1. Writing the Explanatory Essay
Leon County Schools
Model Lesson
This lesson has very explicit instructions for teaching the explanatory essay that is assessed on the FSA for English Language Arts. For more advanced writers, some of these steps may be eliminated and, of course, for students with more serious deficiencies in reading and writing, other adaptations may be needed.
A teacher scripts is provided within the notes for guidance. This will be represented in quotation marks. Directives for the teacher will not.

2. What is the explanatory essay?
In an explanatory essay, the writer must analyze evidence from sources to develop and support a controlling idea.
Let’s take a look at an explanatory essay prompt.
Review the basic definition of explanatory or informative essay. Explain that the two terms of synonymous. Proceed to the next side.

3. Analyzing the Writing Prompt
”At this time, we will look at an explanatory writing prompt and examine the parts.” Distribute the explanatory writing packet on Generation Z. Tell students that they will be using this packet over the next several days.

4. write your response; and revise and edit your response. Be sure to:
 Background: Each generation is defined by a unique set of characteristics, so it is not surprising that today’s adolescents, known as Generation Z, are making their mark in history
Prompt: In an informative essay, explain how the young people who make up Generation Z are influencing American culture.
Your essay must be based on ideas and information in the passage set. Manage your time carefully so that you can:
read the passages;
plan your response;
write your response; and
revise and edit your response.
Be sure to:
use evidence from multiple sources; and
avoid overly relying on one source.
 Your response should be in the form of a multi-paragraph essay. Write your response in the space provided.
Say: “Look on the front page of your writing packet. This is the explanatory writing prompt we will be working with over the next few days.” Read the prompt out loud and briefly discuss. Proceed to next slide.

5. Explanatory Essay Prompt
In an informative essay, explain how the young people who make up Generation Z are influencing American culture.
Briefly examine the packet of sources the writer is being asked to read and write about.
Direct students to circle the actual prompt on their packet. Read the prompt out loud and briefly walk students through the packet of sources. Proceed to next slide.

6. Before reading the passage set, the writer should analyze the question parts to make sure he or she understands the writing task.
In an informative essay, explain how the young people who make up Generation Z are influencing American culture.
Tell students that they should take time to examine the prompt more closely…that explanatory prompts have several parts that must be addressed in the response.

7. How are the young people of Generation Z influencing American culture?
Some writers find it helpful to rephrase the prompt as a question. Take a minute to see if you can make a question from the prompt.
How are the young people of Generation Z influencing American culture?
This slide is animated. Tell students that FSA prompts can often be rephrased as a question. Challenge them to weave the question into a prompt. Then, click on the slide to reveal the question. Read and discuss how the question mirrors the original prompt.

8. Can we break down this question into a series of questions?
Who is Generation Z?
What are they doing? (influencing)
What is their impact on American culture? (how)
How are the young people of Generation Z influencing American culture?
This slide is animated.
Challenge students to break the question down into 2-3 questions then click to reveal the breakdown of the question.

9. What are they doing? (influencing)
Who is Generation Z?
What are they doing? (influencing)
What is their impact on American culture? (the how)
Write the questions we created on the front of your writing packet. This will help you when you get ready to write your essay.
Follow instructions on the slide.

10. Reading and Annotating the Text Set

11. Reading and Annotating the Text Set
As you read the sources in your packet, it is helpful to have a system for making notes. This will save time when you get ready to write your essay.
Today we are going to practice the skill of text-coding as a way to collect evidence for your essay.
Follow instructions on the slide.

12. Look at the questions we created from the prompt and think of letters we can use as text codes. I have done the first one.
Who is Generation Z? GZ
What are they doing?
What is their influence on American culture?
Follow instructions on the slide.

13. Here are the text codes we will use with this prompt.
Who is Generation Z? GZ
What are they doing?
(actions of GZ) A
Generation Z’s influence on American culture I
Follow instructions on slide.

14. When highlighting and marking the text, we want to be selective and only highlight the most significant details. Let’s practice highlighting together with the first article.
Follow instructions on the slide.

