1. Do Now Warm-up: Turn in your homework and complete the entrance ticket!

2. Grammar Mini-Lesson
Sentence Faults: Incorrectly written or punctuated sentences! THEY ARE THE ENEMY!!!! AVOID THEM! IF YOU SEE THEM, CORRECT THEM!
Sentence Fragment – a piece of a sentence; an incomplete sentence
EXAMPLE: A year from now may wish you started today.
EXAMPLE: When I graduate in June.
Comma Splice – incorrect use of commas in a sentence
EXAMPLE: Cell phones should not be allowed in the classroom, they create an annoying distraction.
EXAMPLE: Although, many students have them, cell phones should not be allowed in the classroom.
Run-on Sentence – two or more sentences incorrectly written as one
EXAMPLE: Cell phones should not be allowed in the classroom they create an annoying distraction.

3. Anticipatory Set: Scrambled Essay
Directions: In your groups, unscramble the components of an essay body paragraph given to you before the music stops!

4. Transitional Words/Phrases
To improve your writing, you need to make sure that your ideas, both within and across paragraphs, stick together or have coherence and that the gap between ideas is bridged smoothly
One way to do that is by using transitions—words or phrases that bring two ideas together

5. To Connect the Concession Paragraph to the First Body Paragraph
To begin with,
Firstly,
The first reason why . . .
In the first place,

6. To Connect the First Body Paragraph to the Second
Additionally,
In addition,
Secondly,
Another reason why . . .

7. To Connect the Second Body Paragraph to the Third
Finally,
Lastly,
One last reason why . . .
Most importantly (some writers choose to give their best reason last)

8. To Signal an Example For example To illustrate For instance
As an illustration
To demonstrate

9. To Show Results As a result Hence Consequently Thus Therefore
For this reason
Because of this

10. Persuasive Body Paragraph Development
The WHAT, HOW, and WHY are the questions you will answer in the supporting body paragraphs of your essay
WHAT=topic sentence claim – What are you claiming (or asserting)?
HOW=evidence/example that supports claim – How can you prove this?
WHY=commentary explaining why it supports the claim – Why is this important? Why does this support what you are claiming?

11. Body Paragraphs C.E.C. (pronounced “check”) CLAIM (topic sentence)
EVIDENCE (proof)
COMMENTARY (analysis elaboration)

12. Body Paragraph: Topic Sentence/Claim
Go back and look at the first item listed in your thesis statement. This will be your first claim or the first topic you will explore in your first body paragraph.
This sentence will inform your reader as to what this paragraph will be about.
Thesis: Students should not be allowed to use cell phones in the classroom because they create a distraction, tempt students to cheat, and emphasize socioeconomic differences.
Topic Sentence Claim: To begin with, if cell phones are allowed in the classroom, students will become easily distracted.

13. Body Paragraph: Evidence
Evidence includes examples, illustration, and quotes from the text (when applicable)
Topic Sentence Claim: Using cell phones while driving must be banned because they delay a driver’s reaction time.
Evidence: For example, during important instructional time, students tend to give more attention to their cell phone by checking or sending text messages or social media posts.

14. Body Paragraph: Commentary/Analysis
This is where you elaborate on the evidence. What does this evidence mean? Why is it important? How does it support what you are claiming in your topic sentence?
Evidence: For example, during important instructional time, students tend to give more attention to their cell phone by checking or sending text messages or by scrolling their social media newsfeed.
Commentary: Such a distraction can easily cause students to miss key information that proves vital to completing classwork assignments or succeeding on a quiz or formal assessment. They could end up asking questions that have already been addressed, annoying both their teacher and their peers. Repeated distractions due to cell phone use only put them further behind.

15. Body Paragraph: Conclusion Sentence
This is where you reassert how the topic sentence of this paragraph supports your paper’s thesis. You may also lead into your next body paragraph.
Commentary: Such a distraction can easily cause students to miss key information that proves vital to completing classwork assignments or succeeding on a quiz or formal assessment. They could end up asking questions that have already been addressed, annoying both their teacher and their peers. Repeated distractions due to cell phone use only put them further behind.
Conclusion: As a result, they may have to stay after school, if allowed, in order to recover time wasted from being preoccupied with their phone, or they could, simply put, fail the class.

16. Body Paragraph: Putting It All Together
Topic Sentence Claim:. To begin with, if cell phones are allowed in the classroom, students will become easily distracted. Evidence: For example, students already admittedly tend to give a great deal of attention to their cell phones by constantly checking or sending text messages or by scrolling their social media newsfeed; this behavior would only continue in the classroom. Commentary: Such a distraction would easily cause students to miss key information that proves vital to completing classwork assignments or succeeding on a quiz or formal assessment. They could end up asking questions that have already been addressed, annoying both their teacher and their peers. Repeated distractions due to cell phone use only would only put them further behind. Conclusion: As a result, they may have to stay after school, if allowed, in order to recover time wasted from being preoccupied with their phone, or they could, simply put, fail the class.

17. Your Turn Refer back to your thesis statement.
Remember, each reason listed in your thesis statement becomes a topic sentence CLAIM for each body paragraph
Complete your graphic organizer by developing your three body paragraphs.
Make sure you use appropriate transitional words/phrases as well as complete sentences – No sentence fragments (incomplete sentence), comma splices (commas used incorrectly), or run-on sentences (two sentences put together without proper punctuation or coordinator).
Refer to the scoring rubric to ensure you get a good grade on this assignment.

18. “I Got This” Exit Ticket
Complete the SOL Released Test Items on Transitional Words and Sentence Faults

19. Complete your graphic organizer for the body paragraphs
Homework/Next Class
Complete your graphic organizer for the body paragraphs