At first I was skeptical in the extreme about using the terms bing, bang, and bongo to represent the parts of the essay's outline. But it's actually a very useful technique, if only so you can avoid saying "the main idea of the first body paragraph" over and over again. This gave my students a stronger command of the same concept faster.
The powerpoint is, to be honest, too long... it wears on student attention. I didn't find much of an effective way to get through the objective in a robust way that was shorter. But you should feel free to try that out... it'd be worth it for your students.
Also, the way that I've structured the guided practice, a lot of the kids end up right just by labeling parts of the essay based on where they appear--they don't read them or get the feel of the essay's meaning much. So that might bear some restructuring.
The objective here is just to be able to label someone else's five-paragraph essay, but the learning's meaningless unless it's tied to the students' subsequent writing of such an essay themselves. I did this in a cross-curricular project, having students write about evolution as they were learning about it in their science classes. But any given topic could work with similar lessons.
Слова коммандера словно обожгли Сьюзан. - Дэвид в Испании? - Она не могла поверить услышанному. - Вы отправили его в Испанию? - В ее голосе послышались сердитые нотки.
- Зачем. Стратмор казался озадаченным.