15. Baby Boomers (ages 54-70) prefer face-to-face communication.
Source one is a research summary published by the Center for Generational Kinetics. Let’s practice with the first two paragraphs.
They are the most web-savvy, app-friendly generation. Welcome, Generation Z (also nicknamed "Gen Z"), the generation born in 1996 or later, who have been shaped by and are--in turn--shaping technology and social media in very different ways from their predecessors, the Millennials.
"Historically, a generation is defined as a birth cohort from the same time and same place. For each generation, technology has become a key marker of its identity:
Baby Boomers (ages 54-70) prefer face-to-face communication.
Generation X (ages 38-53) are big fans of talking on the phone.
Millennials (ages 22-37) engage with social media networks.
Read the first two paragraphs out loud while students follow along. Ask students where we should highlight and text code, then proceed to next slide for highlighting and text code example.

16. Source one is a research summary published by the Center for Generational Kinetics. Let’s practice with the first two paragraphs.
They are the most web-savvy, app-friendly generation. Welcome, Generation Z (also nicknamed "Gen Z"), the generation born in 1996 or later, who have been shaped by and are--in turn--shaping technology and social media in very different ways from their predecessors, the Millennials.
"Historically, a generation is defined as a birth cohort from the same time and same place. For each generation, technology has become a key marker of its identity:
Baby Boomers (ages 54-70) prefer face-to-face communication.
Generation X (ages 38-53) are big fans of talking on the phone.
Millennials (ages 22-37) engage with social media networks. GZ
Example is revealed. Proceed to next slide.

17. Let’s continue with paragraphs 3 and 4.
What does Generation Z like? Messaging apps that "don't leave a paper trail," where communications are sent and then are quickly gone, as users move on to the next stream of communication. This young group favors more personal, immediate social platforms like Instagram rather than broadcasting their lives widely and publicly for all to see through the likes of Facebook and Twitter.  
To examine how generations differ and are increasingly defined by their use of social media tools, our Center surveyed 1,000 people between the ages of 14 and 69, to learn how they view and use technology. The center also surveyed an additional group of people age 14 to 17 to better understand Gen Z.
Do paragraphs 3 and 4 together with teacher reading out loud and students offering highlighted passages and text codes. Click to proceed to next slide.

18. Let’s continue with paragraphs 3 and 4.
What does Generation Z like? Messaging apps that "don't leave a paper trail," where communications are sent and then are quickly gone, as users move on to the next stream of communication. This young group favors more personal, immediate social platforms like Instagram rather than broadcasting their lives widely and publicly for all to see through the likes of Facebook and Twitter.  
To examine how generations differ and are increasingly defined by their use of social media tools, our Center surveyed 1,000 people between the ages of 14 and 69, to learn how they view and use technology. The center also surveyed an additional group of people age 14 to 17 to better understand Gen Z. A

19. Let’s continue with paragraphs 5 and 6.
In our study, we learned that Generation Z, ages 13-22, is redefining who is influential in today’s marketplace. Rather than hanging posters of TV celebrities or athletes on their bedroom wall, Gen Z is following influencers on social media. Forty-six percent of Gen Z follow more than 10 online influencers. It’s the online words—or video posts—of these digital influencers that matter most to this mobile-only generation.
According to the study, Gen Z expects to interact with brands on social media and is doing so in greater numbers than Millennials. The research uncovered that 73% of Gen Z follow at least one brand on social media compared to 64% of Millennials, and 52% of Gen Z follow three brands or more. In addition, Gen Z prefers to interact with companies via Instagram rather than the Millennial-preferred Facebook or Twitter.
An influencer is an individual who has the power to affect purchase decisions of others because of his/her authority, knowledge, position or relationship with his/her audience.
Continue with paragraphs 5 and 6. Proceed to next slide for highlighted passages and text codes. There are numerous text codes in paragraphs 5 and 6.

20. Let’s continue with paragraphs 5 and 6.GZ A
In our study, we learned that Generation Z, ages 13-22, is redefining who is influential in today’s marketplace. Rather than hanging posters of TV celebrities or athletes on their bedroom wall, Gen Z is following influencers on social media. Forty-six percent of Gen Z follow more than 10 online influencers. It’s the online words—or video posts—of these digital influencers that matter most to this mobile-only generation.
According to the study, Gen Z expects to interact with brands on social media and is doing so in greater numbers than Millennials. The research uncovered that 73% of Gen Z follow at least one brand on social media compared to 64% of Millennials, and 52% of Gen Z follow three brands or more. In addition, Gen Z prefers to interact with companies via Instagram rather than the Millennial-preferred Facebook or Twitter.
An influencer is an individual who has the power to affect purchase decisions of others because of his/her authority, knowledge, position or relationship with his/her audience.

