Lesson: Renaissance Effective Paragraph Writing

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Learner Outcomes:
Why does this task matter: Students will be able to write cohesive, well-supported paragraphs using transition
words to connect ideas.
General Outcomes!: Students will listen, speak, read, write, view and represent to:
"." #espond to te$ts
%.% Organi&e, record, and evaluate
'.( )nhance and *mprove
Speci+ic Outcomes:
"." ,onstruct meaning
- identi+y and describe characters- attributes and motivations, using evidence +rom the te$t and personal
e$periences
%.% #ecord in+ormation
- organi&e ideas and in+ormation to establish an overall impression or point o+ view in oral, print and other
media te$ts
'.( #evise and edit
- use paragraph structures to demonstrate unity and coherence
,riteria: * ,./ 0 goals!
Write cohesive and e++ective paragraphs.
1se transitions in paragraphs to connect ideas.
1se transitions within paragraphs to create a well +lowing, e++ective essay.
1tili&e literary techni2ues to +urther enrich my written e$pression.
Write telling sentences and use them to write showing paragraphs that are well supported with evidence.
3eacher /otes:
Lesson on writing cohesive paragraphs. 3his lesson will prepare students also +or the writing e$am as the 4show, don-t
tell5 strategy can be used +or developing paragraphs in narratives.
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7aterials89isplays: 4show, don-t tell5 samples and graphic organi&ers, smartboard, writing tools.
3ime 3eacher will: Student will:
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*ntroduce 4show, don-t tell5 strategy
+or e++ective paragraph writing.
Share samples o+ telling sentences and their
respective showing paragraphs.
Give rationale +or showing paragraphs +or the
renaissance paper:
4;istorians must select the best possible
evidence in order to convince people that their
theory is the most correct and logical one
available. 3his means that ;istorians write
paragraphs in hope o+ persuading their
audience that they are correct. *n your case,
you need to convince your audience that your
person is indeed what you claim he8she is and
an important person in history because0 your
paragraphs.5
Learn to develop strong paragraph through 4show,
don-t tell5 strategy by e$amining a variety o+ telling
sentences and their showing paragraphs.
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.sk students to volunteer a telling sentence and
complete a showing paragraph with their help.
or write on board: 43he teacher is angry,5 start
acting angry. .sk students to tell you how do they
know the teacher is angry!
1se transition to introduce how one paragraph can
connect to the ne$t.
=articipate in the showing paragraph writing
e$ercise.
)$tend the telling sentence to create a showing
paragraph.
9iscuss and provide a variety o+ transitional phrases
to demonstrate their understanding.
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Walk around the classroom to help students
develop their paragraphs. )ncourage the use o+
thesaurus, +igures o+ speech, and language
techni2ues to enhance the e++ectiveness o+ their
paragraphs.
,reate telling sentences as a beginning to develop
each paragraph.
Write their paragraphs, use a variety o+ strategies
telling sentences! and techni2ues to enhance and
improve artistry o+ communication.
.sk 2uestions and clari+y understanding to +urther
enhance their writing process.
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#ecap: 4show, don-t tell5 strategy, and transitional
sentences +or creating well connected paragraphs.
9emonstrate their understanding o+ showing
paragraphs. =articipate in the discussion reiterating
that transitional words and phrases will help
develop well connected and +lowing ideas.
Extension: Students who have completed their paragraphs may
begin to type, edit and revise, or share with the teacher via google
docs +or +eedback.
Differentiation: Students may complete the
assignment on laptops or handwrite it. 3eacher will
provide additional graphic organi&ers +or visual
learners, and online resources more e$amples o+
showing paragraphs, and other digital resources! +or
students struggling with the assignment.
.ssessment: >ormative assessment through class discussion, and individual student-teacher interaction.
/e$t Steps: Students will complete a dra+t o+ all their paragraphs to be brought in +or peer review +or ne$t class.

=erson: 3homas )dison
3opic: ,hildhood
3elling sentence: 3homas )dison had a di++icult and troubled childhood.
Showing paragraph: .s a young boy, troubles +ollowed )dison. ;is natural curiosity o+ten got him in trouble
with his parents and teachers. One windy day the boy tried to start a +ire in a pile o+ leaves. When the wind
blew out the +ire, )dison moved his +ire-starting e++orts into a nearby barn. Sure enough, the barn caught +ire
and burned to the ground with neighbors barely able to save the livestock +rom inside. >or this, the young
inventor-s +ather dragged the boy to the village s2uare and beat his son with a leather belt. 3he si$-year-old
walked home through the crowd o+ onlookers +eeling humiliated and stupid. School proved to be another area
o+ di++iculty +or this young boy. While other children sat 2uietly in the classroom, )dison became bored, ran
around the room, stared out the window, or drew sketches. .s a result, he lasted at the regular school +or only
three months. ;is teachers believed that )dison had learning disabilities and that he was a slow learner.
)dison-s problems were +urther complicated by his partial dea+ness. .dditionally, 3homas-s +ather did not
bring home a regular income +or the +amily, so +inances were tight. 3o earn spending money, the young
)dison worked selling papers and candy at the local train station. ;e worked hard at this and other ventures to
provide +or himsel+. ;owever, li+e had something better in store +or him.
=erson: Wayne Gret&ky
3opic: humble personality
3elling sentence: *n spite o+ his numerous /;L records, Wayne Gret&ky remained a humble team player.
Showing paragraph: .s talented as he was during his playing career, the superstar remained humble. )ach
time he won an award he e$pressed thanks to his teammates, and especially to his +ans. ;is humble nature
became evident each time he was awarded the ;art trophy as the League?s most valuable player. ;is
acceptance speeches are +illed with praises +or his teammates and management. 3he one year he did not win
the award, Gret&ky said it was good +or hockey that 7ario Lemeiu$ won it. When he broke Gordie ;owe?s
record +or most points in a season, Gret&ky again showed his humbleness by suggesting that ;owe?s (,6<<
points were a lot di++erent +rom his. ;e emphasi&ed that ;owe-s (,6<< were +rom a time when hockey players
did not have the advantages that Gret&ky grew up with. ;is comment put into perspective the di++erence
between his own time and ;owe?s era, emphasi&ing the greatness that ;owe showed during his time.