the sentence and the paragraph - pattan - home
Post on 16-Oct-2021
10 Views
Preview:
TRANSCRIPT
5/29/2018
Establishing a Strong Writing Foundation:
The Sentence and the Paragraph
1
Writing is not caught. Writing must be taught.
Anita L. Archer, Ph.D. author, consultant, teacher
archerteach@aol.com
2
Resource
Hochman, J. C. & Wexler, N. (2017) The writing revolution: a guide to advancing thinking through writing in all subjects and grades. Jossey‐Bass.
3
1
5/29/2018
Resource
Archer, A. L., & Hughes, C.A. (2011). Explicit instruction: effective and efficient teaching. The New York: Guilford Press.
4
Resource
Archer, A. , Gleason, M., & Issacson (2005). REWARDS Writing: Sentence Refinement. Voyager/Sopris Learning.
Sentences
5
6
2
5/29/2018
Why focus on sentences?
• Sentences are the foundation of all written products.
• Even when students master the structure of an essay, the composition will be weak if the sentences are weak.
• Instead of writing using formal English and academic vocabulary, students use conversational English.
7
Writing Foundations – Sentence Formation
Sentence Activities Sentence Expansion Sentence Combining Sentence Frames
8
Sentences
Sentence Activities
9
3
5/29/2018
Activities for Building Sentences The Writing Revolution by Judith Hochman and Natalie Wexler
• Distinguishing between sentences and fragments
• Unscrambling scrambled sentences
• Using four sentence types (statements, questions, exclamations, and commands)
• Develop questions
• Use conjunctions because, but, so
• Use subordinating conjunctions (although, unless)
• Insert an appositive
10
Distinguishing between sentences and fragments
Page 27
11
Fragment into Sentence Lesson 1
Wonders Grade 4, Unit 4, Week 1 A World Without a Ruler
(Note: Activities are based on those presented in The Writing Revolution by Judith Hochman and Natalie Wexler)
4
5/29/2018
Learning Intention and Success Criteria
A sentence is a group of words that forms a complete thought.
Government and laws help to protect us every day.
Learning Intention and Success Criteria
A fragment is a group of words that does not form a complete thought.
government and laws
protect us
Fragment or Sentence? A World Without a Ruler
Fragment or Sentence ? Revision
our government Our government is a democracy.
we can vote for people to run We can vote for people to run our country our country.
passes legislation and laws
the armed forces
5
5/29/2018
Fragment or Sentence? A World Without a Ruler (feedback)
Fragment or Sentence ? Revision
our government Our government is a democracy.
we can vote for people to run We can vote for people to run our country our country.
passes legislation and laws Our government passes legislation or laws.
the armed forces The armed forces protect our country.
Fragment into Sentence Lesson 2
Wonders Grade 4, Unit 4, Week 1
See How They Run (Pages 272‐274)
(Note: Activities are based on those presented in The Writing Revolution byJudith Hochman and Natalie Wexler)
Sentence
A sentence is a group of words that forms a complete thought.
The ancient Greeks get credit for inventing democracy.
6
5/29/2018
Sentence Fragment
A fragment is a group of words that does not form a complete thought.
Fragment : rule by the people
Sentence: Democracy refers to a government in which there is rule by the people.
Learning Intention and Success Criteria
Learning Intention Students will be able to determine if a group of words is a sentence or a sentence fragment.
Students will be able to form a complete sentence when given a fragment.
Success Criteria Students will accurately identify sentence fragments and rewrite them as complete sentences.
Sentences meet the criteria on the sentence checklist.
___My sentence is a complete sentence.
___My sentence makes sense. ___My sentence begins with a capital letter.
___My sentence ends in a period.
___My spelling is correct.
___My handwriting is neat.
Sentence Checklist
___My sentence is a complete sentence.
___My sentence makes sense. ___My sentence begins with a capital letter.
___My sentence ends in a period.
___My spelling is correct.
___My handwriting is neat.
7
5/29/2018
Fragment or Sentence? See How They Run page 273‐274
Fragment or Sentence ? Revision
wanted a government where citizens elected representatives
our national government has three branches
heads the executive branch
the supreme court is part of the judicial branch of government
Fragment or Sentence? See How They Run page 273‐274 (feedback‐ possible sentences)
Fragment or Sentence ? Revision
wanted a government where Our Founding Fathers wanted a citizens elected representatives government where citizens
elected representatives.
our national government has Our national government has three branches three branches.
heads the executive branch The president heads the executive branch.
the supreme court is part of The Supreme Court is part of the judicial branch of the judicial branch of government government.