21. Let’s continue with paragraph 7.
Ninety-five percent of Gen Z own a smartphone and over half of the generation use it more than five hours per day. This is their lifeline, and social media is their means to connect and learn about what they like and want. The ‘stars’ of this generation are not those seen on TV or at a big-time concert hall, they’re the people who Gen Z follow every day on their smartphone or tablet. Whether an online influencer’s following is ten thousand or ten million, these online personalities make an immediate impact on this generation’s brand loyalty and purchasing decisions. Companies need to embrace this approach, and leverage it as part of their marketing efforts, because Gen Z will ditch the companies that don’t keep up.”
Finish out with paragraph 7. Proceed to next slide for answers.

22. Let’s continue with paragraph 7.
Ninety-five percent of Gen Z own a smartphone and over half of the generation use it more than five hours per day. This is their lifeline, and social media is their means to connect and learn about what they like and want. The ‘stars’ of this generation are not those seen on TV or at a big-time concert hall, they’re the people who Gen Z follow every day on their smartphone or tablet. Whether an online influencer’s following is ten thousand or ten million, these online personalities make an immediate impact on this generation’s brand loyalty and purchasing decisions. Companies need to embrace this approach, and leverage it as part of their marketing efforts, because Gen Z will ditch the companies that don’t keep up.” A I

23. Follow instructions on slide.
Partner Work: With your partner, read the second article, “Move Over Millennials, Here Comes Generation Z,” highlighting and text coding as we discussed. GZ – Descriptions of Gen Z A – Actions of Gen Z I – Influence of Gen Z

24. Let’s discuss some of your choices with the 2nd article
Let’s discuss some of your choices with the 2nd article. Does anyone want to share what you highlighted and text coded? GZ – Descriptions of Gen Z A – Actions of Gen Z I – Influence of Gen Z
Solicit examples from the 2nd source after partners have worked together. Proceed to next slide.

25. Partners work together with the third source.
Partner Work: With your partner, read the third article,” Despite Living a Digital Life, 98 Percent of Generation Z Still Shop In-Store,” highlighting and text coding as we discussed. GZ – Descriptions of Gen Z A – Actions of Gen Z I – Influence of Gen Z

26. Let’s discuss some of your choices with the third article
Let’s discuss some of your choices with the third article. Does anyone want to share what you highlighted and text coded? GZ – Descriptions of Gen Z A – Actions of Gen Z I – Influence of Gen Z
Solicit examples from the partner work using the third source. Proceed to next slide.

27. Independent Work: On your own, read the last two sources, highlighting and text coding the documents. GZ – Descriptions of Gen Z A – Actions of Gen Z I – Influence of Gen Z
Students work on their own text coding the last two sources.

28. Planning Your Essay

29. Now that we have taken notes on the text set, we need to plan for our essay. To do this, you will need your planning sheet. At the top of the page, write the question we created.
Distribute planning sheets. Emphasize with students the importance of planning. Many of ours students are not planning before writing their essays. Please stress the importance of using the planning sheet. Tell students we will practice a method of planning today.
Direct students to write the question we created from the prompt at the top of the planning sheet. Tell them this question will keep us focused as we plan our essay.
Proceed to next slide.

30. How are the young people of Generation Z impacting American culture?
Review your highlighted sources and text codes. Let’s jot down some notes from our reading.
Tell students that we will be using their text codes to help plan the essay. From the text codes, we will jot down some major points we can use to guide our essay.

