M01 laws tm4 5700. indd

(pages 101–115)
CHAPTER OPENER 
(page 101)
• Read the chapter title. Ask students what 
they know about process writing (it is 
organized by steps). Have students look at 
the photo and read the caption. Ask them 
how they think a nuclear reactor is related 
to a process essay. 
• Read the objectives aloud, or ask students 
to do so. Make sure students understand the 
word chronological. 
INTRODUCTION 
(pages 102–105)
• Read the introduction aloud. Have students 
look at the diagram. 
Analyzing the Model 
(page 102)
• Have students read the model silently. Have 
students work with a partner or in a small 
group to answer the questions about the 
model. 
• Go over the answers with the class.
EXTENSION:
For many more examples of processes, have 
students read articles on “how to” websites 
such as ehow.com, howstuffworks.com, 
wikihow.com, or any cooking website. You 
may wish to have students write summaries 
of articles they read or post links to 
interesting articles on the class website.
!
Noticing Vocabulary 
(page 105)
• Read the introduction, or have students read 
it silently.
Variation: 
For an inductive presentation, 
write a model word (e.g., reaction) on 
the board. Elicit the prefi x, root, and 
suffi x from the class. Repeat with several 
additional models. 
• Read the directions for Practice 1. Have 
students do Part A with a partner. You can 
assign Part B as homework. 
• Follow up Part B by having students share 
their defi nitions in class. 
ORGANIZATION 
(pages 106–111)
• For more on time clauses, see Chapter 12, 
page 224.
• Read the introduction aloud, or have 
students read it silently.
Thesis Statement for a Process 
Essay