Unscrambling scrambled sentences
Page 31
24
8
5/29/2018
The Three Little Pigs
25
Sentence – Unscramble (I do it.)
Statements
first The built a pig house straw.
wolf down house The the blew straw.
Unscrambled Statement
26
Sentence – Unscramble (I do it.)
Statements
first The built a pig house straw.
wolf down house The the blew straw.
Unscrambled Statement
The first pig built a straw house.
The wolf blew the straw house down.
27
9
5/29/2018
Sentence – Unscramble (We do it.)
Statements
The pig sticks a house of second built.
The down blew the wolf stick house.
Unscrambled Statement
28
Sentence – Unscramble (We do it.) Feedback
Statements
The pig sticks a house of second built.
The down blew the wolf stick house.
Unscrambled Statement
The second pig built a house of sticks.
The wolf blew the stick house down.
29
Sentence – Unscramble (You do it.)
Statements
carefully built pig The third house brick a.
blow house brick the The wolf not could down.
Unscrambled Statement
30
10
5/29/2018
Sentence – Unscramble (You do it.) Feedback
Statements
carefully built The pig third house brick a.
blow house brick the The wolf not could down.
Unscrambled Statement
The third pig carefully built a brick house.
The wolf could not blow the brick house down.
31
Scrambled Sentences Lesson 3
Wonders Grade 4, Unit 4, Week 2
Bringing Government Home
(Note: Activities are based on those presented in The Writing Revolution byJudith Hochman and Natalie Wexler)
Learning Intention and Success Criteria
Learning Intention Students will be able to unscramble a sentence that includes text information.
Success Criteria Students will accurately unscramble a group of words and rewrite them as a complete sentence.
Sentences meet the criteria on the sentence checklist.
___My sentence is a complete sentence.
___My sentence makes sense. ___My sentence begins with a capital letter.
___My sentence ends in a period.
___My spelling is correct.
___My handwriting is neat.
11
5/29/2018
Sentence Checklist
___My sentence is a complete sentence.
___My sentence makes sense. ___My sentence begins with a capital letter.
___My sentence ends in a period.
___My spelling is correct.
___My handwriting is neat.
Scrambled Sentences Bringing Government Home (Page 312 – 313)
Scrambled Sentences Revision
have senators state representatives legislatures and
lower‐courts have a States court supreme and
constitution Each own its state has
Challenge scramble We of have branches three government so branch one that does not too become powerful
Scrambled Sentences Bringing Government Home (Page 312 – 313)
Feedback – Possible Sentences
Scrambled Sentences Revision
have senators state representatives legislatures and
State legislatures have senators and representatives.
lower‐courts have a States court supreme and
States have a Supreme court and lower‐courts.
constitution Each own its state Each state has its own has constitution.
Challenge scramble We of have branches three government so branch one that does not too become powerful
We have three branches of government, so that one branch does not become too powerful
12
5/29/2018
Using Four Sentence Types (statements, questions,
exclamations, and commands)
The Writing Revolution Page 33
Why? Vary sentence structures Learn correct punctuation Learn language of instruction
37
Four Basic Sentence Types
Declarative Sentence A declarative sentence is a statement (Statement) of an idea and ends in a full stop.
Interrogative Sentence (Question)
An interrogative sentence asks a question and always ends with a question mark.
Imperative Sentence (Command)
An imperative sentence gives instructions or expresses a request or a command.
Exclamatory Sentence (Exclamation)
An exclamatory sentence expresses force or a strong emotion and ends with an exclamation point.
38
Four Basic Sentence Types The Moon Over Star (page 314 and 315)
Write a sentence using the word that is provided. The sentence must reflect the content of the story.
