A. Guided Practice: Analyze a Model - W.6.5 (15 minutes)

• Distribute and display the Model Design Solution: "Bridges to Prosperity" note-catcher. Distribute the Model Problem-Solution Writing Planner: "Bridges to Prosperity." Ask students to lay the two model handouts side-by-side.
• Tell students that the writer of the model used research to plan the essay. Ask students which of the documents they have in front of them was used to record the research the writer conducted (note-catcher) and which was used to plan the essay (writing planner).
• Explain that students will examine these two models to understand how the author moved from the note-catcher to the writing planner. The goal is to follow the same procedure as they work collaboratively to plan a problem-solution essay about William Kamkwamba, and, eventually, to independently plan a problem-solution essay about the innovator they researched in Unit 2.
• Direct students' attention to the writing planner. Invite one student to find the research question and read it aloud.

"How was design thinking used to solve a critical problem?"

• Ask students to put their finger on the My Focus section. Invite one student to read it aloud.

"How Avery Bang and Bridges to Prosperity used design thinking to solve a critical problem."

• Ask:

"What do these two lines have in common?" (They both have to do with using design thinking to solve a critical problem.)

"How do these two lines differ?" (One is the more general research question; the other shows how this particular essay will focus on a specific answer to that question.)

• Direct students to find the Introduction section on the writing planner, and invite one student to read the first question and answer aloud.

"How will I catch the reader's attention? Scenario about having to cross a dangerous river with no bridge to get to school, work, or the doctor."

• Invite students to turn their attention to the note-catcher.
• Ask:

"Where do you see the answer to this first question, the scenario about having to cross a dangerous river, described on the note-catcher?" (Part I, section A, under Critical Problem; Part II, section B, under Critical Problem)

• Invite students to mark these specific pieces of information with a large capital I for Introduction on the model note-catcher.
• Direct students back to the Introduction section of the model writing planner, and invite one student to read the second question and answer aloud.

"What context do I need to give my reader? Explain who Avery Bang and Bridges to Prosperity are, and how she became interested in the problem."

• Direct students back to the note-catcher.
• Ask:

"Where do you see the answer to this second question, the context, described on the note-catcher?" (Part I, section A. General Overview; Part I, section B. Design Process)

• Invite students to mark these specific pieces of information with a large capital I for Introduction.
• Direct students back to the Introduction section of the writing planner, and invite one student to read the third statement and answer aloud.

"My focus statement: B2P builds footbridges that connect people with the resources they need. Helping rural communities access resources and services is a complex problem. Using design thinking, B2P is able to solve it."

• Turn and Talk:

"Does this focus statement adequately answer the research question? Explain your thinking." (Yes, because the focus statement includes the information under My Focus. The focus statement also uses the key terms "problem," "solution," and "design thinking," which reflect the key terms in the research question.)

• Direct students back to the Introduction section of the Model Problem-Solution Writing Planner: "Bridges to Prosperity," and invite one student to read the fourth question and answer aloud.

"What are the main points I will be making to support this focus? Explain the problem: No way to cross rivers in rural communities to reach necessary services and resources. Explain the solution: Building bridges to connect people and give them access."

• Direct students to the Model Design Solution: "Bridges to Prosperity" note-catcher.
• Ask:

"Where do you see the main points described on the note-catcher?" (Part I, section A. General Overview; Part I, section B. Design Process)

• Invite students to mark these specific pieces of information with a large capital I for Introduction.
• Explain that students will follow this same process to annotate the Model Design Solution: "Bridges to Prosperity" note-catcher based on the information included in the Model Problem-Solution Writing Planner: "Bridges to Prosperity." Direct students to use the following annotations for the remaining three sections:
• PR = Proof Paragraph for Point 1: PROBLEM
• SO = Proof Paragraph for Point 2: SOLUTION
• C = Conclusion
• Write or display these directions on the board to aid comprehension.
• Move students into predetermined writing partners--those who will be planning and drafting the entire collaborative essay together during Lessons 2-6.
• Circulate and monitor as writing partners make their annotations. Ensure that the connection between the two documents is clear and that students are annotating the correct information.
• Invite students to reflect on their progress toward the relevant learning target, using a checking for understanding technique. Scan student responses and make a note of students who might need support. Check in with them moving forward.
• If productive, cue students to think about their own thinking during this exercise:

"How does our discussion add to your understanding of this assignment?"