Madeline Fowler

Lesson Plan: Introductory Paragraph Writing/Planning (12/3)

Specific Rationale
Freshman English 9 students in Period 7 have recently finished reading Of Mice and Men
by John Steinbeck and are working on a 2-3 page literary analysis essay, which will act as their
summative assessment for the Of Mice and Men unit. Students have, at this point, already drafted
their thesis statement and almost finished their outline. On the essay, one aspect students will be
assessed on is if their introductory paragraph follows HABIT structure (explained below),
includes a thesis statement, has correct MLA format, and has correct punctuation and
capitalization. In this lesson, students will learn about and practice HABIT structure, an approach
to writing an introduction, in order to use it in their essay.
Objective/Learning Intentions
In this lesson, I will have students use self-reflection skills to identify areas of writing
that they struggle with. Then, we will discuss HABIT structure and look at a model paragraph
that uses HABIT structure. The rest of the lesson will be dedicated individual writing time where
students work on a list of priorities given and I conduct one-on-one conferences.
Content Objective: As a result of this lesson, students will be able to plan a clear introductory
paragraph that follows the structure provided.
SEL Objective: As a result of this lesson, students will be able to use self-reflection skills to
identify 1-2 areas of writing that they struggle with.
Language Objective: As a result of this lesson, students will be able to summarize a novel briefly
and succinctly in 2-3 full sentences.
General Rationale:
By planning out their introductory paragraphs, students are practicing their
communication skills. In particular, they are practicing the unique skill of clearly introducing
one’s idea/opinion in a way that can be elaborated upon. They are also practicing being clear and
succinct by summarizing a 100 page novella in 2-3 sentences. Additionally, in this lesson,
students will practice the social-emotional skill of self-reflection by identifying where they
struggle. This skill is important for personal and academic growth because identifying areas of
difficulty is the first step in learning, growing, and improving.
“1. Cite strong and thorough textual evidence to support analysis of what a text states explicitly
as well as inferences drawn from the text” (MA Curriculum Framework for English Language
Arts and Literacy, March 2017, RL, Grades 9-10, #1, pg. 108).
“2. Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of a text” (MA Curriculum Framework for English Language Arts
and Literacy, March 2017, RL, Grades 9-10, #2, pg. 108).
“1. Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims in
an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence
“a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims,
and create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence” (MA Curriculum Framework for English Language Arts and Literacy,
March 2017, W, Grades 9-10, #1a, pg. 110).
“1. Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims in
an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence…
“b. Develop claim(s) and counterclaims fairly, supplying evidence for each while
pointing out the strengths and limitations of both in a manner that anticipates the audience’s
knowledge levels and concerns” (MA Curriculum Framework for English Language Arts and
Literacy, March 2017, W, Grades 9-10, #1b, pg. 110).
“1. Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims in
an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence…
“c. Use words, phrases, and clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims” (MA Curriculum Framework for English Language Arts
and Literacy, March 2017, W, Grades 9-10, #1c, pg. 110).
“1. Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims in
an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence…
“d. Establish and maintain a style appropriate to audience and purpose (e.g., formal for
academic writing) while attending to the norms and conventions of the discipline in which they
are writing” (MA Curriculum Framework for English Language Arts and Literacy, March 2017,
W, Grades 9-10, #1d, pg. 110).
“1. Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims in
an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient
evidence…
“e. Provide a concluding statement or section that follows from and supports the
argument presented” (MA Curriculum Framework for English Language Arts and Literacy,
March 2017, W, Grades 9-10, #1e, pg. 110).
“4. Produce clear and coherent writing in which the development, organization, and style are
appropriate for the task, purpose, and audience (MA Curriculum Framework for English
Language Arts and Literacy, March 2017, W, Grades 9-10, #4, pg. 111).
“5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying
a new approach, focusing on addressing what is most significant for a specific purpose and
audience” (MA Curriculum Framework for English Language Arts and Literacy, March 2017,
W, Grades 9-10, #5, pg. 111).
“10. Write routinely over extended time frames (time for research, reflection, and revision) and
shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences” (MA Curriculum Framework for English Language Arts and Literacy, March 2017,
W, Grades 9-10, #10, pg. 111).
“2. Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing” (MA Curriculum Framework for English Language Arts and
Literacy, March 2017, L, Grades 9-10, #2, pg. 113).
Methodology:
1. Before the bell rings, cut several lined pieces of paper into halves. Also set up the following
on the computer: the meeting schedule for next week, a blank document, the HABIT worksheet,
and the assignment description/FCAs (Focus Correction Areas.) Write on the board: “1. What
writing skills/lessons would you like to focus on next week? 2. What fun activities would you
like to do next Friday (my last day)?” Also write on the board: “Writing Workshop Priorities: 1.
Examples 2. Thesis/Outline Planning 3. HABIT 4. Drafting”
2. Begin class by passing out the slips of paper. Have students write their responses to the two
questions on the board on the paper. I will explain that it is important to me that I am planning
lessons that matter to them, emphasizing UDL Guideline 7.2 “Optimize relevance, value, and
authenticity.” Note that the activator is an example of Lemov’s technique #20 “Do Now” in
which students complete a short warm up activity with little to no instruction. Collect the slips
when students finish. (0:00-5:00)
3. Pull up the blank document onto the Smart Board. I will be asking questions about what an
essay should look like in order to create the diagram below on the board. Ask the following
questions:
Q: “What paragraph goes first in an essay?”
Potential Answers: “The introduction” (correct); “The topic sentence” (good inference –
the topic sentence goes first in a paragraph, but which paragraph goes first?); “the first body
paragraph” (good inference because it was the first thing we planned, but something comes
before that)
Q: “What goes into an introduction?”
 Potential Answers: “The thesis” (correct – where specifically does the thesis go in the
intro?); “Background about the book” (yes, but limited. A few sentences only); “A hook” (yes.
We’re going to talk more about what a sophisticated hook will look like.”
Q: “What goes after the introduction?”
A: “The body paragraphs” (yes – there are at least 3 that you have planned.)
Q: “What goes in the body paragraphs? What elements do you have planned for each
one?”
A: “Topic sentence;” “quotes with context and explanations;” “concluding sentences”
Q: “What comes after the body paragraphs?”
A: “Conclusion/concluding paragraph” (yes – what goes in the conclusion?);
“Concluding statement/sentence” (good inference, because that’s what goes at the end of the
body paragraphs – but the final section is a bigger than a sentence…)
Q: “What goes in the conclusion?”
A: “Summing up what you wrote in the essay” (yes – you’re wrapping up everything that
you’ve discussed in the essay); “restate the thesis” (yes – you’re going to ‘restate’ the thesis,
though I like to think of it as ‘echoing’ the thesis. You want the vibe/intention of the thesis…)
(5:00-10:00)
4. Now that we have discussed what we already know goes into an introduction, switch tabs to
the HABIT worksheet on Google Docs. Pass the physical handouts around the room, but also let
students know that it is up on Google Classroom if they would rather do this digitally. The option
in using physical paper or the Chromebook is an example of UDL guideline 5.2 “Use multiple
tools for construction and composition.” Read through each of the elements of HABIT:
H - Human truth related to your topic
A - Introduce author and title (titles of major works are italicized)
B - Brief background (1-2 sentences providing a synopsis of the story)
I - Intro to your topic (1-2 sentences explaining the question posed in the assignment)