Sentence Type: Statement Word: spaceship
Sentence Type: Question Words: astronauts
Sentence Type: Command Word: flight
Sentence Type: Exclamation Word: excited
39
13
5/29/2018
Four Basic Sentence Types The Moon Over Star (page 314 and 315)
Write a sentence using the word that is provided. The sentence must reflect the content of the story. Feedback – Possible Answers
Sentence Type: Statement Word: spaceship
The spaceship carrying three astronauts would land on the moon.
Sentence Type: Question Words: astronauts
Who were the astronauts?
Sentence Type: Command Word: flight
Take care on the flight.
Sentence Type: Exclamation Word: excited
Everyone was excited!
40
Four Basic Sentence Types
Write a sentence using the word that is provided. The sentence must reflect the content of the passage.
Sentence Type: Statement Word:
Sentence Type: Question Words:
Sentence Type: Command Word:
Sentence Type: Exclamation Word:
41
Develop questions The Writing Revolution Page 36
Write questions in response to a photo, picture or text.
Why? Promotes deeper examination of photo or close reading of text. Improves comprehension of text.
42
14
5/29/2018
Sentence ‐ Picture
Write two questions about this picture.
43
Sentence – Picture feedback ‐ possible questions
Write two questionsabout this picture.
Who doesn’t believe in dragons?
Why doesn’t the boy believe in dragons?
Is the dragon real?
44
Use conjunctions because, but, so
The Writing Revolution Page 39 Why?
Extended written responses Deeper thinking Close reading Independent and dependent clauses
45
15
5/29/2018
Sentences with Conjunctions because, but, so I do it.
Demonstration
The teacher was happy because the children listened carefully. (Because explains WHY something is true.)
The teacher was happy, but the children wanted class to end. (But indicates a change in direction.)
The teacher was happy, so the teacher praised the children. (So tells us what happens as a result of something else.)
46
Sentences with Conjunctions because, but, so
Many people came to Megan’s birthday party because
(Because explains WHY something is true.)
Many people came to Megan’s birthday party, but
(But indicates a change in direction.)
Many people came to Megan’s birthday party, so
(So tells us what happens as a result of something else.)
We do it. Guided Practice
47
Sentences with Conjunctions because, but, so
Many people came to Megan’s birthday party because she had friends from school, church, and soccer.
(Because explains WHY something is true.)
Many people came to Megan’s birthday party, but her grandparents were out of the country and could not return for the party.
(But indicates a change in direction.)
Many people came to Megan’s birthday party, so her parents had to order TWO birthday cakes.
(So tells us what happens as a result of something else.)
48
16
5/29/2018
Sentences with Conjunctions because, but, so
The family grew many vegetables because
(Because explains WHY something is true.)
The family grew many vegetables, but
(But indicates a change in direction.)
The family grew vegetables, so
(So tells us what happens as a result of something else.)
You do it. Check for understanding
49
Sentence Checklist
______ My sentence is a complete sentence.
______ My sentence makes sense.
______ My sentence begins with a capital letter.
______ My sentence has correct end punctuation.
______ My spelling is correct.
______ My handwriting is neat.
50
Because But So Lesson 1
Wonders
Grade 4, Unit 4, Week 4
Wonders of the Night Sky (Note: Activities are based on those presented in The Writing Revolution by Judith Hochman and Natalie Wexler)
51
17
5/29/2018
Learning Intention
Learning Intention:
Students will be able to write sentences with conjunctions because (a reason), but (a change in direction), and so (a result) when given sentence stems.
52
Success Criteria
• The written sentences: accurately use the conjunctions because, but, and so
• Each sentence: – is a complete sentence – makes sense – begins with a capital – ends with the correct punctuation – has correct spelling – is written neatly
53
Sentence Checklist
___My sentence is a complete sentence.
___My sentence makes sense. ___My sentence begins with a capital letter.
___My sentence ends with the correct punctuation mark.
___My spelling is correct.
___My handwriting is neat.
54
18
5/29/2018
Because But So Wonders of the Night Sky (page 281)
The Aurora Borealis is an amazing light show because ... (Because explains WHY something is true.)
