1. After you organize your introduction, how do you organize the rest of your essay?

2. In this lesson you will learn how to organize the body of your essay by using boxes and bullets.

3. Let’s Review Preparing to write Research a topic Generate a big research question Write your thesis statement 1234 Outline your essay How did mistakes cause some battles of the Civil War to begin? Some battles of the Civil War were caused by mistakes.      

4. Let’s Review Attack on Fort Sumter Battle at Ball’s Bluff Riot in Baltimore How did mistakes cause some battles of the Civil War to begin? Some battles of the Civil War were caused by mistakes.  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. Information webIntroductory outline

5. A Common Mistake Leave the introductory outline behind

6. Core Lesson Make each bullet of your introduction a box in the body organizer. 1 2 Add supporting details from your notes as bullets under the boxes. 3 Count the bullets to see where you need to go back and look for information.

7. Make each bullet of your introduction a box in the body organizer. 1 Some battles of the Civil War were caused by mistakes.  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. Introductory outline The Attack on Fort Sumter was caused by a mistake.                   Body outline Soldier mistakes caused the Riot in Baltimore. Soldiers started the Battle at Ball’s Bluff by accident.

8. Core Lesson 2 Add supporting details from your notes as bullets under the boxes. The Attack on Fort Sumter was caused by a mistake.                   Body outline Soldier mistakes caused the Riot in Baltimore. Soldiers started the Battle at Ball’s Bluff by accident. 1 2 3 Attack on Fort Sumter Battle at Ball’s Bluff Riot in Baltimore  Northern fort on Southern land.  Only 82 soldiers protected the fort.  North was attacked while passing through Baltimore. How did mistakes cause some battles of the Civil War to begin?  Union ignored orders, entered S. land.  Thought trees were enemy tents.  Stayed and were discovered by S.  N. soldiers died in many different ways. Information Web

9. Core Lesson 2 Add supporting details from your notes as bullets under the boxes. Attack on Fort Sumter Battle at Ball’s Bluff Riot in Baltimore  Northern fort on Southern land.  Only 82 soldiers protected the fort.  North was attacked while passing through Baltimore. How did mistakes cause some battles of the Civil War to begin?  Union ignored orders, entered S. land.  Thought trees were enemy tents.  Stayed and were discovered by S.  N. soldiers died in many different ways. The Attack on Fort Sumter was caused by a mistake.       Body outline 1 Information Web Northern fort on Southern land. Only 82 soldiers protected the fort.

10. Core Lesson 2 Add supporting details from your notes as bullets under the boxes. Attack on Fort Sumter Battle at Ball’s Bluff Riot in Baltimore  Northern fort on Southern land.  Only 82 soldiers protected the fort.  North was attacked while passing through Baltimore. How did mistakes cause some battles of the Civil War to begin?  Union ignored orders, entered S. land.  Thought trees were enemy tents.  Stayed and were discovered by S.  N. soldiers died in many different ways. Soldier mistakes caused the riot in Baltimore.       Body outline 2 Information Web North was attacked while passing through Baltimore.

11. Core Lesson The Attack on Fort Sumter was caused by a mistake.  Northern fort on Southern land.  Only 82 soldiers protected the fort.  North was attacked while passing through Baltimore.  Union ignored orders, entered S. land.  Thought trees were enemy tents.  Stayed and were discovered by S.  N. soldiers died in many different ways. Body outline Soldier mistakes caused the Riot in Baltimore. Soldiers started the Battle at Ball’s Bluff by accident.

12. Core Lesson 2 Add supporting details from your notes as bullets under the boxes. Attack on Fort Sumter Battle at Ball’s Bluff Riot in Baltimore  Northern fort on Southern land.  Only 82 soldiers protected the fort.  North was attacked while passing through Baltimore. How did mistakes cause some battles of the Civil War to begin?  Union ignored orders, entered S. land.  Thought trees were enemy tents.  Stayed and were discovered by S.  N. soldiers died in many different ways. Body outlineInformation Web Soldiers started the Battle at Ball’s Bluff by accident.         3 Union ignored orders, entered S. Land. Thought trees were enemy tents. Stayed and were discovered by S. N. Soldiers died in many different ways.

13. Core Lesson 3 Count the bullets to see where you need to go back and look for information. The Attack on Fort Sumter was caused by a mistake.  Northern fort on Southern land.  Only 82 soldiers protected the fort.  North was attacked while passing through Baltimore.  Union ignored orders, entered S. land.  Thought trees were enemy tents.  Stayed and were discovered by S.  N. soldiers died in many different ways. Soldier mistakes caused the Riot in Baltimore. Soldiers started the Battle at Ball’s Bluff by accident. Do I have enough information?

14. Core Lesson Make each bullet of your introduction a box in the body organizer. 1 2 Add supporting details from your notes as bullets under the boxes. 3 Count the bullets to see where you need to go back and look for information.

15. In this lesson you have learned how to organize the body of your essay by using boxes and bullets.

16. Guided Practice Use the introductory outline below to outline the body of the essay using the boxes and bullets on the next slide. The lifecycle of mosquitos consists of four stages.  Eggs are the first stage of the mosquito life cycle.  Second, mosquitos go through the larva stage.  The next stage of the life cycle is the pupa stage.  The last stage of the cycle is the adult stage.

17. Guided Practice                  

18. Review a body outline you have created. 1.Count the bullets to see where you need to add more information. 2.Go back to your texts and find additional information. 3.Add the information to your outline.

19. Extension Activities If you were to review a partner’s body outline, how could you tell if your partner was ready to begin drafting? What details would you look for that would show that your partner was ready? What warning signs would tell you that your partner wasn’t ready?

20. Work Backwards! 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.

21. Let’s Review Quick Quiz Use one of your introductory outlines and your research notes to outline the body of the essay using boxes and bullets.

22. Lesson Slides Rubric Use this rubric to ensure your lesson plan is great!

23. Writing Lesson Rubric Criteria for SuccessThings 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

24. 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.”)

25. 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

26. Graphic and Image Templates Copy and Paste items from these slides to make your presentation look great!

27. You can copy and paste these items into any slide Green text box that appears letter by letter Green text box that fades in Blue text box that appears letter by letter Blue text box that fades in Red text box that appears letter by letter Red text box that fades in

28. You can copy and paste these items into any slide— make sure you copy both the bubble and the text! Do I feel strongly about it? Do I have a lot to say? Do I feel strongly about it? Do I have a lot to say? Do I have a lot to say?

29. You can copy and paste these items into any slide. You can resize them as needed! Use black text when you write in me please! Also, keep my text left- justified rather than centered! Use black text when you write in me please! Also, keep my text left- justified rather than centered! Use black text when you write in me please! Also, keep the text left- justified rather than centered! Use black text when you write in me please! Also, keep the text left- justified rather than centered!

30. All arrows can be recolored by changing the “shape fill.” You can also resize them or rotate them!

31. [Write first step here…] 1 2 [Write second step here…] 3 [Write third step here…] You can use these when discussing main ideas or steps in a process…

32. You can resize any of these boxes and use them to highlight text or ideas.

33. Let’s Review A Common Mistake Guided Practice Quick Quiz Extension Activities Core Lesson