A. Analyze a Model: Proof Paragraph 1 – W.6.2b (10 minutes)

• Ask students to retrieve their Model Problem-Solution Model Essay: “Bridges to Prosperity.”
• Move students into writing partners. Review the focus from the introduction of the model essay, including the problem and the solution identified.
• Invite students to chorally read, with their partner, the first body paragraph of the model essay.
• Turn and Talk:

“What do you notice about this paragraph?” (It is all focused around the problem. It contains evidence from multiple research sources.)

• Point out that the body paragraphs have been labeled with headings to support the reader in understanding the main idea of each paragraph.
• Explain that the author has provided evidence to support her first point and then elaborated on the evidence presented. This elaboration explains how the innovator responded to the problem.
• Direct students to read the first proof paragraph again leaving out the first three sentences (“The problem for . . . ” through “ . . . any way they can.”)
• Turn and Talk, cueing students to challenge their thinking:

“What if the writer had not included this information? How would that change the reader’s understanding of this topic?” (There would not be enough context to understand the problem and why it is critical.)

• Draw students’ attention to the information in parentheses—Bang and “Bridges to Prosperity.”
• Ask:

“What information is contained in these parentheses?” (The source from where this information was found.)

“Why does the author include the source information?” (To prove that the information is reliable and credible. To demonstrate that information was drawn from multiple outside sources. To point readers to resources where they can find out more, if they are interested.)

• Direct students to read the first proof paragraph again leaving out the last two sentences (“In this way . . . ” through “ . . . ideas for solutions.”)
• Turn and Talk:

“What if the writer had not included this information? How would that change the reader’s understanding of the topic?” (The paragraph would just end without a logical segue into the next paragraph. It would not make a connection to design thinking and would not demonstrate that an innovator worked to create a solution to the problem described.)

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

C. Collaborative Writing: Draft Proof Paragraph 1 - W.6.2b (15 minutes)

• Display and invite students to retrieve their Problem-Solution Writing Planner: William and their copy of the Informative Writing checklist. Point out the following characteristic on the checklist:

"W.6.2b: I use relevant facts, definitions, details, quotations and examples to explain my thinking."

• Ask:

"Are there any specific criteria you should be aware of and list in the second column on the checklist?" (The essay contains relevant examples from both the TED Talk and my additional research sources.)

• As students share out, capture their responses in the Characteristics of This Informative Essay column as needed. Refer to the Informative Writing checklist (example for teacher reference) as needed.
• Explain that, in this lesson, students will work with their writing partner to draft Proof Paragraph 1, the problem paragraph of the problem-solution essay focused on William Kamkwamba. Students should base their draft on the information they gathered and organized on their Design Solution: William note-catcher and Problem-Solution Writing Planner: William. Students should label the first proof paragraph with an appropriate heading as shown in the model.
• Distribute lined paper or devices, and invite writing partners to begin.
• Circulate and monitor, referencing the following resources as necessary:
• Design-Solution: William note-catcher (example for teacher reference)
• Problem Solution Writing Planner: William (example for teacher reference)
• Problem-Solution Essay: William (example for teacher reference)
• With two minutes remaining, refocus students and allow time for them to log off devices or put away materials.
• 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.