The Aurora Borealis is an amazing light show, but ... (But indicates a change in direction.)
The Aurora Borealis is an amazing light show, so ... (So tells us what happens as a result of something else.)
55
Because But So Wonders of the Night Sky (page 281)
The Aurora Borealis is an amazing light show because electrical charges cause colorful bands of light. (Because explains WHY something is true.)
The Aurora Borealis is an amazing light show, but it only occurs every few years. (But indicates a change in direction.)
The Aurora Borealis is an amazing light show, so we should travel to the North Pole to observe “the northern lights.” (So tells us what happens as a result of something else.)
56
because – but – so Content Area Application
Kenya is an independent nation today because ... (Because explains WHY something is true.)
Kenya is an independent nation today, but ... (But indicates a change in direction.)
Kenya is an independent nation today, so (So tells us what happens as a result of something else.)
57
19
5/29/2018
because – but – so Content Area Application
Kenya is an independent nation today because Kenya gained independence from Great Britain in 1963. (Because explains WHY something is true.)
Kenya is an independent nation today, but there are still major conflicts in the nation due to different languages, histories,cultures, and traditions. (But indicates a change in direction.)
Kenya is an independent nation today, so the court system can make important decisions. For example, the Supreme Court found that the August election was not held according to the law, so a new election will be held in October, 2017. (So tells us what happens as a result of something else.)
58
Insert Appositives to Describe a Noun
The Writing Revolution Page 46
Why? Vary sentence structure Add more information to the sentence Topic sentence Close reading Comprehension
59
Appositive
“An appositive is a second noun, or a phrase or clause equivalent to a noun, that is placed beside another noun to explain it more fully.”
New York City, the largest city in the United States, is a major tourist attraction.
60
20
_______________________________________
5/29/2018
Appositives
The Panama Canal, _______________________
_______________________________________,
connects the Atlantic Ocean to the Pacific Ocean. The Panama Canal crosses Panama,
_______________________________________.
61
Appositives
The Panama Canal, a human‐made waterway,
connects the Atlantic Ocean to the Pacific Ocean. The Panama Canal crosses Panama, a narrow country connecting Central America and South America.
62
Appositives
France, __________________________, initially began building the Panama Canal under the leadership of Ferdinand de Lesseps, ______________________________________.
However, high temperatures, disease, and lack of funds ended their efforts.
63
21
5/29/2018
Appositives
France, a European nation, initially began building the Panama Canal under the leadership of Ferdinand de Lesseps, the major builder of the Suez Canal in Egypt. However, high temperatures, disease, and lack of funds ended their efforts.
64
Sentences
Sentence Expansion and Sentence Combining
65
Sentence Expansion Expand a sentence by adding details
The Writing Revolution Page 56 Why?
Add details to sentences Anticipate what the reader might wish to know Checks comprehension
66
22
5/29/2018
Sentence Expansion
• Students can learn the structure of sentences and gain “sentence sense” though sentence expansion exercises.
• Students add words or phrases to sentences that answer questions such as when, where, why, and how.
67
Sentence Expansion
Expand each sentence using three of the following question words: who, what, when, where, why, and/or how.
Start Sentence: The children raced.
When: one spring day Where: down the road Why: celebrate the last day of the school year
Expanded Sentence: One spring day, the children ran down the road to celebrate the last day of the school year.
68
Expanded Sentences Lesson 1
Wonders
Grade 4, Unit 4, Week 5
Poems (Note: Activities are based on those presented in The Writing Revolution by Judith Hochman and Natalie Wexler)
69
23
5/29/2018
• Learning Intentions:
• Students will create sophisticated, well‐written sentences by adding words or phrases to answer all or some of the following questions: who, what, when, where, why, and how.
70
• Success Criteria: • Students will write expanded sentences that demonstrate understanding of the passage and meet the criteria on the sentence checklist.
– My sentence is a complete sentence. – My sentence makes sense. – My sentence begins with a capital letter. – My sentence ends with correct punctuation. – My spelling is correct. – My handwriting is neat.
