1. Minds-On Transitional devices worksheet. (7-min) Extension:
If you complete the worksheet early, then you should work on your persuasive paragraphs.

2. What you must consider... Have a concluding sentence.
Making connections with the topic and society.
Cite where you obtained the information.
Avoid contractions (it’s, they’re, he’s, she’s, can’t, etc.)
What grade would you give yourself for your paragraph based on the rubric. Be ready to share your answer.
You have a Writing Mark and a Reading Mark.

3. How are you feeling about the paragraphs?
We must aim to have our paragraphs due on Friday. We must respect the deadlines. If there is a problem with November 24th, then you must tell me now.

4. What is a persuasive essay?
To know the basic conventions of an essay.
To understand how those conventions of an essay are applied.
To be able to evaluate if a student has effectively applied the conventions of an essay to persuade the reader.
These are all the same question:
What are the basic parts of an essay?
What are the conventions of an essay?
What are the ingredients of an essay?

5. I want to see what you know:
To know the basic conventions of an essay. To understand how those conventions of an essay are applied.
I want to see what you know:
What are the parts of an essay? Discuss in your groups first; you should have a speaker, leader, manager, note-maker and supporter.
Write down your ideas, then we’ll share.

6. What is the thesis of the essay? Does the essay have a hook? What is it?
What are the student’s points (aka, directional statements) to prove their thesis?
How many paragraphs does the essay have?
In your opinion, which piece of evidence was the strongest to prove his/her point? Explain why.
Did you feel like you learned something from reading this essay? Why or why not?
What do you think could have made the essay better or more convincing? You must write at least one thing that needs to be improved. (HINT: Use specific keywords that we have learned about the basic structure of an essay.)