HOW TO WRITE A BODY PARAGRAPH JUNIORS 11H

Ms. Livingston English Grade Level 11 Time Required: 43 Unit: Research Project December 8, 2014 Standards to be addressed: CCSS.ELA-LITERACY.W CCSS.ELA-LITERACY.W Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

SWBAT learn how to write a body paragraph for their research paper Do Now: Take out your materials that are due today! Look through and correct any proofreading oversights. HOMEWORK: Due Wednesday Write three body paragraphs – due WEDNESDAY!

PURPOSE Effective paragraphing is a central skill in academic writing. Many writers have been told a paragraph should contain a single idea; many have heard paragraphs have to be a minimum length—three sentences, for instance. In reality, paragraphs come in different shapes and sizes, and some so-called “rules” may put writers in a straightjacket that unnecessarily hampers their ability to convey their ideas as needed in a particular piece of writing. Nevertheless, grasping the general form of a paragraph provides a good foundation. Once you have this basic building block at your command, you can vary from it by conscious choice when needed. One way to envision a body paragraph is as a “complete MEAL,” with the components being the paragraph’s Main idea, Evidence, Analysis, and Link back to the larger claim.

DIRECT INSTRUCTION Duke University's Thompson Writing Program (n.d.) recommends that you organize the material within a paragraph according to the MEAL plan: Main Idea: Your topic sentence stating the concrete claim the paragraph is advancing. Evidence: Paraphrase or direct quotations from the source material you are using to support your topic sentence's claim. Analysis: Your explanation and evaluation of the evidence; explaining the evidence you provided and its relevance in your own words. Lead Out: Concluding; preparing your reader to transition to the next paragraph (and the next claim).The MEAL plan matches the general format of academic writing on many levels: that of assertion, evidence, and explanation. Many students make the mistake of writing toward a topic sentence or claim, rather than from one; keeping the MEAL plan in mind as you write will help you begin your paragraphs strongly and develop your analysis thoroughly. Duke University Thompson Writing Program. (n.d.). Paragraphing: The MEAL plan. Retrieved from - See more at:

LOOKING AT A SAMPLE Duke University's Thompson Writing Program (n.d.) recommends that you organize the material within a paragraph according to the MEAL plan: Main Idea: Your topic sentence stating the concrete claim the paragraph is advancing. Evidence: Paraphrase or direct quotations from the source material you are using to support your topic sentence's claim. Analysis: Your explanation and evaluation of the evidence; explaining the evidence you provided and its relevance in your own words. Lead Out: Concluding; preparing your reader to transition to the next paragraph (and the next claim).The MEAL plan matches the general format of academic writing on many levels: that of assertion, evidence, and explanation. Many students make the mistake of writing toward a topic sentence or claim, rather than from one; keeping the MEAL plan in mind as you write will help you begin your paragraphs strongly and develop your analysis thoroughly. Duke University Thompson Writing Program. (n.d.). Paragraphing: The MEAL plan. Retrieved from - See more at:

CREATING YOUR OWN BODY PARAGRAPHS USE THE WORKSHEET PROVIDED TO SKETCH OUT SOME IDEAS. THREE BODY PARAGRAPHS DUE WEDNESDAY!!!

SIT IN LIKE-MINDED GROUPS This will help you create similar outlines – Civil Disobedience – Mercury Poisoning/Dolphin Slaughter – Animal Psychology – Endangered Animals (Add to the list)

CLOSE Does anyone want to share out their PARAGRAPH? What questions do you still have? What is due on WEDNESDAY?

Formative Assessment Student work will be used to assess student comprehension of direct instruction. Exit question will be used to assess synthesis of class work. Students sit in interest-related groupings.

Adaptations Student selection of topic for paper Visual interpretations of text assists student comprehension Template for supported writing

Extensions Students can work at their own pace to complete work Students can perform a discussion about L3 questions with Appointment partners

Technology Projection of PPT on Whiteboard Remind.com Calendar of assignments on staff webpage

Materials Handouts PPT