4. The “dawn of man” introduction. This kind of introduction generally makes broad, sweeping statements about the relevance of this topic since the beginning of time, throughout the world, etc. It is usually very general (similar to the placeholder introduction) and fails to connect to the thesis. It may employ cliches–the phrases “the dawn of man” and “throughout human history” are examples, and it’s hard to imagine a time when starting with one of these would work. Instructors often find them extremely annoying.
The following standards for K-5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.
I had my ELLs create an invitation using your lesson. After choosing the event, we brainstormed together, using a concept map, what would need to be included. Then I made like a story map for them to fill in with the required info. For my lower ELLs, I used frames: Please come to my ____ on ____ at ____. They referenced the vocabulary we brainstormed and that I had written on a chart. After drafting, we did peer edits, from a specific check list, and revised and edited for specific errors based on peer edit. It went really well and studets enjoyed decorating their invitations as well!