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The Bing, the Bang, and the Bongo—The Five-Paragraph Essay

Subject Area: Language Arts

Grade Level(s): 7

Duration of Activity: Three, 55-minute class periods

Description of Activity:

In this lesson the teacher uses a Microsoft PowerPoint presentation to introduce students to the organization technique for the five-paragraph essay known as "The Bing, the Bang, and the Bongo." The presentation, designed for beginning writers, focuses on the introduction, organization, summary, and transitions used to create a well-developed essay. The students will practice this technique by completing an essay template and will conclude by composing an original essay on a chosen topic.

Objectives:

  • To provide students with a method of organizing ideas into clear, well-developed essays
  • To use transitional words to link ideas smoothly between paragraphs
  • To create a well-developed, five-paragraph essay using "The Bing, the Bang, and the Bongo" method of development
  • To use Microsoft Word or another word-processing program to provide practice in the use of technology skills

Materials/Equipment:

  • Computers with Microsoft Word and Microsoft PowerPoint software or other word processing and multimedia presentation software
  • Large-screen monitor or projection device for classroom viewing
  • Color printer
  • Handout 1: The Bing, the Bang, and the Bongo—The Five Paragraph Essay, a Microsoft PowerPoint presentation
  • Handout 2: Timely Transitions
  • Handout 3: Five-Paragraph Essay Practice (use as template file or hard copy)
  • Handout 4: Suggested Topics for Essay Writing
  • Handout 5: Five-Paragraph Essay Rubric

Prerequisites (skills or background needed):

  • Although it is helpful for students to have some keyboarding skill, it is not necessary. This lesson will take longer for those students who lack these skills; however all students can successfully complete the activities.

Procedure

Teacher Component: The teacher will

  1. save to each computer prior to class the template file, Handout 3: The Five Paragraph Essay Practice, if classroom computers are available.
  2. introduce the organizational technique of essay development known as "The Bing, the Bang, and the Bongo" using a Microsoft PowerPoint presentation. Handout 1: The Bing, the Bang, and the Bongo: The Five Paragraph Essay.
  3. discuss the purpose and usefulness of transitions in essay development and supply the students with Handout 2: Timely Transitions that contains a list of transitions to use in their writing.
  4. instruct students about how to open and rename the template file, Handout 3: The Five Paragraph Essay Practice, in order to complete the activity. Remind students to key their name on the document before printing.
  5. pair students with a writing partner for peer assessment of the printout of the practice essays.
  6. provide keyboarding assistance to students as they type their essays.
  7. assess completed essays composed by students using Handout 5: Five-Paragraph Essay Rubric.

Student Activities: The students will

  1. become familiar with "The Bing, the Bang, and the Bongo" method of paragraph development by watching and discussing information from a multimedia presentation, Handout 1: The Bing, the Bang, and the Bongo: The Five Paragraph Essay.
  2. discuss transitions used in essay development as identified in Handout 2: Timely Transitions.
  3. practice using "The Bing, the Bang, and the Bongo" method of development by completing the sentences shown on Handout 3: Five Paragraph Essay Practice using the template file, Handout 3: Five-Paragraph Essay to complete the practice activity. Students will key their name before printing.
  4. choose from given topics listed on Handout 4: Suggested Topics for Essay Writing and type a five-paragraph essay using Microsoft Word or other word-processing program.
  5. print the essay to be handed in to the teacher for assessment of writing and technology skills.

Accommodations:

  • Because some students have difficulty composing at the computer, the writing of the essay could be given as a class or homework assignment and then typed from a piece of the student’s written work during class time.
  • Peer tutors may be used to review students who lack appropriate technology skills.
  • Time after school or during free periods may be provided for those students who lack the necessary word-processing skills to complete the activities in the allotted time.

