PBI Unit Project

(15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:

(A) write an analytical essay of sufficient length that includes:

(i) effective introductory and concluding paragraphs and a variety of sentence structures;

(ii) rhetorical devices, and transitions between paragraphs;

(iii) a thesis or controlling idea;

(iv) an organizing structure appropriate to purpose, audience, and context;

(v) relevant evidence and well-chosen details; and

(vi) distinctions about the relative value of specific data, facts, and ideas that support the thesis statement;

CONCEPT STATEMENT: The structure of a paper consists of five paragraphs. They are the introduction, three body paragraphs, and the conclusion. The paper should contain an opening statement, a thesis statement, topic sentences, supporting points, restated thesis statement, and a conclusion.

PERFORMANCE OBJECTIVES: Students will be able to:

§ Identify and use the structure of a five paragraph essay.

§ Read and analyze a paper.

§ Identify key elements within a sample paper.

RESOURCES: Overhead projector, transparencies of sample papers, The five paragraph graphic organizer, copies of sample papers to handout, highlighters, dry erase marker

SAFETY CONSIDERATIONS: None

SUPLEMENTARY MATERIALS, HANDOUTS: The five paragraph graphic organizer, highlighters, and sample papers.

Engagement		Time: __10 min______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Inform the students that a good story consists of a beginning, middle, and end. Ask students for volunteers to recite the beginning, middle, and end of a fairy tale or story they remember.	1. What do all these examples have in common? 2. Do stories have to have only five paragraphs?	1. They have a beginning, a middle, and end. 2. No 3. Yes
The desks will be arranged in groups of four before class begins.

Explanation		Time: __15 min______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Explain to students that we will be identifying the elements of a sample paper.
Pass out one sample essay and the graphic organizer to the students. Demonstrate to the students how to analyze a paper using the overhead projector and a highlighter. Place the graphic organizer on the overhead and begin asking questions .Fill in the graphic organizer on the overhead with answers given by the students. Have the students copy the information from the projector. Remind them that they will use this information later to analyze a different paper in their groups.	1. Who can tell me where the introductory paragraph is? 2. Where is the thesis statement? 3. What is the opening statement? 4. Give me some examples of topic sentences? 5. Where does the body of the paper begin and end? 6. Who can give me some examples of supporting points? 7. Where does the conclusion begin? 8. What is the closing statement? 9. Are there any questions?	1. The first paragraph 2. The end of the first paragraph 3. The first sentence of the introductory paragraph 4. The first sentence of a middle paragraph 5. It begins after the introductory paragraph and ends before the conclusion. 6. Many possible responses. 7. In conclusion… 8. The last sentence of the paper. 9. Responses will vary.

Exploration		Time: _15_______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
After the teacher example has been completed, pass out the other sample paper. Make sure everyone has a highlighter.	1. Does this paper follow the five paragraph format? 2. Are there any questions before you begin analyzing your sample paper?	1. Yes 2. Responses will vary.
Students will work in groups and highlight the elements of a paper. They will use the graphic organizer we completed earlier as reference. They will highlight the elements and make notes in the margins as needed.

Evaluation		Time: __10 min______
What the Teacher Will Do	Probing Questions	Student Responses Potential Misconceptions
Students will turn in graphic organizer they filled out in their groups. Students will construct their own story based on the elements of a paper. Students must choose a topic before they leave class and have it approved by the teacher. Raise your hand when you have decided on a topic.	Are there any questions?
If their topic is approved, then they should begin writing their rough draft.