• For students who may need additional support in organizing ideas for written expression: Offer sentence starters or frames as scaffolding for student expression and communication. (MMAE)
• For ELLs: (Providing Concrete Examples) Display the Enlarged Model Essay: Branch Rickey (see Lesson 3, "For heavier support") next to the Opinion Writing Checklist. Model and think aloud identifying an example of each criterion in the conclusion of the model essay. This provides students with concrete examples of how each criterion applies to their own conclusion. As necessary, consider providing non-examples to clarify criteria. (Example: "Criterion W.5.1d says: 'I have a conclusion that is clearly related to my opinion.' What if the conclusion to the Model Essay: Branch Rickey was about Branch Rickey's love of reading? Would that be clearly related to the opinion stated in the introduction? Why or why not?")
• For ELLs: (Mini Language Dive) "There were other factors to Rickey's success,/like recognizing that the timing was right, and his strong personality."
• Deconstruct: Discuss the sentence and each chunk. Language goals for focus structure:
• like: "Can you figure out why the author wrote like?" It is used to introduce examples of other factors to Rickey's success mentioned in the previous chunk. Note that the phrase such as could replace like in this sentence without changing the meaning.(preposition)
• recognizing that the timing was right: "What does this chunk tell us?" It tells us one other factor that contributed to Rickey's success. He knew it was good timing. (noun phrase)
• and his strong personality: "What does this chunk tell us?" And connects the previous chunk to this one andsignals that we will hear about another factor. This chunk tells us that Ricky's strong personality was important to his success. (conjunction + noun phrase)
• Students can recall their learning from the mini lesson in Unit 1, Lesson 10 about using commas to separate items in a series and discuss in pairs why they think the author used a comma in this chunk.(The comma is not necessary here. The author may have used it to try to make the sentence clearer for readers.) (Note: Not all style guides agree about using a comma to separate two items in a series. Teachers can use their discretion and let their students know what is preferred in their classroom.)
• Practice: Students can practice using this structure to speak or write about something in their own lives. Point out that in the focus structure, the noun phrases look different--one starts with a gerund that looks like a verb and one looks like a conventional noun phrase. Encourage students to choose andconsistently use one form of noun or noun phrase in their sentence for clarity:
• There are many things I enjoy, like __________ and ___________. (There are many things I enjoy, like reading books and playing with my friends.)
• Reconstruct:

"What is another way to say this sentence?" (Responses will vary.)
"Are the factors listed in this sentence the factors the author thinks are most important to Rickey's success? How do we know?
"No, the author states his/her opinion about the most important factors in the subsequent sentence, which starts with the conjunction but to signal contrast with this sentence. In this sentence, the author uses the word other to emphasize that there were additional factors besides those the author thinks are most important.
"How does your understanding of this sentence add to your understanding of how a conclusion is clearly related to an opinion?" (Responses will vary.)

• Practice: "What other supplies are important to include in an emergency kit besides the two you think are most important? How can you use the focus structure like _____ and _____ to modify the opinion statement for the first sentence of your conclusion?"
• Students can refer to the list of supplies they created in the Mid-Unit 3 Assessment and choose two other important items to include in an emergency kit. Invite students to review their opinion statements and then discuss in pairs how to use the focus structure to help them modify their opinion statement. For heavier support, provide a sentence frame. (Example: There are many supplies that ___________, like _________ and ________, but it is _______ and _______ that are the most important.)
• Next, invite students to choose a third item from their list to add to their sentence. Remind them that when writing three or more items in a series, they need to use commas to separate them. Invite them to refer to the Using Punctuation in a Series handout from Unit 1, Lesson 10 of this module. For heavier support, provide a sentence frame. (Example: There are many supplies that ___________, like _________, _________, and _________, but it is _______ and _______that are the most important.)