71
Sentence Checklist
___My sentence is a complete sentence.
___My sentence makes sense. ___My sentence begins with a capital letter.
___My sentence ends with the correct punctuation.
___My spelling is correct.
___My handwriting is neat.
72
24
_______________________________________
_______________________________________
5/29/2018
Sentence Expansion Sing to Me (page 295)
Start Sentence: The boy’s piano playing improved.
When: ...............................................................
Why:.................................................................
Expanded Sentence: ________________________
73
Sentence Expansion Sing to Me (page 295) Feedback – Possible Sentences
Start Sentence: The boy’s piano playing improved.
When: every night
Why: because his mother practiced with him
Expanded Sentence: Every night, the boy’s piano playing improved because he practiced with his mother.
74
Sentence Expansion Sing to Me (page 295) ) Feedback – Possible Sentences
Start Sentence: The boy’s piano playing improved.
When: every day Why: because the boy practiced all day and began to believe that he could do it
Expanded Sentence: Every day, the boy’s piano playing improved because he practiced all day and began to believe that he could do it.
75
25
5/29/2018
Sentence Expansion Example from The Writing Revolution
Expand the following sentence using the question words.
Start Sentence: Pyramids were built.
When: ancient times
Where: Egypt
Why: protect body of deceased pharaoh
Expanded Sentence: In ancient times, pyramids were built in Egypt to protect the body of the deceased pharaoh.
76
Sentence Expansion
Name __________________ Date __________________ Expand each sentence using three of the following question words: who, what, when, where, why, and/or how.
Start Sentence: Andrew Jackson and his American forces won. What The Battle of New Orleans When January 8, 1815 Why wanted to keep British from seizing
New Orleans and Louisiana Purchase
Expanded Sentence: On January 8, 1815, Andrew Jackson and his American forces won the Battleof New Orleans, stopping the British from invading and seizing New Orleans and the vast Louisiana Purchase.
77
Sentence Expansion Example created by Science Teacher, Anya Covarrubias Based on Teaching Basic Writing Skills by Judith Hochman
Expand each sentence using 3 of the following question words: when, where, and how.
Start Sentence: Carbon dioxide is produced during Cellular Respiration. Where: during the Kreb’s Cycle When: carbon chains are broken down How: by bonding with oxygen molecules
Expanded Sentence: Carbon dioxide is produced during the Kreb’s Cycle when carbon chains are broken down and bond with oxygen molecules.
78
26
5/29/2018
Sentence Combining
The Writing Revolution Page 49 Why?
Teaches grammar and usage Write more complex sentences Exposes students to variety of sentence structures
79
Sentence Combining
Sentence combining has a positive effect on students’ writing. (Evans, Venotozzi, Bundrick, & McWilliams, 1988; Howie, 1979; Kanellas,Carifio & Dagostino, 1998; Pedersen, 1977; Saddler & Graham, 2005; Stoddard, 1982)
Students start with a stem sentence and combine it with one to four other sentences.
80
Sentence Combining
(Examples taken from REWARDS Writing – Sentence Refinement published by Voyager/Sopris Learning)
Start: Linda grabbed a seat. Add: Bobby grabbed a seat. Add: The seats were adjoining. Add: The seats were on the bus. Add: The bus was crowded. Create:
81
27
_______________________________________________________
______________________________________________
_________________________________
5/29/2018
Sentence Combining
Start: As the cubs grow fur, they spend periods of time outside the den.
Add: The fur is thicker.
Add: The periods of time are short.
Add: The den is warm.
Add: The den is protective. Create: _________________________________________________
82
Sentence Combining
Start: Jared will finish shopping for school supplies. Add: He will shop this afternoon. Add: He will shop at the mall. Create: ____________________________________
_
83
Sentence Combining
Start: Everyone ate birthday cake.
Add: The birthday cake was chocolate.
Add: Everyone ate vanilla ice cream.
Add: Everyone ate candy.
Create:
_
84
28
5/29/2018
Activities for Building Sentences The Writing Revolution by Judith Hochman and Natalie Wexler
• Distinguishing between sentences and fragments
• Unscrambling scrambled sentences
• Using four sentence types (statements, questions, exclamations, and commands)
• Develop questions
• Use conjunctions because, but, so
• Use subordinating conjunctions (although, unless)
• Insert an appositive
• Expand a sentence by adding details
• Combine sentences 85
Sentences
Sentence Stems
86
Sentence Stem to Respond to a Question or Task
Context: Article on Panama Canal
Why was the Panama Canal built?
