1. EVER WONDER HOW TO structure your research essay?

3. Let’s review where we are in the writing process
Let’s review where we are in the writing process. Right now, we are in the “preparing to write” process. First we researched a topic, in this case inventions, and we have read multiple texts on the topic. Next we generated a big research question which is, how do people invent new things? The third step in preparing to write is to write the thesis statement. We came up with “There are many ways to invent new things” and finally, we’ll be outlining the essay. We are on step 4 of the process, outlining the essay.

4. A common mistake that some writers make when outlining the essay is to outline the introduction and then leave the introductory outline behind. This is a mistake because the introductory outline actually helps to set up the rest of the essay. The order of the bullets in the introductory outline provide the roadmap for the body paragraphs in the essay.

5. So in order to structure your research essay through the introduction using boxes and bullets, you will first Write your introduction in boxes and bullets. Next, Make each bullet a new box in the body outline. And Last, Add details to each body paragraph outline as bullets.

6. So first, write your introduction in boxes and bullets
So first, write your introduction in boxes and bullets. That’s easy, my thesis statement is “There are many ways to invent new things”. There, my thesis statement is in the box. Now, I write my reasons, or in this case, the ways, in the bullets below. So, I’ve thought through this before, and I learned through my research that people came up with inventions by studying nature, by accident, and through trial and error. So, I’ll write my ways like that: (Read reasons aloud as they appear). One thing every writer should remember to do is to restate the thesis statement in each bullet. So, each of my bullets should say something about a new way of inventing something. Let me just check here. One way to invent something new… YES, Check, I restated it there, Another way to invent something new, YES, Check, did it again. And the last one, even though I didn’t say “a third way,” I still talked about a new way to invent objects but I used different words.

7. One way to invent something new is by studying nature.
Another way to invent new things is by accident.
New objects are also invented through trial and error.
So next, Make each bullet of your introduction a box in the body of the organizer. Taking a look at my introductory outline, I have my thesis in the box, and the three main points that I want to talk about as bullets under the box. I have three main points, so if I take a look at my body outline, I should have three new sets of boxes and bullets, one for each point I want to make. This part is easy. All I need to do is transfer each bullet point from the introductory outline into a new box in the body outline. I need to make sure that I do this in the same order, so my first bullet will go into this box, my next bullet will go into the second box, and my last bullet will go into the third box. These new boxes will be the topic sentences of the paragraphs in the body of my essay.

8. “Nature Inspires Advances in Technology” by Margaret Webb Pressler
Inventors:
George de Mestral: Velcro (studied burrs).
Christopher Viney: sunscreen bug repellant (studying hippo sweat).
Scientists: a new kind of needle for painless shots (studying mosquitos).
Kellar Autumn: developing a strong no-residue tape (studying geckos’ toe hair).
Airplane design came from studying birds (biomimicry).
George de Mestral created Velcro by studying burrs
Biomimicry is creating a new design by studying nature.
Lots of scientists are trying to solve problems today by observing nature.
The Wright brothers’ plane was designed through biomimicry.
The Third step is to add details to each body paragraph outline as bullets. Well, where do I grab my details from? from my notes since that’s where all of my information is! OK, so my first body paragraph outline is about studying nature. That means that I should look at my notes on biomimicry, which is the study of nature. OK, Taking a look at my notes, I’m not going to add all of these details as they are by just rewriting them in the boxes. I need to think about new ways to say these things and combine them. So, I definitely want to talk about George Mestral creating Velcro, so I’ll write (read point aloud). I also want to talk about what exactly biomimicry is, so I’ll write (read aloud). I want to mention scientists not just in the past, but who are using biomimicry NOW to create new inventions, and both the scientists and Kellar Autumn are working now, so I’ll write (read aloud.) And last, I really want to talk about the Wright brothers, since they used biomimicry in their design, so I’ll write (read aloud).

9. Frank Epperson made the popsicle
“Accidental Inventions” by Emily McGee
Invention Design:
Some inventors don’t even mean to invent anything, they just stumble upon a solution to a problem, or something that people will buy.
Inventors:
The Epperson kids helped their father, Frank Epperson, come up with the name “popsicle” for his invention: frozen soda.
Cornelius Vanderbilt: created potato chips at a restaurant by sending his soggy fries back to the kitchen to be made thinner.
Spencer Silver & Arthur Fry: invented post-it notes by accidentally creating a weak glue and adding it to choir notes.
Dr. Harry Coover: accidentally made super glue while trying to make plastic.
Frank Epperson made the popsicle
Cornelius Vanderbilt made the potato chip by complaining
Spencer Silver and Arthur Fry invented post-its together
Dr Harry Coover tried to make a kind of plastic but it came out as super glue.
I need to repeat that same process for each of my body paragraph outlines. Again, by reviewing my notes, deciding what to include in my notes, and adding the information as bullets under my box. Here’s my second body outline.