T - THESIS = Topic plus a comment on your topic (the roadmap for your entire essay)
Then, read through the example HABIT paragraph on the handout. Have students identify where
each of the elements is and mark it in their document/hand out. Color code each line in the
sample paragraph (written by Mr. Rea about the summer reading book, Far From the Tree by
Robin Benway) according to where they fit into HABIT:
Unconditional love and support are at the heart of the concept of family. While no two
families may look the same, these are the qualities that lie at the foundation of the idea. In
her novel, Far From The Tree, Robin Benway tells the story of three separated siblings,
Grace, Maya, and Joaquin, who discover one another as young adults. While each has
lived a rocky, independent life, they quickly form an important bond with one another
once they meet, a bond that is strong enough to endure a quest to find their birth mother.
Through this journey we learn that although these characters had such different
upbringings, they are similar in many ways. Recognizing that their commonalities
outweigh their differences, Grace, Maya, and Joaquin become an essential support system
for one another, enabling each of them to overcome obstacles they never could on their
own.
Once the class finishes dissecting the sample paragraph, we will transition into dedicated Writing
Workshop time. (10:00-15:00)
5. Direct students to the list of priorities on the board. Tell students that the rest of class will be
used for dedicated Writing Workshop time, and they should follow the list of priorities on the
board. Remind students that their completed outline is due on Tuesday. Most everyone has
finished finding evidence and creating a thesis, so many students will be finishing their outline.
Others will be jumping into the HABIT worksheet where they will apply the format to their own
essay.
Some students who work quickly may finish the HABIT worksheet before the end of class, and
if so, make the “Setting up papers in MLA format” video by Chris Rea (https://youtu.be/DyqkNl-
A9RU) available on Google Classroom for them to view and follow along. These students
should set up their MLA document and begin drafting their essay if they have time before the
end of class.
For the rest of class, circulate around the room, providing one-on-one assistance during the
writing process. This is an example of Lemov’s Technique #24, “Circulate” (15:00-45:00)
Assessment:
The content and language objectives will both be assessed through the final draft of essay, which
will be finished around 12/10-12/15. There will be check ins on student progress throughout the
writing and editing process in which I will check progress towards the FCAs listed below:
Introduction Focus Correction Areas (FCAs)