Write an answer using this sentence stem: The Panama Canal was built ...
The Panama Canal was built to provide a waterway from the Atlantic Ocean to the Pacific Ocean so that ships would not have to go around the southern tip of South America. Thus,the Panama Canal made the journey much shorter and supported trade between countries.
87
29
5/29/2018
Paragraph Instruction
These instructional are based on the procedures provided in The Writing Revolution.
88
Concept of a Paragraph
1. Introduce the meaning of the concept.
Paragraph – Group of sentences
– That includes details
– Supporting a specific point Explicit
Vocabulary Instruction
89
Concept of a Paragraph
2. Illustrate with examples.
Panama, a small country connecting Central America toSouth America, was another logical option for a canal. It islocated a little farther south than Nicaragua. At its narrowestpart, Panama is barely 50 miles wide. The Atlantic Ocean is onthe eastern side of Panama, and the Pacific Ocean is on the western side. With a canal in Panama, the trip from New York toCalifornia would be about 8,000 miles shorter than sailing around South America. Travel time could be three months instead of eight months.
Is this a group of sentences? Do the sentences include details about a specific point? Is this a paragraph?
90
30
5/29/2018
Concept of a Paragraph
3. Check understanding.
In 1879, France began to build a canal across Panama. This project was led by Ferdinand deLesseps. He was the builder of the Suez Canal in Egypt. He was experienced, and the French government felt that he could get the job done.
Is this a group of sentences? Do the sentences include details about a specific point? Is this a paragraph?
91
Concept of a Paragraph
3. Check understanding.
Unfortunately, problems began as soon as construction started.
Is this a group of sentences? Do the sentences include details about a specific point? Is this a paragraph?
92
Use of a “think sheet” for planning single paragraphs
A “think sheet” is a specialized graphic organizer used to organize the content of a paragraph or longer composition.
93
31
_______________________________________
_______________________________________
5/29/2018
Single‐Paragraph Outline p. 247
T.S.____________________________________
1. .........................................................................
2. .........................................................................
3. .........................................................................
4. ..........................................................................
C.S.____________________________________
94
Creating Powerful Topic Sentences and Concluding Sentences
Expanded from Chapter 4
The Writing Revolution
95
Task: Select the topic sentence.
1. Gandhi attended law school in Great Britain.
Topic Sentence (page 88)
A. Students can distinguish a topic sentence from supporting details.
Break down complex tasks.
2. Gandhi was born in India. 3. He practiced law in South Africa, another British territory,
for twenty years. 4. Gandhi was a product of the British Empire. 5. Gandhi lead a struggle for independence and civil rights in
India.
96
32
5/29/2018
Topic Sentence: Gandhi’s dedication to nonviolent
protest did not begin in India, but rather in South Africa.
Topic Sentence (page 89) B. When given a topic sentence, students
can generate supporting details. Break down complex tasks.
Student generated details
‐ sat in first class seat on train until thrown off
‐ refused to sit on dirty footboard of a stagecoach
‐ organized fellow Indians living in South Africa
97
Topic Sentence B. When given a topic sentence, students
can generate supporting details.
Topic Sentence: As a new visitor to Australia, there are a number of things you should know about our country.
Student generated details
‐
‐
‐
‐
Break down complex tasks.
98
Topic Sentence (page 90) C. When given a topic sentence, students can determine
matching supportive details.
Task: Select the supporting details that Break down complex tasks.
match the topic sentence. T. S. Professionally, Gandhi was an attorney. 1. ............................................................................................ 2. ............................................................................................ 3. ........................................................................................... 4. ...........................................................................................
a. went to law school in Great Britain b. refused to get off train c. was known for love of enemies d. was unsuccessful in establishing a law practice in India e. was very shy in court during early days f. used his legal knowledge throughout his life g. went to South Africa to practice law
99
33
5/29/2018
Topic Sentence (page 93) Students can use one of these strategies
to construct a topic sentence.
