1. Informative Essay

2. Informative - J. English
LAFS.7.W.1.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., heading), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the information or explanation presented.
Informative - J. English

3. Informative - J. English
LAFS.7.W.1.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., heading), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the information or explanation presented.
Informative - J. English

4. Informative - J. English
LAFS.7.W.1.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., heading), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the information or explanation presented.
Informative - J. English

5. Informative - J. English
LAFS.7.W.1.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., heading), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the information or explanation presented.
Informative - J. English

6. Informative - J. English
LAFS.7.W.1.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., heading), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the information or explanation presented.
Informative - J. English

7. Informative - J. English
LAFS.7.W.1.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., heading), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the information or explanation presented.
Informative - J. English

8. Informative - J. English
LAFS.7.W.1.2
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., heading), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from and supports the information or explanation presented.
Informative - J. English

9. Purpose, Focus, and Organization
The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following:
Strongly maintained controlling idea with little or no loosely related material
Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas
Logical progression of ideas from beginning to end with a satisfying introduction and conclusion
Appropriate style and objective tone established and maintained
Informative - J. English

10. Purpose, Focus, and Organization
Controlling idea = thesis statement
The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following:
Strongly maintained controlling idea with little or no loosely related material
Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas
Logical progression of ideas from beginning to end with a satisfying introduction and conclusion
Appropriate style and objective tone established and maintained
Informative - J. English

11. Purpose, Focus, and Organization
The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following:
Strongly maintained controlling idea with little or no loosely related material
Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas
Logical progression of ideas from beginning to end with a satisfying introduction and conclusion
Appropriate style and objective tone established and maintained
Informative - J. English

12. Purpose, Focus, and Organization
The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following:
Strongly maintained controlling idea with little or no loosely related material
Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas
Logical progression of ideas from beginning to end with a satisfying introduction and conclusion
Appropriate style and objective tone established and maintained
Informative - J. English

13. Purpose, Focus, and Organization
The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following:
Strongly maintained controlling idea with little or no loosely related material
Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas
Logical progression of ideas from beginning to end with a satisfying introduction and conclusion
Appropriate style and objective tone established and maintained
No introduction or conclusion = no higher than a 2
Informative - J. English

14. Purpose, Focus, and Organization
The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following:
Strongly maintained controlling idea with little or no loosely related material
Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas
Logical progression of ideas from beginning to end with a satisfying introduction and conclusion
Appropriate style and objective tone established and maintained
Informative - J. English

15. Purpose, Focus, and Organization
The response is fully sustained and consistently focused within the purpose, audience, and task; and it has a clear controlling idea and effective organizational structure creating coherence and completeness. The response includes most of the following:
Strongly maintained controlling idea with little or no loosely related material
Skillful use of a variety of transitional strategies to clarify the relationships between and among ideas
Logical progression of ideas from beginning to end with a satisfying introduction and conclusion
Appropriate style and objective tone established and maintained
Informative - J. English

16. Evidence and Elaboration
The response provides thorough and convincing support, citing evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following:
Smoothly integrated, thorough and relevant evidence, including precise references to sources
Effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples), demonstrating an understanding of the topic and text
Clear and effective expression of ideas, using precise language
Academic and domain-specific vocabulary clearly appropriate for the audience and purpose
Varied sentence structure, demonstrating language facility
Informative - J. English

17. Evidence and Elaboration
The response provides thorough and convincing support, citing evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following:
Smoothly integrated, thorough and relevant evidence, including precise references to sources
Effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples), demonstrating an understanding of the topic and text
Clear and effective expression of ideas, using precise language
Academic and domain-specific vocabulary clearly appropriate for the audience and purpose
Varied sentence structure, demonstrating language facility
Informative - J. English

18. Evidence and Elaboration
The response provides thorough and convincing support, citing evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following:
Smoothly integrated, thorough and relevant evidence, including precise references to sources
Effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples), demonstrating an understanding of the topic and text
Clear and effective expression of ideas, using precise language
Academic and domain-specific vocabulary clearly appropriate for the audience and purpose
Varied sentence structure, demonstrating language facility
If you don’t cite, you won’t get higher than a 2
Informative - J. English

19. Evidence and Elaboration
The response provides thorough and convincing support, citing evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following:
Smoothly integrated, thorough and relevant evidence, including precise references to sources
Effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples), demonstrating an understanding of the topic and text
Clear and effective expression of ideas, using precise language
Academic and domain-specific vocabulary clearly appropriate for the audience and purpose
Varied sentence structure, demonstrating language facility
Informative - J. English

20. Evidence and Elaboration
The response provides thorough and convincing support, citing evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following:
Smoothly integrated, thorough and relevant evidence, including precise references to sources
Effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples), demonstrating an understanding of the topic and text
Clear and effective expression of ideas, using precise language
Academic and domain-specific vocabulary clearly appropriate for the audience and purpose
Varied sentence structure, demonstrating language facility
Informative - J. English

21. Evidence and Elaboration
The response provides thorough and convincing support, citing evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following:
Smoothly integrated, thorough and relevant evidence, including precise references to sources
Effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples), demonstrating an understanding of the topic and text
Clear and effective expression of ideas, using precise language
Academic and domain-specific vocabulary clearly appropriate for the audience and purpose
Varied sentence structure, demonstrating language facility
Informative - J. English

