Essay Class Lesson 1 - The Write Foundation

5 Day Schedule Lesson 1: 3-Paragraph Parable Set-up

Essay Lesson 1: Page 1

Day 1: Section 1 ? Notebook Set-up (Organize notebook, teacher checks), Assignment Segment 1

Section 2 ? Introduce Mind Benders? (work practice together) Student works Mind Bender? independently. (teacher checks) Assignment Segment 2

Section 3 ? Essay No List (instruction)

Section 4 ? Essay Checklist (instruction)

Section 5 ? Essay Paragraph Word Count (instruction)

Section 6 ? Titles (instruction and practice)

Section 7 ? Skeleton Outline (instruction and practice)

Day 2: Section 8 ? Highlighting (instruction) Section 9 ? Rewrite (Highlighting together) Section 10 ? Brainstorm (Transfer original story line & questions to the brainstorm together) Section 11 ? Rewrite Brainstorm

Student writes brainstorm for 3-paragraph rewrite (teacher helps as needed and checks) Teacher reviews brainstorm having student add information where needed Assignment Segment 3

Day 3: Section 12 ? Outline (introduce 3-paragraph narrative outline) Section 13 ? Example Outline (instruction)

Student writes outline for 3-paragraph rewrite from own brainstorm (teacher helps as needed and checks) Teacher reviews outline having student add information where needed Assignment Segment 3

Day 4: Section 14 ? Example Paragraphs (MLA formatting instruction) Student writes the rough draft for 3-paragraph rewrite The final edit for the rough draft is in lesson 2, but the draft should be decent now. (teacher helps as needed and checks) Assignment Segment 3

Day 5: Section 15 ? Haiku (instruction and practice) Student writes poetry. (teacher grades) Assignment Segment 4

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10 Day Schedule Lesson 1: 3-Paragraph Parable Set-up

Essay Lesson 1: Page 2

Day 1: Section 1 ? Notebook Set-up (Organize notebook, teacher checks) Assignment Segment 1

Day 2: Section 2 ? Introduce Mind Benders? (work practice together) Student works Mind Bender? independently. (teacher checks) Assignment Segment 2

Day 3: Section 3 ? Essay No List (instruction) Section 4 ? Essay Checklist (instruction) Section 5 ? Essay Paragraph Word Count (instruction)

Day 4: Section 6 ? Titles (instruction and practice) Section 7 ? Skeleton Outline (instruction and practice)

Day 5: Section 8 ? Highlighting (instruction) Section 9 ? Rewrite (Highlighting together) Section 10 ? Brainstorm (Transfer original story line & questions to the brainstorm together) Section 11 ? Rewrite Brainstorm

Student writes brainstorm for 3-paragraph rewrite. (teacher helps as needed and checks) Teacher reviews brainstorm having student add information where needed. Assignment Segment 3

Day 6: Section 12 ? Outline (introduce 3-paragraph narrative outline) Section 13 ? Example Outline (instruction)

Student writes outline for 3-paragraph rewrite from own brainstorm. (teacher helps as needed and checks) Teacher reviews outline having student add information where needed. Assignment Segment 3

Day 7: Section 14 ? Example Paragraphs (MLA formatting instruction) Student begins writing the rough draft for 3-paragraph rewrite (teacher helps as needed and checks) Assignment Segment 3

Day 8: Section 14 ? Example Paragraphs Student finishes the 3-paragraph myth rough draft. The final edit for the rough draft is in lesson 2, but the draft should be decent now. (teacher helps as needed and checks) Assignment Segment 3

Day 9: Section 15 ? Haiku (instruction and practice)

Day 10: Section 15 ? Haiku Student writes poetry. (teacher grades) Assignment Segment 4

2nd Edition ? Copyright 2015

Essay Lesson 1: 3-Paragraph Parable Set-up

Sentence Structure: Essay Checklist 1 ? 9 & Essay No List Titles / Skeleton Outline Poetry: Haiku

Essay Lesson 1: Page 3

1. Notebook Set?up WS 1 (TP 1) 2. Introduce Mind Benders? WS 2 (TP 2) 3. Essay No List WS 3 (TP 3) 4. Essay Checklist WS 4 (TP 4) 5. Essay Paragraph Word Count 6. Titles WS 5 (TP 5) 7. Skeleton Outline WS 6 (TP 6) 8. Highlighting

9. Rewrite WS 7 (TP 7, 8) 10. Brainstorm WS 8 (TP 9) 11. Rewrite Brainstorm WS 9 (TP 10) 12. Outline WS 10 (TP 11) 13. Example Outline WS 10 (TP 12) 14. Example Paragraphs (TP 13, 14) 15. Haiku WS 11 (TP 15)

1. Notebook Set?up WS 1 (TP 1) (Assignment Segment 1)

Notebooks need to be organized no later than Lesson 2. Label notebook tabs with the following highlighted

words. Extra notebook paper goes in the front of the notebook. For now place the full set of worksheets

under tab 7. Worksheets are to be organized under the other tabs as lessons are completed. Do not reorganize

the worksheets now. Fill in the blanks on WS 1. (File WS 1 behind the "Lesson Notes" tab.)

Organize Notebook ? 8 tabs (WS 1)

1. Assignments (Papers and notes for current independent

1. Assignment papers will rotate as lessons

work instruction & completed independent work due)

are completed.

