1. HOW TO WRITE AN INTRODUCTION JUNIORS 11H

2. Ms. Livingston English Grade Level 11 Time Required: 43 Unit: Research Project December 4, 2014 Standards to be addressed: CCSS.ELA-LITERACY.W.11-12.2 CCSS.ELA-LITERACY.W.11-12.2 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.

3. SWBAT learn how to write an intro for their research paper DO NOW: HOMEWORK Due Monday READ CHAPTERS 9-12 in CITR Annotated Bibliography (Change from Fri) Outline Introduction Paragraph

4. WHAT IS AN INTRODUCTION?

5. PURPOSE Direct Instruction Your introduction provides context to your readers to prepare them for your paper's argument or purpose. An introduction should begin with discussion of your specific topic (not a broad background overview) and provide just enough context (definitions of key terms, for example) to prepare your readers for your thesis or purpose statement. Sample Introduction/Context: If the topic of your paper is the link between educational attainment and health, your introduction might do the following: (a) establish the population you are discussing (b) define key terms such as healthy and well-educated (c) justify the discussion of this topic by pointing out a connection to a current problem that your paper will help address. - See more at: http://writingcenter.waldenu.edu/318.htm#sthash.YZ1cCPmu.qfqf7pYv.dpuf

6. LOOKING AT SAMPLE Direct Instruction I. Introduction A. Current Problem (or state of affairs – the status quo): Educational attainment rates are decreasing in the United States while healthcare costs are increasing. B. Population/Area of Focus: Unskilled or low- skilled adult workers C. Key Terms: healthy, well-educated Thesis Statement: Because of their income deficit (cite sources) and general susceptibility to depression (cite sources), students who drop out of high school before graduation maintain a higher risk for physical and mental health problems later in life.

7. LOOKING AT SAMPLE Direct Instruction HOW DO I “HOOK” THE READER? Have a sentence that grabs the reader’s attention. This could include quote that relates to your topic an appropriate anecdote a startling statistic. Your hook is supposed to hook the audience, so consider your audience!

8. CREATING YOUR OWN INTRO Student Practice USE THE TEMPLATE PROVIDED TO SKETCH OUT SOME IDEAS. BEGIN DRAFTING – YOU CAN USE THE TEMPLATE OR START DRAFTING IN A WORD DOCUMENT INTRO IS DUE ON MONDAY!!!

9. 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)

10. CLOSE Does anyone want to share out their intro? What questions do you still have? What is due on Monday?

11. 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.

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

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

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

15. Materials Handouts PPT