1. Use one of the sentence types (statement, question, exclamation)
T.S. Gandhi dedicated his life to nonviolent protest against Great Britain.
T.S. Why is Mahatma Gandhi so well‐known seventy years after his assassination?
100
Topic Sentence (page 93) Students can use one of these strategies
to construct a topic sentence
2. Include an appositive.
T.S. Gandhi, an iconic civil rights leader, lead nonviolent protests in South Africa and India.
101
Topic Sentence (page 93) Students can use one of these strategies
to construct a topic sentence
3. Start with a subordinating conjunction.
before although after
since if while
when unless even though
whenever
102
34
_________________________________________________________ _________________________________________________________
5/29/2018
Topic Sentence (page 93) Students can use one of these strategies
to construct a topic sentence
3. Start with a subordinating conjunction.
TS. While Gandhi is known for his nonviolent, civil rights actions in India, he is less well‐known for his work in South Africa.
103
Topic Sentence (page 93)
e. Students can create a topic sentence when given supporting detail notes.
Task: Write a topic sentence that matches this set of
supporting details. T.S.______________________________________________________
1. organized citizens who disagreed with Great Britain’s rule..........
2. wrote pamphlets and petitions.....................................................
3. made speeches.............................................................................
4. lead nonviolent actions against government agencies ...............
104
Topic Sentence (page 93) e. Students can create a topic sentence when given supporting detail notes.
Feedback
Statement: As a civil rights leader in South Africa and India, Gandhi employed numerous non‐violent protest procedures.
Appositive: Mahatma Gandhi, the civil rights leader of India, believed that non‐violent actions should be used to gain human rights.
Subordinating Conjunction: Since Gandhi was an advocate for non‐violence, he adopted peaceful methods of protest.
105
35
5/29/2018
Topic Sentence (page 99)
F. Students can deconstruct a paragraph, creating a single‐paragraph outline.
Guide Students. We do it.
Initially, the expansion of the British Empire in the 17th century wasbased on mercantilism, or trade. England did not have enough resources. It needed to look to other lands for raw materials, such as cotton and sugar. The empire began with the acquisition of lands on the eastern coast of North America and in the West Indies, a chain of islands stretching from Florida to South America. The English brought slaves from Africa to the West Indies to provide the labor for growing sugarcane. They also took slaves to the American colonies for growing cotton, rice, and tobacco. In return, England sold goods to the colonies, including clothing, dishes, food, metal tools, and other things that the colonists needed. Thus, trade was the compelling factorleading to the expansion of the British Empire across the continents.
106
Topic Sentence F. Students can deconstruct a paragraph,
creating a single‐paragraph outline.
T.S. Initially, the expansion of the British Empire in the 17th century was based on mercantilism, or trade.
1. not have enough resources.............................................................................. 2. needed raw materials ‐ cotton and sugar. ...................................................... 3. east coast of N. America + West Indies ................................................... 4. African slaves to W. Indies = labor sugarcane ............................................... 5. Slaves to American colonies > cotton, rice & tobacco ................ 6. sold goods > colonies (clothing, dishes, food, tools) ..........................
C.S. Thus, trade was the compelling factor leading to the expansion of the British Empire.
107
Planning a Single Paragraph
108
36
co x ta
mple sks.
_______________________________________
_______________________________________
5/29/2018
Writing Process
Plan* Plan your writing.
Draft Write your first draft.
Revise* Change your writing to make it better.
Edit Check your spelling, capitals, and punctuation.
Publish Share your writing.
109
Single‐Paragraph Outline p. 247
T.S.____________________________________
1. .........................................................................
2. .........................................................................
3. .........................................................................
4. ..........................................................................
C.S.____________________________________
110
Planning (page 102) Students can create a plan for writing a single
coherent, well‐organized paragraph.
Break down complex tasks.
Steps for developing a single paragraph outline. (Page 102 of The Writing Revolution)
1. Identify the topic, purpose, and audience. 2. Brainstorm or relate details. 3. Generate a complete topic sentence. 4. Select, categorize, and sequence details. 5. Write notes for the detail sentences on the dotted lines. 6. Generate a complete concluding sentence.
