Major was afraid the monkey's paw would turn Mr. White into a mean, AVARICIOUS man.
A. Brave; valiant    B. Tendency to believe too readily     C.Ordinary    D.  Greedy for riches    E. Imposing and magnificent


Goal: Students will be able to understand how to answer a prompt/ essay question

Wednesday:  Students will review Essay structure. 

Students will identify all components of a 5 paragraph essay

(Students will outline and highlight a 5 paragraph essay)
Sample to use an initial example:

http://www.gc.maricopa.edu/English/essay/

 Links:
5 Paragraph essay format LINK
5 Paragraph Outline LINK

Students will Explore the Purdue owl link.

1. Students will review essay structure and methods to answer an essay question.
Steps to writing an essay question:
http://owl.english.purdue.edu/owl/resource/737/1/


Wednesday:  Study Island activities are due for 60 pts

Thursday:  Parallel Structure Quiz
 Continue working on 5 paragraph essay

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R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.

There Will Come Soft Rains

Monday Bell Ringer:  Students will write a paragraph on the following prompt:

What will our world be like in 20 years?

Tuesday Bell Ringer: List two examples of Bradbury's "Future" that have come true today

Goal: Students will utilize assigned short story terms and apply them in context
Students will practice interpreting context clues and taking notes
Students will understand the ideas of the future as told by Ray Bradbury.

Monday, 10/28 and Tuesday, 10/29- Students will review the short story "There Will Come Soft Rains"
Students will review their notes and discuss the context
Students will discuss the possibility of the story being realistic to our current society
(Assessment)
Students/ Teacher will discuss the story:  The structure; The similarities and differences in today's society.

 Students will complete three worksheets: A. Plot Structure    B. Quiz/ worksheet  C. Inference Worksheet

Students will review questions after the text



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R11.B.1: Understand components within and between text

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.

5 paragraph essay

The 5 Paragraph essay is only ONE technique for writing a multi-paragraph essay. In this class, we will be exploring several options for organizing essays. This is only ONE example.Sample essay format:
Goals:
1. Students will review the form and technique for writing a Multi- paragraph essay.
2. Students will become familiar with the various parts of the essay
3. Students will learn to write sentences using parallel structure

The five paragraph essay follows a defined format.

The first paragraph introduces us to the thesis of the essay and to the three main supporting subtopics.

The second through fourth paragraphs are all similar in format. They individually restate the subtopics and incorporate supporting details.

The fifth and last paragraph restates the main thesis idea and reminds the reader of the three main supporting ideas that were developed. All of these paragraphs are important.
The introductory paragraph is the place in which the writer introduces the reader to the topic. It is important to make this a clear and limited statement. This is where the writer grabs the reader's attention. Because of its purpose, it is often the first sentence of the paragraph. It is followed by three subtopics (blueprint statements) that develop the thesis. Between this paragraph and all paragraphs of the essay, there needs to be some kind of a transitional word, phrase, or sentence.

Next, the body of the essay contains paragraphs two through four. They are all similarly constructed. Their topic sentences are restatements, often in original form, of the three supporting ideas (blueprint statements) presented in the first paragraph. The subtopic of each of the body paragraphs is again supported by three or more supporting sentences. These cement, in the reader's mind, the relevancy and relationship of each of the subtopics to the thesis statement.

Finally, the fifth paragraph is the summary paragraph. It is important to restate the thesis and three supporting ideas in an original and powerful manner as this is the last chance the writer has to convince the reader of the validity of the information presented. Because the purposes of the first and fifth paragraph are so similar that some writers construct them at the same time. They will edit them, as necessary, as they do with each and every part of the essay.

It is important to reiterate that each of the paragraphs is joined together by a transitional word, phrase or sentence. Transitions help the reader to follow the flow of the logic and sequencing. All of the essay types follow this basic transition format. However, there is more latitude with the narrative essay because of its nature.

To put it more visually, the structure model has been color coded and looks like this:

A. Opening paragraph:
Motivator
Brief Expansion of topic
Thesis Statement
Blueprint (*This contains subtopic 1, subtopic 2, and subtopic 3)
Transition
Introduction
http://members.tripod.com/~lklivingston/essay/intro.html

B. Three Body Paragraphs
*The body paragraphs will follow the order of the three blueprint ideas

Topic sentence (Each body paragraph will restate subtopics 1,2, &3)
Specific detail /Example (Several specific examples must be used for each body paragraph)
Restate concept of each paragraph's point

Transition

*Example of body paragraph 1:

Restate Subtopic One
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Supporting Paragraphs
http://www.orangeusd.k12.ca.us/yorba/paragraph_development.htm



C. Conclusion / Summary ParagraphMake final points to sum up the essay. Restate / rephrase the thesis statement to stress the main topic of the essay.