22. Evidence and Elaboration
The response provides thorough and convincing support, citing evidence for the controlling idea or main idea that includes the effective use of sources, facts, and details. The response includes most of the following:
Smoothly integrated, thorough and relevant evidence, including precise references to sources
Effective use of a variety of elaborative techniques (including but not limited to definitions, quotations, and examples), demonstrating an understanding of the topic and text
Clear and effective expression of ideas, using precise language
Academic and domain-specific vocabulary clearly appropriate for the audience and purpose
Varied sentence structure, demonstrating language facility
Informative - J. English

23. Unpack the Prompt
Sometimes our eyes see one thing while our brain perceives something entirely different. Consider all the reasons that a person might see something that is not really there. Write and informational essay about how it is possible for perception to differ from reality. Your essay must be based on ideas and information that can be found in both passages provided.

24. Unpack the Prompt
Sometimes our eyes see one thing while our brain perceives something entirely different. Consider all the reasons that a person might see something that is not really there. Write an informational essay about how it is possible for perception to differ from reality. Your essay must be based on ideas and information that can be found in both passages provided.

25. Informative - J. English
Unpack the Prompt
Sometimes our eyes see one thing while our brain perceives something entirely different. Consider all the reasons that a person might see something that is not really there. Write an informational essay about how it is possible for perception to differ from reality. Your essay must be based on ideas and information that can be found in both passages provided.
Informative - J. English

26. Informative - J. English
Unpack the Prompt
Sometimes our eyes see one thing while our brain perceives something entirely different. Consider all the reasons that a person might see something that is not really there. Write an informational essay about how it is possible for perception to differ from reality. Your essay must be based on ideas and information that can be found in both passages provided.
Informative - J. English

27. Informative - J. English
Group Work
Read “Magic and the Brain” and “Another Place, Another Time”
While you are reading collect evidence and ideas that show how it is possible for perception to differ from reality.
Record your evidence on a T-chart
Magic (Passage 1) - differences between perception and reality
Place/Time (Passage 2) – differences between perception and reality
Informative - J. English

28. Informative - J. English
An Introduction must…
A hook
A controlling idea/thesis statement
Be 5-7 sentences
Too much is just as bad as too little
Informative - J. English

29. Informative - J. English
The Hook
Captures reader’s interest in 3-4 sentences
First part of the introduction
Examples
Quotation from the text
Anecdote from the text
Surprising statement in support of claim topic
Simile or metaphor
Rhetorical question
Paint a picture related to the controlling idea
Informative - J. English

30. Thesis Statement/Controlling Idea
A thesis statement/controlling idea is the main proposal that a writer attempts to support in a piece of writing.
A thesis statement/controlling idea clearly states your topic and identifies your subtopics/reasons/points/etc based on order of importance
Recommended to be placed as the last sentence in the introduction.
Informative - J. English

31. Informative - J. English
“The mind is its own place, and in itself can make a heaven of hell, a hell of heaven” (255). This thought by John Milton was recorded over four hundred years ago, but it is still timely for us today. He seems to be saying that we are the ones to control our lives. We can be miserable when things are going well, just as we can be happy when things are going wrong. With this thought in mind, we can control the way we face life through our attitude, our determination, and our ability.
1.Highlight or underline the hook on your paper.
2. What kind of hook is used in this introduction paragraph?
3. Highlight or underline the thesis statement in this paragraph.
Informative - J. English

32. Informative - J. English
“The mind is its own place, and in itself can make a heaven of hell, a hell of heaven” (255). This thought by John Milton was recorded over four hundred years ago, but it is still timely for us today. He seems to be saying that we are the ones to control our lives. We can be miserable when things are going well, just as we can be happy when things are going wrong. With this thought in mind, we can control the way we face life through our attitude, our determination, and our ability.
1.Highlight or underline the hook on your paper.
2. What kind of hook is used in this introduction paragraph?
3. Highlight or underline the thesis statement in this paragraph.
Informative - J. English

33. “The mind is its own place, and in itself can make a heaven of hell, a hell of heaven” (255). This thought by John Milton was recorded over four hundred years ago, but it is still timely for us today. He seems to be saying that we are the ones to control our lives. We can be miserable when things are going well, just as we can be happy when things are going wrong. With this thought in mind, we can control the way we face life through our attitude, our determination, and our ability.
1.Highlight or underline the hook on your paper.
2. What kind of hook is used in this introduction paragraph?
3. Highlight or underline the thesis statement in this paragraph.
A quote from the passage
Informative - J. English

34. “The mind is its own place, and in itself can make a heaven of hell, a hell of heaven” (255). This thought by John Milton was recorded over four hundred years ago, but it is still timely for us today. He seems to be saying that we are the ones to control our lives. We can be miserable when things are going well, just as we can be happy when things are going wrong. With this thought in mind, we can control the way we face life through our attitude, our determination, and our ability.
1.Highlight or underline the hook on your paper.
2. What kind of hook is used in this introduction paragraph?
3. Highlight or underline the thesis statement in this paragraph.
A quote from the passage
Informative - J. English