31. Review your highlighted sources and text codes
Review your highlighted sources and text codes. Make three columns—one for each text code. You can write out the words or strictly use the text codes. I have chosen to write out the words.
How are the young people of Generation Z impacting American culture?
Actions of Gen Z
Who is Gen Z
Follow instructions on the slide.
Impact of Gen Z

32. How are the young people of Generation Z impacting American culture?
GZ: Who is Gen Z?.
The planning sheet provides a way for you to record your ideas for the essay. Review your highlighted notes and text codes and jot down the most important ideas from the reading. Look at my notes for Gen Z.
;born 1996 or later
grew up not knowing a world before smart phones and social media
more careful and private than Millennials
Follow instructions on slide.

33. How are the young people of Generation Z impacting American culture?
Actions of Gen Z
With your partner or on your own, repeat the process with the remaining two text codes. Don’t write down everything. Write down the most important ideas from the reading for each text code.
Who are Gen Z?.
Influence of Gen Z

34. DISCUSSION: Let’s take some time to discuss the original prompt based on your reading and note-taking.
Prompt:  
In an informative essay, explain how the young people who make up Generation Z are influencing American culture.
Now that the class has read and analyzed the prompt, read the text set, and taken notes, ask students to discuss how they would respond to the prompt. Be sure to direct students to the word “influencing” as this is likely to be tough for them. Pose questions such as:
What behaviors are Gen Z exhibiting? What is unique about this group?
What is the result of their behaviors?
How is it affecting American culture?
How is it affecting entertainment on television and the internet?
How is it affecting businesses and employers?
Is it having an economic effect?
What about the behaviors that have nothing to do with technology?

35. Writing the Explanatory Essay
Tell students that we will now begin the process of writing the essay. We will be going through the steps together to ensure they understand how to approach the task.

36. Revisiting the Prompt
In an informative essay, explain how the young people who make up Generation Z are influencing American culture.
Revisit the prompt with the students. Proceed to next slide.

37. In an informative essay, explain how the young people who make up Generation Z are influencing American culture.
Let’s think about how we can organize the information for our essay. Typically, an essay has five paragraphs. Let’s look at a common structure.
Tell students that the five-paragraph paper is not a requirement but that some students find it helpful in organizing their ideas.

38. Here is a common structure for the Explanatory Essay
Paragraph one introduces the controlling idea of the essay. Typically, the writer begins the introduction with a idea or story to engage the reader.
The second paragraph contains a sentence with a major point that supports the controlling idea with evidence and an explanation.
The third paragraph contains a sentence with a major point that supports the controlling idea with evidence and an explanation.
The fourth paragraph contains a sentence with a major point that supports the controlling idea with evidence and an explanation.
The conclusion revisits the original controlling idea that was introduced in the first paragraph. Typically, the writer will emphasize its importance by re-asserting the major points made in the body paragraphs (2nd-3rd).
This slide is animated.
Read through each bullet, explaining that this is a typical structure for an essay.

39. A Word about the Five-Paragraph Essay
It is not a requirement for a writer to follow the traditional five-paragraph paper, but some students find it is a helpful structure for getting started.
Re-iterate.

40. Before writing the introduction, we must create our controlling idea statement for the essay.
An explanatory/informative paper has a controlling idea that runs throughout the entire essay. The idea is a response to the prompt, one that can be supported with logical reasons and evidence from the text set. Let’s see if we can create a controlling idea based on the evidence we have collected on “how Generation Z is impacting American culture.”
Tell students that an introductory paragraph contains the controlling idea that is a requirement for the explanatory/informative essay. Read the slide and proceed to next slide.

41. How are the young people of Generation Z influencing American culture?
Using the notes from your planning sheet, try to create a controlling idea statement for your essay. Keep in mind the question we created based on the prompt.
How are the young people of Generation Z influencing American culture?
Follow instructions on the slide. Give students an opportunity to write a controlling idea based on their notes. Move around the room and assist students with the task.
Students should write their controlling ideas on the planning sheet. They may write it on the back of the planning sheet if they do not have enough room.

42. Getting Feedback on your Controlling Idea
Let’s hear some of the controlling ideas from the group. As you share, I will write them on the board. We will work together to create several controlling ideas from which to choose.
Follow instructions on the slide.

43. Here is my controlling idea for the Generation Z essay we have been working on. Have I addressed the prompt completely?
Generation Z’s cautious and demanding habits are forcing businesses and employers to change from mainstream “wired” programming to streaming mobile technologies that are efficient, safe, and relatable.
Now that students have created their own controlling ideas and have had a chance to share, share this example. Ask students if the writer of this controlling idea has addressed all of the elements of the prompt.