10. “The First Flight” by Karen Shaw
Timeline:
Nov. 5: tested the motor and damaged the propellers.
2nd time motor didn’t work, Orville fixed it himself.
Problems:
Plane was slightly damaged after first flight attempt (fell to ground).
The plane broke 3 times, but they kept trying.
The first airplane only flew 2 days and then never again. It was damaged beyond repair.
The motor didn’t work on the Wright brothers’ airplane twice, but Orville fixed it himself.
Plane was damaged after falling to ground during the first attempt, but they kept making attempts.
Post-its: the glue wasn’t as strong as Silver wanted it, so Fry tried it out as page notes.
And here’s my third body outline

11. Frank Epperson made the popsicle
Cornelius Vanderbilt made the potato chip by complaining
Spencer Silver and Arthur Fry invented post-its together
Dr Harry Coover tried to make a kind of plastic but it came out as super glue.
One way to invent something new is by studying nature.
Another way to invent new things is by accident.
New objects are also invented through trial and error.
The motor didn’t work on the Wright brothers’ airplane twice, but Orville fixed it himself.
Plane was damaged after falling to ground during the first attempt, but they kept making attempts.
Post-its: the glue wasn’t as strong as Silver wanted it, so Fry tried it out as page notes.
George de Mestral created Velcro by studying burrs
Biomimicry is creating a new design by studying nature.
Lots of scientists are trying to solve problems today by observing nature.
The Wright brothers’ plane was designed through biomimicry.
And here is my essay outline outline using boxes and bullets. I have my introduction, my first body paragraph, my second body paragraph, and my third body paragraph. Now All I need to do is make sure I have enough information in each body paragraph by counting my bullet points. As long as I have two in each, I should be ready to go. So, I’ve got four bullets in the first body paragraph, four in the second, and three in the third. All paragraphs have more than 2 bullets, so I’m good to go!

12. To review, Read steps again out loud.

13. Read aloud.

14. The Attack on Fort Sumter was caused by a mistake.
Soldier mistakes caused the Riot in Baltimore.
Soldiers started the Battle at Ball’s Bluff by accident.
LearnZillion Notes:
--The “Guided Practice” should include 1 practice problem that targets the skill that was used in the Core Lesson. Use the same vocabulary and process you used in the original lesson to solve this problem. You’ll be making a video in which you solve this question using your tablet and pen, so all you need to do is write the question on this slide.

15. LearnZillion Notes:
--On the Extension Activities slide(s) you should describe 2-3 activities written with students as the audience (not teachers). Each extension activity should push the students a bit further with the lesson but in a different application or context. Each activity should be designed to take roughly minutes. Teachers will likely display the slide in class and then assign an activity to a student or group for additional practice and differentiation. Ideally, these Extension Activities will be created such that a teacher can differentiate instruction by giving more difficult extension activities to students who have shown mastery of the lesson, and less difficult activities to students who are not yet proficient.
--If you need more than one slide to list your extension activities, feel free to copy and paste this slide!

16. Look at a completed student essay.
Try to create the boxes and bullets outline that the writer used by searching for the main ideas and details in each paragraph.
LearnZillion Notes:
--On the Extension Activities slide(s) you should describe 2-3 activities written with students as the audience (not teachers). Each extension activity should push the students a bit further with the lesson but in a different application or context. Each activity should be designed to take roughly minutes. Teachers will likely display the slide in class and then assign an activity to a student or group for additional practice and differentiation. Ideally, these Extension Activities will be created such that a teacher can differentiate instruction by giving more difficult extension activities to students who have shown mastery of the lesson, and less difficult activities to students who are not yet proficient.
--If you need more than one slide to list your extension activities, feel free to copy and paste this slide!

17. LearnZillion Notes:
--”Quick Quiz” is an easy way to check for student understanding at the end of a lesson. On this slide, you’ll include a way for teachers to quickly and authentically assess student understanding. That’s it! You won’t be recording a video of this slide and when teachers download the slides, they’ll direct their students through the example on their own so you don’t need to show an answer to the question.

18. Use this rubric to ensure your lesson plan is great!
Lesson Slides Rubric
Use this rubric to ensure your lesson plan is great!
LearnZillion Notes:
--You can delete this page and everything below it once you’re finished with your presentation!

19. Storyline or Arc of the Lesson
Criteria for Success
Things to avoid
Storyline or Arc of the Lesson
There is a clear arc to the lesson. One slide leads naturally to the next so that there is a flow and a building of meaning
All the components of the lesson are there but they seem disconnected, as if the author wrote each without thinking about how they fit into the whole.
Hook Slide
The teacher poses a simple question that illicits the response, “yeah, I do wonder how that works…”
The question is short
A relevant example is included when it is short and further pulls the learner in
The question mirrors what the student will do in the guided practice
The question seems formulaic, inauthentic, or overly “school-ish” (message: you have to learn this because you’re in school rather than, this is genuinely interesting)
The hook is overly-complicated and potentially confusing
The question does not parallel the guided practice questions
Objective Slide
The objective follows the form (you will learn X by doing Y)
Is concise and follows the form provided in the examples
Does not follow the form
Is overly vague in describing either the X or the Y
Is too long
Is written for teachers but not students
Let’s Review
Reminds the student of how this lesson fits within the writing process
Is as concise as possible
Is either too detailed or not detailed enough in connecting the lesson to other lessons
Leaves out important touch points
Makes the lesson overly dependent on the other lessons (student will be confused or feel like they’ve made a mistake, if they watch this lesson alone)
Is too elaborate