Synthesis of main topic
Synthesis of Subtopic One
Synthesis of Subtopic Two
Synthesis of Subtopic Three
Summary Paragraph
http://members.tripod.com/~lklivingston/essay/intro.html

Sample 5 paragraph essay:


http://www.gc.maricopa.edu/English/essay/



The Five Paragraph Essay - Here is a sample to show you hot it all fits together. (Graphic organizer)



http://www.gallaudet.edu/clast/tutorial_and_instructional_programs/english_works/writing/essays/5-paragraph_essay_and_outline_the_hazards_of_moviegoing.html

Outline the essay using the 5 Paragraph Essay Outline - This is located under "LINKS" on the top right

TIP:
-Remember, the thesis statement must be consistent throughout the paper. Each paragraph must reflect one aspect of the thesis statement. This allows for strong focus, content development, organization and adds to the style of the paper.



Tip 2 - Click on the following link: http://bhscomp1.blogspot.com/



Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.


Closure Activity:
At the end of each class, students will evaluate their work. This will promote the ability to self and peer edit. It will also facilitate the goal of positive response.

Daily Closure Activity:
Wednesday- Write an example of a thesis statement

Keystone Review

Keystone Review:
Complete the assigned Keystone review exercises on Study Island.

You must complete 10 questions and receive at least 70%.  If you do not reach 70%, you must continue until you receive 70%.

Review Keystone Essay/ Responses
Evaluate grading format and expectations
Use the Keystone link on upper right


R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Hearts and Hands

"Hearts & Hands" - Essay Structure - Homonyms and vocab

Bell Ringers:
Bell Ringer
Each day:

Students will write an original sentence for each word from last week's bell ringers

Influx

Delusion

Imminent

Sidled

Forestalled

Monday, 10/21 AND Tuesday, 10/22

Goals:
A. Students will review strategies for constructing meaning 
B. Students will discuss inferences, conclusions, comprehension/ text relationships, comparing and contrasting ideas and recognizing the writer's purpose.\
C. Essentially, students will realize that they are like detectives when they are reading, and these tools will help them find the essential clues needed for analysis and comprehension.

*Pre-reading introduction to author on page 262-263
O Henry - William Sydney Porter 1862-1910
Born: Greensboro, NC
Moved to Texas in 1886- Held a number of jobs including bank teller.  He was charged with embezzling  funds
Fled to Honduras but faced charges and was sentenced to a three-year prison term.  Here he wrote short stories including this story.
-Surprise Endings- When the unexpected happens at the end of a story.  Misleads reader

1. Students will read "Hearts and Hands" on page 264  of their text.
2. Students will be introduced to IRONY and SURPRISE endings.
3. Students will make predictions about the story

4. Students will discuss literary terms:  Plot elements, irony, tone, mood, foreshadowing

5. Students will discuss and analyze the outcome of the story

6. Students will Answer questions on page 265

7. students WILL CONTINUE TO DISCUSS AND APPLY LITERARY TERMS TO READING AS THEY MAKE PREDICTIONS AND INFERENCES THROUGHOUT THE TEXT

8. Students will stop mid-story and make predictions about the characters.  (LINK for story prediction chart)

They will use a three column chart:

PREDICTION     REASON     ACTUAL OUTCOME

9. STUDENTS WILL CONTINUE TO READ AND DISCUSS THE STORY AND THEN FILL IN actual outcome SECTION OF THEIR CHART.
10. Students will complete a plot structure worksheet

Closure:
use EACH DAILY bell ringer TERM IN A COMPLETE SENTENCE.  CIRCLE YOUR CONTEXT CLUES

Standards: 

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

The Open Window

The Open Window

10/10- 10/16

Bell Ringer
10/13
Circle the context clues in the sentence.  Select the correct answer
1. At Denver there was an INFLUX of passengers into the coaches on the eastbound B & M expr4ess.
A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon

10/14
2.Framtom labored under the tolerably wide-spread DELUSION that strangers are hungry for the details of one's aliments and sicknesses.
A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon

10/15
3. A cyclist coming along the road had to run into a hedge to avoid an IMMINENT collision.
A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon

10/16
4. The two men SIDLED down the aisle into the last car of the train.  