2. Checklists (Current Checklist and No List for editing

2. Store checklists for use in future lessons.

independent work)

3. Word Lists (As introduced, keep here for easy reference) 3. Store word lists for use in future lessons.

4. Lesson Notes (Other papers and notes)

4. Store notes from lessons for reference.

5. Reading List (For required outside reading)

5. Place and keep reading list here now.

6. Graded Work (Graded paragraphs & poetry)

6. Store graded work as completed.

7. Worksheets (Copies to be used and for independent work) 7. Place worksheets here for easy access.

8. Mind Benders? (Ready for independent work) (It is legal 8. Store Mind Bender? copies to use. to make copies for instructional use, just not for resale.)

2. Introduce Mind Benders? WS 2 (TP 2) (Assignment Segment 2)

Mind Benders? teach organization skills through a systematic approach to problem solving. Instructional examples are included in each Mind Bender? book with answers and instructions for every Mind Bender? in the back. Mind Bender? books may be purchased from . Which book? The problems gradually but progressively become harder in the Mind Bender? books. Which Mind Bender? to work for each lesson is not specified in Essay Writing lessons or assignments.

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 As a general rule, Book 5 is recommended for this level.

Essay Lesson 1: Page 4

If a student has not worked Mind Bender? Book 4, then complete Book 4 before starting Book 5.

If a student has worked on, but not completed Book 4, complete Book 4 and then work Book 5.

Work 1 problem per lesson.

Work the practice problem together. Mark the answers on TP 2 as students mark WS 2. Answers: Betty ? pink, Carol ? yellow, Dick ? red, Joe ? green (File WS 2 "Lesson Notes" tab.)

Mind Bender? is registered trademark of The Critical Thinking Co Mind Bender problem reproduced with the permission of The Critical Thinking Co.

3. Essay No List WS 3 (TP 3)

Use both the Essay Checklist and No List to edit compositions each week. Both of the lists will be updated in future lessons for 14, 15 and 16. The No List will be revised at the beginning of the 2nd semester, lesson 16, to deal with direct quotes. (File WS 3 "Checklists" tab.)

The No List: Use the No List as a tool, but use your own judgment to enforce the list.

1. Incomplete sentences are occasionally used in literary writing, but are not acceptable 99% of the time in formal writing. Students should focus on correct formal writing 100% of the time not how to bend the rules.

2. Run-on sentences are never appropriate in writing. Run-ons consist of 2 complete sentences made into 1 sentence that is often joined by just a comma.

Questions, exclamation marks and parenthesis are used in all forms of writing. But, students need to learn how to write complete, concise, descriptive, factual but sometimes silly statements without these. 3. Questions lead to students not stating facts, and instead they mostly ask questions. Questions will be allowed when and after hooks are introduced. 4. Exclamation marks are used to show expression, but students need to learn how to show expression with just their words instead of lazily slapping an exclamation mark at the end of a boring sentence and figuring that now the sentence shows expression. 5. Parenthesis are often overused and used incorrectly. Students use them where commas should be used. 6. When quotes are allowed at this level, the quotes tend to dominate the writing. Focus on how to write without someone else's words. How to use and document quotes correctly is taught later in Essay Writing, 7. When allowed to use dialogue in writing, the dialogue tends to dominate. The action and description are either limited or non-existent. If a story is written with only action and description, dialogue can be added later. Learn to write with action and description, not dialogue.

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Essay Lesson 1: Page 5

8. Some students use ... as a crutch instead of using commas or where they lose thought and do not know what words to put. 9. Essay students are allowed to use 1 semi-colon per paragraph, but it is best to set colon use aside for now. If the teacher chooses, students can use 1 colon per paragraph, but deduct points off their grade every time it is used incorrectly or more than 1 time per paragraph. Make a special note on the No List if allowed 1 per paragraph. Contractions, slang and announcements are restricted because they are not allowed in formal writing. 10. No contractions (not acceptable in formal writing ? don't, it's) 11. No slang (not acceptable in formal writing ? hot, cool, bad, awesome, lots... used incorrectly) 12. No announcements (Do not state "In conclusion..." or "Here are the reasons why...") Do not inform

the audience you are going to tell them something; just state it as a fact.

The No List ? Essay 1st Semester 1. No incomplete sentences ? Each sentence must be a complete thought which starts with a capital

letter and ends with a period. 2. No run-ons ? If have 2 or more conjunctions in a sentence, check for a possible run-on. It can be

better to shorten or divide a sentence, if it is more than 2 lines long, than risk a run-on. 3. No questions ? Papers need to be telling the reader something, not asking them. 4. No exclamation marks ? Let the words make the point, not a punctuation mark. 5. No parentheses (use commas) ? Overused and used improperly. 6. No quotations marks / quotes ? Overused and used improperly. 7. No dialogue ? conversation ? Overused and used improperly. 8. No ... ? Overused and used improperly. 9. No colons ? Overused and used improperly. Will cover correct usage later. 10. No contractions ? Letters replaced by an apostrophe. Examples: can't, won't, shouldn't, it's 11. No slang ? Casual, playful words or incorrect usage of words used as replacements for standard.

Examples: hot, sweet, lots, awesome, cool 12. No announcements ? Stating the obvious Ex.: That is the reason... Here is a list... These are the

topics... Like it says ... All of that to say... Finally... This means... 13. ______________________________________________________________________________ 14. ______________________________________________________________________________

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