20. Steps and Objective Review
Common Mistake
Points out a “common mistakes” that students make and quickly explains why that is a mistake
The mistake is overly simplistic or complicated. Does not feel authentic
Steps
Clearly connects with the objective
Includes 2-3 steps that a writer can take to achieve the objective
Is student focused (the steps accurately imagine what a student who has never done this before will need to do)
Is logical and specific (you can visualize the act of doing the step. There is no magic leap that happens between steps)
The connection with the objective is unclear
Includes 4+ steps (and therefore should be split into two or more lessons)
Involves a magic leap that assumes a student can make a leap between steps that is natural to an adult
Modeling
Is in “think aloud” format. The teacher is opening up his/her thought process to the student and modeling the struggle; showing how he/she drafts and revises ideas in his/her mind
Engages the learner by asking questions along the way to build suspense
Examples are authentic - they show empathy for the learner and his/her interests, concerns, problems without speaking down the learner
Fails to explain his/her thinking along the way. The teacher effortlessly runs through the steps as if it’s all obvious and easy
Does not ask any questions along the way to pull the learner in
Uses examples which are unlikely to connect with the learner’s life
Steps and Objective Review
Reviews the steps and objective in a “see what I just did” way
Serves as a “let’s pull this all together” moment that helps organize the lesson in the learner’s mind
Creates abrupt feeling between the modeling and the reviewing (subtext: “we’re done modeling, let’s quickly bring this lesson to a close.”)

21. Extension Activity Suggestions
Guided Practice
Challenges the learner to carry out the same steps
Is at the same difficulty level modeled in the lesson
Seem unrelated to the hook question
Is at a different difficulty level than that modeled in the lesson
Extension Activity Suggestions
Includes suggestions for at least 2 extensions
Includes a suggestion for a struggling student who needs more opportunities for practice as well as a student ready to be challenged more
Suggestions should clearly build from the approach in the core lesson
Does not include differentiation
Does not thoughtfully connect or flow from the lesson
Does not clearly build from the approach in the core lesson
Aesthetics
The slides use the correct colors (blue, green, red) in the correct sequence
The slides use the correct fonts
The slides use handwriting and the handwriting appears as written in the right places
The slides only use the headers/titles provided
The slides use the provided visuals or include visuals created by the author or LearnZillion
The slides use animation, highlighting, and circling to scaffold the learning, keeping the eye focused on what the teacher is introducing/explaining
The slides clean and uncluttered. The visuals and text do not exceed the maximum amount (see tutorial for example of maximum)
The slides use other colors or vary the order of the colors
The slides add new headers/titles that aren’t part of the template
The slides use clip art
The slides are cluttered
Animation is distracting and feels more like sizzle than part of the steak

22. Graphic and Image Templates
Copy and Paste items from these slides to make your presentation look great!
LearnZillion Notes:
--You can delete this page and everything below it once you’re finished with your presentation!

23. LearnZillion Notes:
--The first time text appears, it should always appear letter by letter using animation. If the same text appears later (perhaps in a review section), the text should simply fade in.
--Use green text for headlines and main ideas, blue for examples and detail, and red for even more intricate details or examples.
--Always use black text on the “yellow sticky note” images.
--Never use a font size smaller than 28

24. LearnZillion Notes:
--The bubbles and text are separate pieces (not “grouped”). That means that you’ll want to select both of them before you can move, copy or paste the set. You can select both of them and resize them together or you can select just the text box or just the bubble and adjust either one.
--If you select just the bubble, you can grab the yellow square to manipulate or elongate the tail.
--Use letter-by-letter animation the first time you show a given text bubble, but if the same bubble appears later, use “fade” animation.

25. LearnZillion Notes:
--The sticky notes and text are separate pieces (not “grouped”). That means that you’ll want to select both of them before you can move, copy or paste the set. You can select both of them and resize them together or you can select just the text box or just the sticky note and adjust either one.
--Use letter-by-letter animation the first time you show a given sticky note, but if the same note appears later, use “fade” animation for the text.

26. Common Issues:
--To rotate an arrow, select it and then drag the green dot to rotate however you like.
--To change the color of an arrow, select the arrow, then on the “Home” tab select “Shape Fill”

27. LearnZillion Notes:
--You can delete any of these that you don’t need.

28. LearnZillion Notes:
--You can resize these boxes and use them to highlight text in a passage or an important piece of an equation etc. You can also use a pen or other drawing tool though.

29. LearnZillion Notes:
--You can create a new slide that automatically uses one of these banners by clicking the arrow under “new slide” and choosing from one of the master templates.
--If you want to edit the text though, you can grab one of these and adjust as necessary.