A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon
 10/17
As the young woman looked terrified, Mr Easton, with a little laugh, as if amused, was about to speak when the other man FORESTALLED him by interrupting their conversation.  
A. Moved sideways    B. Coming in   C. Prevented by having done something ahead of time D.A false believe held in spite of evidence to the contrary  E. Likely to happen soon
Procedure:
Monday:
Part 1: Students will read and discuss page 470 in their textbook
A. Students will review strategies for constructing meaning 
B. Students will discuss inferences, conclusions, comprehension/ text relationships, comparing and contrasting ideas and recognizing the writer's purpose.\
C. Essentially, students will realize that they are like detectives when they are reading, and these tools will help them find the essential clues needed for analysis and comprehension.

Pre-reading introduction to author on page 468-469

1. Students will read "The Open Window" on page 471  of their text. 
2. Students will be introduced to IRONY and SURPRISE endings3. Students will make predictions about the story 
4. Students will discuss literary terms:  Plot elements, irony, tone, mood, foreshadowing

5. Students will discuss and analyze the outcome of the story

6. Students will Answer questions on page 475

7. STUDENTS WILL CONTINUE TO DISCUSS AND APPLY LITERARY TERMS TO READING AS THEY MAKE PREDICTIONS AND INFERENCES THROUGHOUT THE TEXT

8. Students will stop mid-story and make predictions about the characters   (LINK for story prediction chart)

They will use a three column chart:

PREDICTION     REASON     ACTUAL OUTCOME

9. STUDENTS WILL CONTINUE TO READ AND DISCUSS THE STORY AND THEN FILL IN actual outcome SECTION OF THEIR CHART.

1

0. Students will complete structure worksheet

Monday Homework:  Finish reading the story....there will be a short quiz

Wednesday
- Finish working pm "The Open Window" 

Students will complete a writing assignment and turn it in to www.turnitin.com

Write a Diary entry:

Write a diary entry from Vera's point of view, describing Nuttle's reactions to her tricks.  (You are the voice of Vera's mind / inner thoughts)

Pre-reading introduction to author on page 262-263

1. Students will read "Hearts and Hands" on page 264  of their text. 
2. Students will be introduced to IRONY and SURPRISE endings3. Students will make predictions about the story

4. Students will discuss literary terms:  Plot elements, irony, tone, mood, foreshadowing

5. Students will discuss and analyze the outcome of the story

6. Students will Answer questions on page 265

7. students WILL CONTINUE TO DISCUSS AND APPLY LITERARY TERMS TO READING AS THEY MAKE PREDICTIONS AND INFERENCES THROUGHOUT THE TEXT

8. Students will stop mid-story and make predictions about the characters.  (LINK for story prediction chart)

They will use a three column chart:

PREDICTION     REASON     ACTUAL OUTCOME

9. STUDENTS WILL CONTINUE TO READ AND DISCUSS THE STORY AND THEN FILL IN actual outcome SECTION OF THEIR CHART.

10. Students will complete structure worksheet

Thursday- Assessment

Students will complete a writing assignment and turn it in to www.turnitin.com

Write a Diary entry:

Write a diary entry from Vera's or Frampton's  point of view, describing the characher's reactions/ actions during the story..  (You are the voice of the Narrator's mind / inner thoughts)

1. Students will review essay structure and methods to answer an essay question.

Applying the organizational strategies discussed in today's lesson, students will write a journal on the following:
They say you can't judge a book by its cover.  How does this saying apply to all five of the main characters in "Hearts and Hands" and "The Open Window"?

Be specific and use examples.

Friday, Students will finish their essays and submit their work to www.turnitin.com

Friday- Students will receive their first vocabulary unit.
*There will be a vocab test every Friday.  It will include the bell ringer terms as well as the terms in the lesson.

Students should be able to apply context clues and comprehend the full meaning of the terms.  As a result, they will be expected to write original sentences that include context clues in a section of the test.