Extension Activities:

  • The teacher may divide the class into groups of three to create a group five-paragraph essay. One student would create the "bing," one the "bang," and one the "bongo" in each essay. The students may create oral presentations or skits to demonstrate this method of essay development to an audience.
  • The students may work on interactive Web sites on paragraph development. (See the URL component of this lesson plan for suggested sites.)
  • Students may use Microsoft PowerPoint or other presentation software to create classroom presentations of their essays using "The Bing, the Bang, and the Bongo" method of essay development. The teacher may then evaluate the presentations based on composition and technology skills.

Integration:

  • Language Arts
  • Technology

Assessments:

  1. Teacher observation and questioning will be used throughout all activities.
  2. The students will work in pairs using peer evaluation to assess practice essays.
  3. The teacher will assess final essays using Handout 5: Five-Paragraph Essay Rubric.

URLs:

Curriculum Frameworks

Mississippi:

Seventh Grade

  1. Communicate for a variety of purposes through different forms of writing using processes of reading, writing, listening, and viewing for an expanding audience. (R, W, L, V)

    1. Accomplish a writing process through planning, drafting, revising, editing, publishing, and self-reflecting on written communications such as various types of paragraphs (narrative, descriptive, expository, persuasive), essays, research papers, creative writing, etc. for different audiences and purposes with minimal guidance. (Each teacher will determine the appropriate number of products to be taken through a writing process.)
    2. Write in various forms such as news articles, critical reviews, poems, short stories, speeches, timelines, etc.
    3. Revise to ensure effective introductions, wording, topic sentences, supporting details, and conclusions.
  2. Complete projects and tasks in an organized and coherent manner. (R, W, S, L, V)

    1. Follow logical sequence/multi-step directions to complete a product.
  3. Participate cooperatively while engaging in small group activities to analyze and interpret information, to make decisions, to solve problems, and to produce a given product. (R, W, S, L, V)

    1. Develop strategies for listening and speaking that respect the rights and contributions of others.
  4. Demonstrate continuous progress toward control of penmanship, grammar, mechanics, sentence structure, and usage of standard English in the context of writing and speaking. (R, W, S, L, V)

    1. Demonstrate knowledge of grammar and usage, including, but not limited to, parts of speech, all punctuation marks, capitalization, verb tense, subject-verb agreement, subordination, pronoun reference, and basic sentence elements.
    2. Interact with increasing competency using standard English skills when writing and speaking in a variety of situations.
    3. Apply correct grammar skills in speaking and writing.
    4. Apply correct usage in speaking, writing, and editing/proofreading.
    5. Use correct sentence structure in speaking, writing, and editing/proofreading.
  5. Acquire and use appropriate vocabulary and spelling concepts. (R, W, S, L, V)

    1. Demonstrate correct spelling.
    2. Utilize the dictionary, thesaurus, and/or computerized spell check as reference tools.
    3. Use appropriate vocabulary for specific situations, purposes, and audiences.
  6. Construct meaning by applying personal experiences and by reading, writing, speaking, listening, and viewing. (R, W, S, L, V)

    1. Integrate speaking, listening, writing, and reading to interpret personal ideas/opinions and those of others.

National Educational Technology Standards (NETS):

  1. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)

TerraNova:

35 Word Meaning (Level 11-21/22)
Demonstrate an understanding of word meanings and relationships.

38 Sentences, Phrases, Clauses (Level 12-21/22)
Identify the appropriate use of capitalization and punctuation in sentences, phrases, and clauses; and with quotations and dialogue.

39 Writing Conventions (Level 12-21/22)
Identify the appropriate use of capitalization and punctuation with proper nouns, titles, contractions, possessive nouns, and pronouns.

Link and Feedback to Author(s):

Wanda Epting, Coleman Middle School, Greenville, MS
wepting1417@yahoo.com

Handout 1: The Bing, the Bang, and the Bongo—The Five Paragraph Essay, a Microsoft PowerPoint presentation PowerPoint Acrobat
Handout 2: Timely Transitions Word Acrobat
Handout 3: THE BING, THE BANG, THE BONGO Five-Paragraph Essay Word Acrobat
Handout 4: Suggested Topics for Essay Writing Word Acrobat
Handout 5: Rubric for Grading the Five-Paragraph Essay Word Acrobat
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