44. Creating a Simple Plan for Your Essay
Tell students now that we have a controlling idea and the notes on our planning sheet, we can begin the processes of planning our essay.

45. Creating a Simple Plan for Your Essay
Use the notes on your planning sheet to create the main idea statements in the body paragraphs. You can create this list on the back of your planning sheet. Be prepared to share your ideas.
Controlling idea that you already created
A main idea sentence that supports your controlling idea.
A second idea sentence that supports your controlling idea.
A third idea sentence that supports your controlling idea
Follow instructions on slide.

46. Partially Completed Sample Plan
Controlling Idea: Generation Z’s cautious and demanding habits are forcing businesses and employers to change from mainstream “wired” programming to streaming mobile technologies that are efficient, safe, and relatable.
Generation Z is more private and demanding when it comes to their use of social media. (This came from my planning sheet notes.)
A second idea sentence that supports your controlling idea.
A third idea sentence that supports your controlling idea
Show partially created plan using the controlling idea presented previously. Discuss highlighted information which provides the main idea for the first body paragraph.

47. Now you try… Controlling Idea: Put your controlling idea here.
A main idea sentence that supports your controlling idea.
A second idea sentence that supports your controlling idea.
A third idea sentence that supports your controlling idea
Give students time to work on their plan for the essay. As they work, move around the room and read student plans. Provide feedback as needed. This is a very important step in the process because students must have good ideas to have a good paper.
The next slide focuses on creating an introduction. Once students have created their plans, they are ready to begin writing. Proceed to next slide.

48. THE INTRODUCTION (1) Your first sentence should present the idea with a situation everyone can relate to. Some writers call it a ”hook” because it is supposed to hook the attention of the reader. Try to be original! (2) Use your first sentence to transition from your “hook” into the controlling idea. (3) Write a sentence that contains your controlling idea.
Review the slide, which outlines a common structure for introductions.
Personal Note: I hate the use of the word “hook” because students tend to fall into very trite methods of engaging the reader. Encourage students to think more deeply about how to entice the reader to read on.
After reviewing the elements of a common introduction, proceed to next slide.

49. Tell students that this is a prompt that was used previously
Tell students that this is a prompt that was used previously. Read the prompt and sample introduction. Proceed to next slide for analysis.
Sample Introduction with Controlling Idea Write an explanatory article that explains to tourists the significance of Machu Picchu as a travel destination. Your article must be based on ideas and information that can be found in the “Machu Picchu” passage set. Hidden away in the massive Andes Mountains, Machu Picchu is a popular tourist attraction, but many tourists do not know its true significance. This “city in the clouds” is a worthwhile travel destination with natural, historical, and cultural significance.

50. THE INTRODUCTORY PARAGRAPH
Teachers, there is a handout with this sample introduction and a sample body paragraph. You can distribute and have students do the analysis with you.
Can you find the controlling idea in this introduction? What is the hook sentence? What major points will the writer address in the body paragraphs? Hidden away in the massive Andes Mountains, Machu Picchu is a popular tourist attraction, but many tourists do not know its true significance. This “city in the clouds” is a worthwhile travel destination with natural, historical, and cultural significance.

51. Now that students have seen the sample introduction, direct them to write an introduction based on their own controlling idea. Provide minutes for students to complete the task. Move about the room, reading student introductions and providing feedback. Feedback is one of the most important parts of this process, so please don’t shortcut that step!
Using your planning sheet, create an introductory paragraph for your essay. When you have finished writing your introduction, raise your hand so your teacher can provide feedback. (1) Engage the reader with an interesting story, scenario, or thought. (2) Transition into your controlling idea. (3) Outline the topics of your body paragraphs.

52. After you have read the student introductions in the class and provided feedback, show students your example here. Ask students to point out the different parts. The highlighted portion is the controlling idea.
Here’s is my introduction. What do you think? I welcome your feedback! In the early 21st century, the “digital natives” of Generation Z arrived with an innate ability to use mobile devices in ways never imagined. With no ties to wired computers or cable TV, this new generation is changing everything about American culture. From the convenience of their smart phones, the young people of Generation Z approach life in an efficient and cautious manner while continuing to enjoy the youth-inspired culture of social media.