____ 15 Introduction follows HABIT structure

____ 5 Typed submission adheres to MLA Format

____ 5 Proper punctuation and capitalization

Body Paragraph FCAs

____5 Clear topic sentence makes a claim and establishes the focus of the paragraph

____10 A well-chosen quotation is properly introduced and explained

____5 Proper punctuation and capitalization 

Conclusion FCAs

____5 Includes a thematic statement that does not simply repeat the introduction

____10 Highlights essential point for your audience

____5 Proper punctuation and capitalization

Students who are unable to meet the FCAs, getting a C- or below, may require additional
support, graphic organizers, and meetings to guide them through the writing process during the
next essay. Students who are partially meeting the FCAs, in the C to B range, may require
instruction in extending or developing the argument for the following essay. Finally, students
who meet the FCAs, in the B+ to A range, will be prepared to make more and more sophisticated
arguments for the next essay assignment.
The SEL objective will be assessed through the slips of paper that students wrote their reflections
on in the beginning of class. Students who were able to identify 1-2 areas of difficulty for them
have met this objective. Students who were unable to identify any areas of difficulty, either
writing “nothing,” “I’m not sure,” “IDK,” or even “everything” have not met this objective.
These students may need additional prompts to develop their self-reflection skills.
Aim
My aim for this lesson is to collect student feedback and data and adjust my practice based off of
this. I did this through explicitly collecting student responses, asking many questions to gauge
student understanding of essay structure, and through one-on-one discussions with students.
Based on the data I collected during this lesson, I am now implementing a series of writing
conferences and minilessons focused on the needs my students communicated to me, such as
topic sentences, MLA format, and conclusion writing.
References
Benway, R. (2017). Far From the Tree. Harper Teen.
CAST (2018). UDL Guideline 7.2. The UDL Guidelines. CAST UDL Guidelines. Retrieved
from http://udlguidelines.cast.org
CAST (2018). UDL Guideline 5.2. The UDL Guidelines. CAST UDL Guidelines. Retrieved
from http://udlguidelines.cast.org
Google. (2014). Google Classroom (Version 2). Google LLC. https://classroom.google.com/.
Lemov, D. (2015). Technique #20: Do Now. In Teach Like a Champion 2.0: 62 Techniques that
put students on the path to college (pp. 161-164). Jossey-Bass.
Lemov, D. (2015). Technique #24: Circulate. In Teach Like a Champion 2.0: 62 Techniques that
put students on the path to college (pp. 183-187). Jossey-Bass.
Massachusetts 2017 English Language Arts and Literacy Curriculum Framework. (2017).
Malden, MA: Massachusetts Department of Elementary and Secondary Education.
Rea, Christopher. Of Mice and Men Character Analysis Guide 2021. Ludlow High School, 2021.
Rea, Christopher. Of Mice and Men Essay Assignment. Ludlow High School, 2020a.
Rea, Christopher. Of Mice and Men Essay FCAs 2020. Ludlow High School, 2020b.
Rea, Christopher. (2020, October 18). Setting up papers in MLA format. [Video]. YouTube.
https://youtu.be/DyqkNl-A9RU.
Steinbeck, J. (1993). Of Mice and Men. Penguin Books. (1937).
-Written by Mr. Rea:

