Tues 4/28 Period 6 English Honors

1. Tues 4/28 Period 6 English Honors Do Now: “I like it when a flower or a little tuft of grass grows through a crack in the concrete. It's so heroic.” ― George Carlin – comedian

2. Review Agenda: 1 minute

3. Agenda • Do Now – 5 minutes • Review Agenda – 1 minute • Lecture – 25 minutes Powerpoint • Lesson Focus – 35 minutes – Interactive Reader and Problem/Sol Essay • Newsela Article: 15 minutes - SCIENCE: “Scientists worry over disappearing butterfly” – Use 5 W’s chart in notebook • Empower Article: 10 minutes – Student choice • Grammar and Language Powerbook: 10 minutes - Lesson 95 Prefixes and Suffixes 295 • Exit Slip: 10 minutes – Share out essay progress • Return Materials: 3 minutes

4. Standard: CCSS W.9-W.102b Develop a topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other examples appropriate to the audience's knowledge of the topic. Objective: Students will read and study "Alien Attack Invasive Species Spread in the U.S." Students will write an essay in which they analyze a problem and possible solution. 

5. Alien Attack: Invasive Species Spread in the U.S. There are 50,000 in the U.S. costing $120 billion in damage each year. The National Invasive Species Council defines invasive species as a species that is non-native to the ecosystem under consideration and whose introduction causes, or is likely to cause economic or environmental harm or harm to human health, such as: • Pythons snakes in Florida • Asian Long Horned Beetles in New England • Zebra Mussels in the Great Lakes

6. Pythons snakes in Florida • These are originally from South East Asia. • http://www.youtube.com/watch?v=p3PfoESyphQ

7. Asian Long Horned Beetles in New England • These threaten the maple tree and sugar industry. • ww.youtube.com/watch?v=95B5tAmHOgA

8. Zebra Mussels in the Great Lakes • These are originally from Russia. • http://www.youtube.com/watch?v=abImqGDzXBo

9. Main Idea: Invasive species threaten U.S. ecosystems. Supporting details: • Nonnative species of big snakes could devastate Florida’s wildlife. They eat deer, livestock and even alligators by swallowing them whole. • Asian Long Horned Beetles could wipe out New England’s maple forests and maple sugar industry. • Zebra and quagga mussels are damaging the food chain of the Great Lakes.

10. Reading-Writing Connection Effective Introductory Paragraph The introductory paragraph or paragraphs of an essay should grab the reader’s attention and tell what the essay is about. There are different ways to arouse a reader’s interest; for example, a writer can pose an unusual question, make a surprising statement, tell an interesting anecdote, or provide a memorable quote. Sometimes a writer will state the main idea of the essay only after writing an attention-getting lead-in.

11. Reading-Writing Connection Controlling idea or thesis A thesis statement is a sentence or two stating the controlling idea that will be developed in an expository piece of writing. Examples of thesis statements are “The overcrowding in our school harms students’ education” and “Our water supply is threatened by dangerous chemicals.” Note that a thesis is specific and presents a clear opinion on a subject. Often it appears at the end of the first or second paragraph of an essay.

12. Reading-Writing Connection Appropriate Organizing Structure A good essay has a clear organizing structure, which might be one of the following types: • cause and effect, which describes an event and what results from it • problem and solution, which describes a problem and ways to solve it • comparison and contrast, which describes similarities and differences between things • chronological (time) order, which discusses events in the order that they happened • spatial order, which describes objects according to their position in space • order of importance, which discusses ideas from most to least important,orvice versa

13. Reading-Writing Connection Relevant evidence and valid inferences All of the information in an essay should be relevant—it should relate to the thesis so the essay is unified. Irrelevant information will only confuse readers. The author of an essay uses relevant information to make valid inferences. An inference is a logical guess based on evidence. The opinion statements in an essay, including the thesis, are inferences that the author must support.

14. Reading-Writing Connection Variety of sentence structures The best essayists vary their sentence structures to maintain readers’ interest. They use short, simple sentences as well as long, complex sentences, and they make good use of questions. They also guide readers from idea to idea by using clear transitions between paragraphs.

15. Reading-Writing Connection Rhetorical devices • Repetition: “Pretty is as pretty does.” • Parallelism: the repetition of grammatical structures such as. “Should we comfort the afflicted or afflict the comfortable?” • Rhetorical question: a question to which no answer is expected because it is obvious “Do we want the population of Burmese pythons to increase in the Everglades?”

16. Reading-Writing Connection Transitions between paragraphs Concentrate on varying your sentence structures and creating a smooth transition between paragraphs. You could ask a question in one paragraph and answer it in the next paragraph. Or you could use a transitional phrase, such as Thenext step, As a result, or The reasons are. Another way to create a transition is to repeat a key word from the previous paragraph in the first sentence of a new paragraph.

17. Reading-Writing Connection Effective concluding paragraph • An effective concluding paragraph brings an essay to a satisfying close. Often it restates the thesis of the essay or summarizes the argument that has been made. Sometimes it poses a question or offers a relevant quote. Readers may remember your conclusion better than the rest of the essay, so the last paragraph is a good place to stress your main point.

18. Lesson Focus Practice • Please log in to McGraw Hill and go to Analytical Essay – Problem Solution. • Got to Step 2 and complete the warm-up writing exercises on pages 6 to 21. • You will have 35 minutes to complete your work. • Remember to hit SAVE!