![]() Additionally, they may find it challenging to determine the most relevant context with which to open their paragraph. ELLs may find it challenging to keep pace with the class as they work through each sentence of the introductory paragraph.Additionally, the explicit focus on prepositional phrases is particularly supportive of ELLs. Students continue to benefit from the color-coding system established in previous lessons for visual support. In this lesson, students focus exclusively on the introductory paragraph for their broadside. 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 first proof paragraph of their broadsides.Consider using the Writing: Writing Informal Assessment: Observational Checklist for Writing and Language Skills to assess students' writing abilities in Work Time B (see the Tools page).Use common issues as teaching points for the whole group. Use the Patriot broadside (example, for teacher reference) as a model when reviewing students' introductions to ensure that they have included all the necessary information.Refer back to the writing lessons in Module 1 if students need this additional support. Note that sentence frames are not provided for all students to use when writing in this module. ![]() Consider grouping those students for a teacher-led discussion that will guide them to giving context to the reader about the American Revolution.
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