Of Mice and Men Essay Assignment 

You will write a 2-3 page literary analysis essay on Of Mice and Men that meets the following criteria:

 Written in 12 point font, double-spaced, adhering to MLA format

 Contains an introduction with a clear thesis, 3 or more well-developed body paragraphs, and a
conclusion  
 Each body paragraph will include at least 1 quotation from the novel
 Each quote will be properly introduced, explained, and cited 
 A citation for the novel will be included on your Works Cited page

Here is a list of topics you may choose from to determine the focus of your argument:

1. What is the importance of dreams in Of Mice and Men?  What role do they play in the characters’
lives? How do the characters in the novel use dreams, and how do various characters’ dreams affect
them? You may choose to connect this to the American Dream, but this is not required. Thesis Question:
What seems to be the novel’s perspective on the role of dreams in people’s lives, whether they are
achieved or not?

2. Of Mice and Men shows us that people can be cruel, or kind, or a mixture of both. Choose two
characters other than George or Lennie, and write about the ways in which those characters are cruel, or
kind, or a combination. Thesis Question: How do the actions of these characters help create a theme
in Of Mice and Men?

3. Show how John Steinbeck explores the complex relationship between George and Lennie. What keeps
them together, and what difficulties do they each have? How are they different from other people on the
ranch? Thesis Question: What is Steinbeck trying to reveal about friendship through George and
Lennie's relationship?

4. Loneliness is a universal idea found throughout Of Mice and Men. Explain how loneliness affects
characters’ actions and choices in the novel. You may consider exploring characters such as Curley’s
wife, Candy, and Crooks.  Thesis Question: What is Steinbeck suggesting that loneliness can do to
people?

5. Think about different characters in Of Mice and Men and the power that they have. What different
kinds of power do different characters possess? Where does it come from?  What do they do with it? How
does it help them, or hurt them? Also, think about those who have little or no power at all. Thesis
Question: What does the novel suggest about the nature of power and how people use it?

 
 Of Mice and Men Essay FCAs
Due Date: December 10th 
PLEASE NOTE: During the writing process, I will require certain paragraphs to be due on
certain days before the due date. This is so I can make sure that everyone is on track. These will
count as homework assignments.
Essay Expectations

 MLA Format (12 point font, double spaced, proper heading)

 Parenthetical citations provided for all quotes
 Works Cited page is properly set up 

Introduction Focus Correction Areas (FCAs)

____ 15 Introduction follows HABIT structure

____ 5 Typed submission adheres to MLA Format

____ 5 Proper punctuation and capitalization

Body Paragraph FCAs

____5 Clear topic sentence makes a claim and establishes the focus of the paragraph

____10 A well-chosen quotation is properly introduced and explained

____5 Proper punctuation and capitalization 

Conclusion FCAs

____5 Includes a thematic statement that does not simply repeat the introduction

____10 Highlights essential point for your audience

____5 Proper punctuation and capitalization 

 The following document (pgs. 10-15) was written by Mr. Rea. I adapted this into a series of
handouts and notes, below.
Of Mice and Men - Character Analysis Essay
PROMPT: Loneliness is a dominant theme in Of Mice and Men. Many of the characters are
lonely and searching for someone who can serve as a companion or simply an audience. Each
has a unique background and set of motivations that influence their behavior. Choose Candy,
Crooks, or Curley's wife, and analyze how their search for companionship affects their actions in
the novel, explaining how their experiences contribute to the novel's message about the
consequences of loneliness.