Friday Homework:
Vocab unit 3 - due on Tuesday,10/14
**This includes the unit, highlighted context clues AND 15 original sentences with the context clues highlighted

Looking Ahead:
3-Ring binder check on Friday,10/17 -Graded Check
**Please make sure to include four plot structure sheets and vocab packet
Assessment:  There will be a WRITTEN JOURNAL ASSIGNMENT ON Thursdayinformal ASSESSMENT WILL BE CONTINUALLY APPLIED THROUGH DISCUSSION AND Q/A SESSIONS
Closure:
use EACH DAILY bell ringer TERM IN A COMPLETE SENTENCE.  CIRCLE YOUR CONTEXT CLUES

Standards: 

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

Symbolism Project

Monday and Tuesday:
Students will discuss and identify elements of symbolism
Students will review the story :"Masque of the Red Death"

Bell Ringers: Select the correct answer and circle the context clues.
1. The pillar IMPEDED my ability to see the screen
A. Halt; stopping    B. Poverty  C.Route; travel plan   D. Blocked; obstructed E. Plots; schemes
2. After the sudden CESSATION of the car alarm, the silence seemed deep.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes

3As part of our ITINERARY, we will be in Cleveland on Saturday.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
4. The twins whispered together and laughed, cooking up one of their INTRIGUES.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes

5  Many lost their jobs, and the number of people living in INDIGENCE.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
Terms: Personification, Metaphor, Simile, Tone, Mood, Irony, Onomatopoeia, Plot structure

Rubric
http://rubistar.4teachers.org/index.php?screen=CustomizeTemplatePrint&
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2260575&


Students will work on a symbolism project for the story


1. In groups students will make a blueprint of the castle (as it is described in the story)
2. Students will color each room and label and explain
3. Students will add extra symbolic elements: (include them in your drawing.  Label and explain)
A. The story itself
B. Prince Prospero
C. The Clock
D. The Band
E. The revelers
F. The Masqued figure
G. Brazier of Fire
4. Once the blueprint is finished, students will indicate the meaning(s) of each symbol.  (Including each room)
Ex. In the blue room, list any possible symbols
Blue is calming. It can be strong and steadfast or light and friendly. Almost everyone likes some shade of the color blue.  
5. Please make a rough copy
6. Your final copy will be graded for completeness and neatness

Due: Friday at the end of the period

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

Bell Ringers: Select the correct answer and circle the context clues.
1. The pillar IMPEDED my ability to see the screen
A. Halt; stopping    B. Poverty  C.Route; travel plan   D. Blocked; obstructed E. Plots; schemes
2. After the sudden CESSATION of the car alarm, the silence seemed deep.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes

3As part of our ITINERARY, we will be in Cleveland on Saturday.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
4. The twins whispered together and laughed, cooking up one of their INTRIGUES.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes

5  Many lost their jobs, and the number of people living in INDIGENCE.
A. Halt; stopping B. Poverty C.Route; travel plan D. Blocked; obstructed E. Plots; schemes
Terms: Personification, Metaphor, Simile, Tone, Mood, Irony, Onomatopoeia, Plot structure

1. Students will open their packets - read footnotes and vocabulary words

2. Students will make predictions

3. As a class, students and teacher will discuss the concept of "trust"

4. Students will read the story

5. Students will answer questions following the story

6. Students will complete a plot structure

Assessment: Plot structure worksheet

(to review key elements of the story)

2. Students will read and take notes on "Masque of the Red Death" page 340

Friday: Students will Complete the follow up questions on page 348

All answers will be written in the notebook and discussed

Students will complete the Plot Structure Worksheet

Tuesday, 10/8 - "Castle/ Symbolism Map"

To assess comprehension of the story and review writing concepts, students will complete a "Castle/ Symbolism Map"

Students will need:

Prentice Hall Literature Book

- Study Guide Questions Handout

- Sample Missing Person’s Report

- Rubric

- Paper

- Pencil/Pen

Assessment- Rubric

5 Paragraph essay format LINK
5 Paragraph Outline LINK

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language

R11.B.1: Understand components within and between texts.

R11.B.2: Standard - 1.2.10.D: Analyze inferences and draw conclusions, citing textual support, based on an author’s explicit assumptions and beliefs about a subject.

Understand fiction appropriate to grade level.

R11.A.2: Understand nonfiction appropriate to grade level.

-Analyze inferences and draw conclusions based on text

-Analyze the effectiveness of figurative language