The group can begin writing as an interactive writing experience and finish independently. Consider working with a small group after working with the class and help them create their paragraph together. Additionally, they may find it challenging to follow the problem and solution structure of the proof paragraphs, as it deviates from the structure of previous Painted Essay models.

ELLs may find it challenging to keep pace with the class as they work through each sentence of Proof Paragraph 1.

Students continue to benefit from the color-coding system established in prior lessons for visual support and from building on the work in previous lessons of analyzing a model, planning an essay, and drafting an introductory paragraph. In this lesson, students focus exclusively on Proof Paragraph 1 of their opinion essay.

The basic design of this lesson supports ELLs with opportunities to work closely with essay structure, building on their understanding one paragraph at a time.

In the next lesson, students will write the second proof paragraph of their essays.

Consider using the Writing Process Checklist for Writing and Language Skills during the independent writing in Work Time B ( see the Tools page).

Refer to the characteristics related to W.3.1a and W.3.1b on the Opinion Writing Checklist when assessing students' work in this lesson (see Assessment Overview and Resources).

Use common issues as teaching points for the whole group.

Review students' Proof Paragraph 1 to ensure that they have included all the necessary information.

Consider allowing students to work with a partner or grouping students who may need additional writing support together while you guide them through writing the first proof paragraph.Consider providing sentence frames or starters for students to use as they draft. Students may need additional support with writing.In this lesson, students learn a more specific way of structuring an opinion essay, using a problem and solution structure.Īreas in which students may need additional support: The proof paragraphs of this opinion essay follow a similar structure to the proof paragraphs of the informational essays students learned to write in Modules 1-2.They build on those foundations in this lesson. template, planned their essays, and wrote their introductory paragraph.In Lessons 5-8, students analyzed the structure of the Model Opinion Essay: Access to Water using the Painted Essay.In this lesson, students work to become effective learners by focusing on a characteristic of their choice as they draft their first proof paragraph.They then use their planning from Lesson 7 to draft their Proof Paragraph 1 ( RI.3.1, W.3.1a, W.3.1b). Similar to Lesson 8, they begin by analyzing the model opinion essay, looking at both proof paragraphs and comparing them to the proof paragraphs of the book review written in Module 3. In this lesson, students write the first proof paragraph for their essays.

Purpose of lesson and alignment to standards: Select a prompt and respond in the front of your independent reading journal Complete the Plural Nouns II practice in your Unit 2 homework.ī. Independent Practice: Writing Proof Paragraph 1 (25 minutes)Ī. The Painted Essay: Sorting and Color-Coding the Parts of Proof Paragraphs 1 and 2 (25 minutes)ī.

Example of a third grade rough draft