HABIT - An Approach to Organizing Your Introduction

H - Human truth related to your topic 
A - Introduce author and title (titles of major works are italicized)
B - Brief background (1-2 sentences providing a synopsis of the story)  
I - Intro to your topic (1-2 sentences explaining the question posed in the assignment)     
T - Topic plus a comment on your topic (the roadmap for your entire essay) 

SAMPLE INTRODUCTION
H - Unconditional love and support are at the heart of the concept of family. While no two
families may look the same, these are the qualities that lie at the foundation of the idea.  
A - In her novel, Far From The Tree, Robin Benway tells the story of three separated siblings,
Grace, Maya, and Joaquin, who discover one another as young adults. 
B - While each has lived a rocky, independent life, they quickly form an important bond with
one another once they meet, a bond that is strong enough to endure a quest to find their birth
mother. 
I - Through this journey we learn that although these characters had such different upbringings,
they are similar in many ways.
T - Recognizing that their commonalities outweigh their differences, Grace, Maya, and Joaquin
become an essential support system for one another, enabling each of them to overcome
obstacles they never could on their own. 

Unconditional love and support are at the heart of the concept of family. While no two
families may look the same, these are the qualities that lie at the foundation of the idea. In her
novel, Far From The Tree, Robin Benway tells the story of three separated siblings, Grace,
Maya, and Joaquin, who discover one another as young adults. While each has lived a rocky,
independent life, they quickly form an important bond with one another once they meet, a bond
that is strong enough to endure a quest to find their birth mother. Through this journey we learn
that although these characters had such different upbringings, they are similar in many ways.
Recognizing that their commonalities outweigh their differences, Grace, Maya, and Joaquin
become an essential support system for one another, enabling each of them to overcome
obstacles they never could on their own. 
  Introduction FCAs

____ 15 Introduction follows HABIT structure, beginning with a thematic statement and  
ending in a clear thesis statement. 

____ 5 Typed submission adheres to MLA Format (see video)

____ 5 Proper punctuation and capitalization

Thesis Statement Help

Because each of these three characters (Candy, Crooks, and Curley's wife) is complex, a good
way to frame your thesis statement is to include the word "although," "while," or "but." 

Here's are some sentence frames for you: 

Although Crooks......, he........

While Curley's wife........, she.........

Candy tries.........but..........

These might lead to thesis statements like: 

Although Crooks' isolation can lead him to be cruel, ultimately he simply wants to be
understood. 

While Curley's wife's loneliness makes her attention seeking, and even cruel at times,
Steinbeck's portrayal of her is a sympathetic one. 

Candy is a lonely, regretful man who tries to give himself a better future, but due to
circumstances outside of his control, his story ends in despair.

Body Paragraph FCAs

____ 10 Each paragraph begins with a topic sentence containing a clear claim statement 
____15 Each paragraph contains an appropriate quote from the novel that supports the claim
statement, and is properly cited 

____15 Each quote is introduced and followed by analysis that connects the quote to the claim
statement. 

Each body paragraph needs to begin with a clear topic sentence, meaning each one needs to open
with a provable claim. 

Here is an example of a weak topic sentence:

In the beginning of the story, George gets frustrated with Lennie for asking for ketchup. 

Instead of making a claim, the writer only provides a plot detail. Never open a body paragraph
with a plot detail; provide the focus for the entire paragraph. 

Here is a strong example:

From the beginning of the novel, it is clear that while George becomes frustrated with Lennie's
childlike behavior, he also cares deeply for  him. 

Here are more strong examples of topic sentences: 

Slim's power on the ranch comes from his noble character and the fact that the other workers
respect him. 

Curley's wife demonstrates that she is capable of kindness, but she also becomes threatening
when others refuse to associate with her. 

Much of Lennie's happiness comes from the dream of one day tending the rabbits on his and
George's farm. 

