Students make direct connections between the format of an outline and the organization in an essay. Using side-by-side examples, students see how the outline translates into a written product. They also see examples of complex sentences in action. At the end of this lesson, students begin their rough drafts.
The student will:
ASK students to prepare for class by getting out the two outlines they already completed and several sheets of their own paper.
DISTRIBUTE one set of colored pencils to each student.
DISTRIBUTE one Color-Coding Activity to each student.
WORK THROUGH the Color-Coding Activity as a whole class. Either run the Power Point or read the directions to the class using your Teacher Guide.
TELL students they will be using their own paper to write a rough draft of their essays. Have students start with the outline that argues band t-shirts are NOT disruptive (that will probably be easier for them, since they probably agree with it.) While writing, they should refer to the color-coding activity as a model for their own essays.
GIVE students time to write their rough drafts. This will probably spill over into at least one more class period.
TRY having students color-code their own essays to make sure everything is organized correctly. (This also forces them to re-read their work.)