First, I asked the students to underline the main idea and circle the three supporting ideas. Then we moved on to paragraphs 2, 3, and 4. Each of these paragraphs began with a statement that corresponded to the ideas in the opening paragraph. For example, paragraph two might say, "My mother works really hard. She has two jobs, and she always makes dinner for our family each night." Each of the paragraphs started in this obvious way, and the students circled the idea that related to the three ideas listed in the opening paragraph.
While Bush was being briefed, the planes that would be hijacked began taking off. American Airlines Flight 11 was first, leaving Boston’s Logan Airport at 7:59 a.m. The others soon followed, except for United Flight 93, scheduled to leave at 8:01, but which was delayed on the runway for about 40 minutes.  (For more information on the four flights, see , , , .)
Bush Is Briefed as the Hijackings Begin
It was time to prepare for writing. I gave the students an essay topic: "How to be a Successful Student." First they did a "quick write" on the topic and wrote for five minutes without stopping or lifting their pencil off the paper. The quick write was just to get a lot of ideas on the page and not to worry about spelling, grammar, or mechanics. When they finished the quick write, I asked them to circle some of the points they thought were important and choose their top three. Then I gave them copies of the template we had created, and we began to fill in the information paragraph by paragraph. On the template, paragraph one looked something like this:
When Does the Fighter Escort Finally Arrive?
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Vital Questions Remain Unanswered
These graphic organizers can be used to prepare for a five-paragraph essay, organize sentences in a paragraph, map concepts and events, compare topics with a Venn Diagram, organize notes for a presentation, create a double-entry journal, and much more.
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An Interesting Day: President Bush's Movements and Actions on 9/11
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