Two ways to introduce quotes:

Use a colon after a complete sentence:

Curley's wife addresses Candy, Crooks, and Lennie in a condescending, cruel tone: "They left all
the weak ones here" (Steinbeck 82). 

Use a comma after a verb:

Curley's wife cruelly addresses Candy, Crooks, and Lennie, saying, "They left all the weak ones
here" (Steinbeck 82). 

Provide clear context for quotes: 

Draft:

Curley, a frightening, mischievous guy, wants the world to revolve around him. Because his
father is the boss of the ranch, he has a lot of power. For example, Curley addresses Lennie and
George in a bossy, controlling tone:  ¨By Christ, he's gotta talk when he's spoke to. What the hell
are you getting into it for?¨ (Steinbeck 25).

Revision:

Curley, a frightening, mischievous guy, wants the world to revolve around him. Because his
father is the boss of the ranch, he has a lot of power, and he likes to express it. When George and
Lennie first arrive on the ranch, Curley makes his authority clear. After George speaks for
Lennie, Curley addresses him in a bossy, controlling tone: ¨By Christ, he's gotta talk when he's
spoke to. What the hell are you getting into it for?¨ (Steinbeck 25). This shows that Curley seeks
to intimidate the two new men, and he is successful at doing so. 

The additions highlighted in yellow greatly improve the draft, as they set up the quote for the
reader and provide the necessary context. 

Also notice that, while phrases like "This shows that" or "This reveals" may be helpful in
ensuring that you comment on evidence as you're writing, they can be cut once you've written
your analysis (see strikethrough above). 

Write about literature in the present tense:

Draft:

Curley was very rude to George and Lennie when they first met. This immediately made George
and Lennie keep their distance from him. 
Revision:

Curley is very rude to George and Lennie when they first meet. This immediately makes George
Lennie keep their distance from him. 

Conclusion Paragraph Notes

 Don't write "In conclusion" or "In summary" to start

 Open with a thematic statement that encompasses the point of your essay without
repeating phrases or sentences you've already used (consider the big ideas again:
companionship, isolation, rejection, loneliness)
 Highlight your essential points for your audience
 Consider the "so what?" question; what is the point of considering what your essay has
focused on? What seems to be Steinbeck's purpose in telling this character's story?
(Sentence frame: Steinbeck seems to suggest.... Steinbeck shows us....)
 Set your essay within a larger context. How do the ideas you've considered here remain
relevant in our world today?
Works Cited

Center the heading, Works Cited, at the top of a new page at the end of your paper. Leave the
text plain. Don't make it bold, italicized, or underlined. Beneath the heading, justified left,
include the entry. 

Here's the order of details:

Author's last name, first name. Book Title. City: Publisher, Year Published.

Here is a Sample Works Cited Page to follow. 

Check your paper for the details:

 Is it set up in MLA Format, following the instructions in this video?

 Is it double-spaced throughout?
 Do you have an original title?
 Do you have a clear thesis statement?
 Do your body paragraphs begin clear topic sentences that make claims in support of your
thesis statement?
 Do your body paragraphs each include at least one quote from the novel, which you've
introduced and explained?
 Have you placed punctuation after your parenthetical citations, like this?
            Lennie is motivated to "live off the fatta the land" (Steinbeck 14).
 Does your conclusion consider the ideas in the novel?
 Is your Works Cited page formatted correctly, and does it include the proper details for
the novel?
  Have you proofread your paper for errors?
HABIT - An Approach to Organizing Your Introduction
H - Human truth related to your topic 
A - Introduce author and title (titles of major works are italicized)
B - Brief background (1-2 sentences providing a synopsis of the story)  
I - Intro to your topic (1-2 sentences explaining the question posed in the assignment)     

T - THESIS = Topic plus a comment on your topic (the roadmap for your entire essay) 

SAMPLE INTRODUCTION
H - Unconditional love and support are at the heart of the concept of family. While no two
families may look the same, these are the qualities that lie at the foundation of the idea.  
A - In her novel, Far From The Tree, Robin Benway tells the story of three separated siblings,
Grace, Maya, and Joaquin, who discover one another as young adults. 
B - While each has lived a rocky, independent life, they quickly form an important bond with
one another once they meet, a bond that is strong enough to endure a quest to find their birth
mother. 
I - Through this journey we learn that although these characters had such different upbringings,
they are similar in many ways.
T - Recognizing that their commonalities outweigh their differences, Grace, Maya, and Joaquin
become an essential support system for one another, enabling each of them to overcome
obstacles they never could on their own. 