53. Writing the Body Paragraphs
Tell students we are now ready to begin writing the body paragraphs based on the plans they created. Proceed to next slide.

54. The Body Paragraphs: 2nd – 3rd paragraphs (1) Your first sentence should state your first main point that supports your controlling idea. (2) In the next couple of sentences, discuss the evidence that supports your main point. Be sure to tell where your evidence came from. You can either give the author’s name or the name of the article. (3) Explain how your evidence proves your main idea. (4) When you are finished, ask your teacher to give you feedback.
Review the essential elements of a body paragraph.

55. A major reason for replacing textbooks with tablets is that tablets, in the long run, are less expensive. According to John Smith of Microsoft, Inc., “tablets have decreased in price 100% from 2010 to 2014 while textbook prices have doubled in the past 10 years.” Over time switching to tablets will save America’s public schools millions of dollars. Another study by Apple also shows where Hillsborough County, Florida, has saved over $5 million in the past five years with its move from textbooks to tablets. These kinds of savings mean additional funds are free to help purchase other items schools need in addition to saving the taxpayers money. Also, tablets can be updated regularly while textbooks cannot, saving even more dollars in the long run.
Let’s study this body paragraph from an essay explaining why textbooks should be replaced with tablets.
Distribute the sample body paragraph from an explanatory essay on why tablets should replace textbooks.

56. ESSENTIAL ELEMENTS OF THE BODY PARAGRAPH (1) Highlight the main idea sentence of this paragraph – it should support controlling idea from introduction. (2)Underline the supporting evidence for the main idea sentence. (3) Put a check by any sentences that explain how the evidence supports the main idea sentence.
Direct students to perform the tasks on the slide. After 10 minutes, proceed to next slide to go over together.

57. Main idea that supports the writer’s controlling idea.
A major reason for replacing textbooks with tablets is that tablets, in the long run, are less expensive. According to John Smith of Microsoft, Inc., “tablets have decreased in price 100% from 2010 to 2014 while textbook prices have doubled in the past 10 years.” Over time switching to tablets will save America’s public schools millions of dollars. Another study by Apple also shows where Hillsborough County, Florida, has saved over $5 million in the past five years with its move from textbooks to tablets. These kinds of savings mean additional funds are free to help purchase other items schools need in addition to saving the taxpayers money. Also, tablets can be updated regularly while textbooks cannot, saving even more dollars in the long run.

58. Main idea that supports the writer’s controlling idea.
A major reason for replacing textbooks with tablets is that tablets, in the long run, are less expensive. According to John Smith of Microsoft, Inc., “tablets have decreased in price 100% from 2010 to 2014 while textbook prices have doubled in the past 10 years.” Over time switching to tablets will save America’s public schools millions of dollars. Another study by Apple also shows where Hillsborough County, Florida, has saved over $5 million in the past five years with its move from textbooks to tablets. These kinds of savings mean additional funds are free to help purchase other items schools need in addition to saving the taxpayers money. Also, tablets can be updated regularly while textbooks cannot, saving even more dollars in the long run.
Give evidence and tell where it came from. You can put it in quotation marks.
Notice how the writer cites his source:
According to John Smith of Microsoft, Inc.

59. First reason is stated here.
A major reason for replacing textbooks with tablets is that tablets, in the long run, are less expensive. According to John Smith of Microsoft, Inc., “tablets have decreased in price 100% from 2010 to 2014 while textbook prices have doubled in the past 10 years.” Over time switching to tablets will save America’s public schools millions of dollars. Another study by Apple also shows where Hillsborough County, Florida, has saved over $5 million in the past five years with its move from textbooks to tablets. These kinds of savings mean additional funds are free to help purchase other items schools need in addition to saving the taxpayers money. Also, tablets can be updated regularly while textbooks cannot, saving even more dollars in the long run.
Give evidence and tell where it came from. You can put it in quotation marks.
Explain the importance of your evidence.

60. A major reason for replacing textbooks with tablets is that tablets, in the long run, are less expensive. According to John Smith of Microsoft, Inc., “tablets have decreased in price 100% from 2010 to 2014 while textbook prices have doubled in the past 10 years.” Over time switching to tablets will save America’s public schools millions of dollars. Another study by Apple also shows where Hillsborough County, Florida, has saved over $5 million in the past five years with its move from textbook tablets. These kinds of savings mean additional funds are free to help purchase other items schools need in addition to saving the taxpayers money. Also, tablets can be updated regularly while textbooks cannot, saving even more dollars in the long run.
Try to support your main idea with two pieces of evidence. Look at the writer’s second piece of evidence for his reason.
He cites the evidence and paraphrases his evidence this time.

61. A major reason for replacing textbooks with tablets is that tablets, in the long run, are less expensive. According to John Smith of Microsoft, Inc., “tablets have decreased in price 100% from 2010 to 2014 while textbook prices have doubled in the past 10 years.” Over time switching to tablets will save America’s public schools millions of dollars. Another study by Apple also shows where Hillsborough County, Florida, has saved over $5 million in the past five years with its move from textbooks to tablets. These kinds of savings mean additional funds are free to help purchase other items schools need in addition to saving the taxpayers money. Also, tablets can be updated regularly while textbooks cannot, saving even more dollars in the long run.
Give evidence and tell where it came from. You can paraphrase.
Finish your paragraph with a more detail explanation of how your evidence proves your main idea.

62. First reason is stated here.
A major reason for replacing textbooks with tablets is that tablets, in the long run, are less expensive. According to John Smith of Microsoft, Inc., “tablets have decreased in price 100% from 2010 to 2014 while textbook prices have doubled in the past 10 years.” Over time switching to tablets will save America’s public schools millions of dollars. Another study by Apple also shows where Hillsborough County, Florida, has saved over $5 million in the past five years with its move from textbooks to tablets. These kinds of savings mean additional funds are free to help purchase other items schools need in addition to saving the taxpayers money. Also, tablets can be updated regularly while textbooks cannot, saving even more dollars in the long run.
Give evidence and tell where it came from. You can put it in quotation marks.
Explain the importance of your evidence.
Give evidence and tell where it came from. You can paraphrase.
Explain evidence.

63. Your Turn: Write your first body paragraph (paragraph 2)
Your Turn: Write your first body paragraph (paragraph 2). (1) Your first sentence should state you’re a main point that supports your controlling idea. (2) In the next couple of sentences, discuss the evidence that supports your main point. Be sure to tell where your evidence came from. You can either give the author’s name or the name of the article. (3) Explain how your evidence proves your main idea. (4) When you are finished, ask your teacher to give you feedback.
While students work on their first body paragraphs, go around the room, reading student paragraphs and providing feedback. Once again, this is a critical step in instruction. It also helps you with your paper load.

64. THE THIRD AND FOURTH BODY PARAGRAPHS Repeat the process you used for your 1st body paragraph with the 3rd and 4th paragraphs. When you finish, ask your teacher to give you feedback.
Follow instructions on slide.

65. Direct students to exchange papers with a classmate and to do the tasks on the screen. Hopefully, at this point, students’ body paragraphs are in support of the controlling idea.
PARTNER WORK: REVISIT THE CONTROLLING IDEA (1) Highlight the controlling idea. (2) Put a check in front of the supporting or main ideas in each body paragraph. (3) Check to make sure that each main idea statement from the body paragraphs support the controlling idea. (4) If the main idea statements are in support of the controlling idea, write a positive comment to the writer next to the controlling idea. (5) If you think any of the main idea statements may not directly support the controlling idea, explain your concern to the writer. (6) Consult the teacher if needed.

66. PARAGRAPH FIVE: THE CONCLUSION (1) Write a 3-5 sentence conclusion that revisits your controlling idea and evidence. Do not use the exact language from your introduction, however. (2) Raise your hand and get feedback from your teachers.
Follow instructions on the slide.
Once students finish, you can use the student-friendly rubric to evaluate the sample essay that is provided or to do partner revision of essays.

67. Congratulations! You did it!
Turn in your paper so your teacher can read it and give you suggestions.