Unconditional love and support are at the heart of the concept of family. While no two
families may look the same, these are the qualities that lie at the foundation of the idea. In her
novel, Far From The Tree, Robin Benway tells the story of three separated siblings, Grace,
Maya, and Joaquin, who discover one another as young adults. While each has lived a rocky,
independent life, they quickly form an important bond with one another once they meet, a bond
that is strong enough to endure a quest to find their birth mother. Through this journey we learn
that although these characters had such different upbringings, they are similar in many ways.
Recognizing that their commonalities outweigh their differences, Grace, Maya, and Joaquin
become an essential support system for one another, enabling each of them to overcome
obstacles they never could on their own. 
 H

Thesis
A thesis is a sentence that contains the main idea of your essay/argument. Consider it the ‘roadmap’ for
your essay. 
 EVERYTHING you write in your essay should in some way prove or support the
thesis.
For example, let’s say I am writing a literary analysis essay on Far From the Tree by Robin Benway, our
favorite ;), in which I am trying to answer the question: how does the universal idea of family help each
of the siblings in the book? My thesis statement should answer this question clearly and concisely. 
In Far From the Tree by Robin Benway, Grace, Maya, and Joaquin become an essential
support system for one another, enabling each of them to overcome obstacles they never
could on their own.

Elements of a Thesis
 The thesis is clear and concise
 The thesis answers the thesis question posed
 The thesis references the topic and also makes a statement about that topic
 The thesis is broad enough that I can write 3 or more paragraphs about different yet related ideas
for it.
 The thesis is specific - it mentions the characters, author, and/or book by name
 The thesis avoids listing! We’re moving away from that.

Your Turn
Craft a preliminary thesis statement (that is - a starting place; your thesis may change over time) in which
you are answering the thesis question posed. The evidence you collected will help you answer the
question!
1. What seems to be the novel’s perspective on the role of dreams in people’s lives, whether they are
achieved or not?
2. How do the actions of these characters [who are cruel, kind, or a mixture of both] help create a
theme in Of Mice and Men?
3. What is Steinbeck trying to reveal about friendship through George and Lennie's relationship?
4. What is Steinbeck suggesting that loneliness can do to people?
5. What does the novel suggest about the nature of power and how people use it?

      Prompt #                                                             Preliminary Thesis

Outline
 Topic Context (what Quote Explanation (how does the Concluding
Sentence  happened right quote relate to your thesis?) Sentence
before? Who is
talking?)

Body P
1

Body P
2

Body 
P3

Students completed this handout first, before crafting their thesis, outline, and HABIT.

OMM Essay – Finding Evidence

Before we write our thesis, let’s get a good idea of what evidence from the text we are working
with. Go through the book to find 3-5 quotes/pieces of evidence that show your universal idea in
action. Once you find the quote, type it in the appropriate box, practice citing it with an in-text
citation, and write a quick note about how this evidence shows the universal idea.

See my example below for Far From the Tree by Robin Benway:
Universal idea(s): family and pain

Quote Citation Brief Explanation

“That's exactly what family is, Joaquin!... And (Benway 86). - even though family may
sometimes, family hurts each other. But after cause you pain they help
that’s done you bandage each other up, and you you through the pain
move on” (Author last -family = important
name page#).

Universal ideas in Of Mice and Men & Prompts

Dreams/the American Dream (Prompt #1)
Cruelty vs. Kindness (Prompt #2)
Friendship (Prompt #3)
Loneliness (Prompt #4)
Power (not physical power… social power) (Prompt #5)

Universal idea(s): 

Quote Citation Brief Explanation