111
37
knowledge.
5/29/2018
Planning Clear statement of
goal
Learning Intention: Students can create a plan for writing a single coherent, well‐organized paragraph.
Success Criteria: Topic Sentence ____ My topic sentence is clearly stated. ____ My topic sentence is interesting. Supporting Details ____ My supporting details support the topic. ____ My supporting details are in the best sequence. Concluding Sentence ____ My concluding sentence is clearly stated.
112
Planning 1. Identify the topic, purpose, and
audience. Demonstration I do it.
Prompt: How do penguins obtain food from the sea?
Topic: How penguins get food from sea
Audience: Readers who know little about penguins
Purpose: To explain
113
Planning 2. Brainstorm or relate details.
• flightless birds • flippers to help them swim • live in the Southern Hemisphere • eat fish and other sea life • drink sea water • dive deep for fish • stay underwater for minutes • feed in groups • feed on krill and small shrimp • spend around half their time in water
Help students organize
knowledge.
114
38
5/29/2018
Planning 3. Generate a complete topic sentence.
Demonstration I do it.
Use one of the sentence types (statement, question, exclamation)
Penguins are skilled “fishermen.”
115
Include an appositive.
Planning 3. Generate a complete topic sentence.
Demonstration I do it.
Penguins, the flightless birds of the Southern Hemisphere, live on fish and other creatures from the sea.
116
Planning 3. Generate a complete topic sentence.
3. Start with a subordinating conjunction.
before although after whenever
since if while
when unless even though
Even though Penguins can not fly, their flippers allow them to be skilled fishermen.
117
39
____________________________________
5/29/2018
Planning 3. Generate a complete topic sentence.
Task: Which one is your favorite?
1. Penguins are skilled “fishermen.”
2. Penguins, the flightless birds of the Southern Hemisphere, live on fish and other creatures from the sea.
3. Even though Penguins can not fly, their flippers allow them to be skilled fishermen.
118
Single‐Paragraph Outline p. 247
T.S. Even though Penguins can not fly, their flippersallow them to be skilled fishermen.
1. ....................................................................... 2. ....................................................................... 3. ....................................................................... 4. ....................................................................... 5. ...................................................................... C.S._______________________________________
119
• flightless birds
• flippers to help them swim
• live in the Southern Hemisphere
Planning 4. Select, categorize, and sequence
details.
Demonstrtion I do it.
• eat fish and other sea life
• drink sea water
• dive deep for fish
• stay underwater for minutes
• feed in groups
• feed on krill and small shrimp
• spend around half their time in water 120
40
e.
knowledg
5/29/2018
• flightless birds
• flippers to help them swim
• live in the Southern Hemisphere
Planning 4. Select, categorize, and sequence
details. Step by Step
Demonstration I do it.
• 1. eat fish and other sea life
• drink sea water
• 4. dive deep for fish
• 5. stay underwater for minutes
• 2. feed in groups
• 3. feed on krill and small shrimp
Help students organize
knowledge.
• spend around half their time in water 121
Planning 5. Write notes for the detail sentences on
the dotted lines.
Demonstration I do it
122
Single‐Paragraph Outline p. 247
T.S. Even though Penguins can not fly, their flippersallow them to be skilled fishermen.
1. eat fish/sea life............................................... 2. feed in groups ............................................... 3. eat krill & small shrimp.................................. 4. dive deep > fish............................................... 5. stay underwater for minutes......................... C.S._______________________________________ __________________________________________
123
41
5/29/2018
42
Penguins rely on the creatures in the sea for their
Planning 6. Generate a complete concluding
sentence.
survival.
124
Demonstration I do it.
Single‐Paragraph Outline p. 247
T.S. Even though Penguins can not fly, their flippersallow them to be skilled fishermen.
1. eat fish/sea life............................................... 2. feed in groups ............................................... 3. eat krill & small shrimp.................................. 4. dive deep > fish............................................... 5. stay underwater for minutes......................... C.S. Penguins rely on the creatures in the sea for their survival.
125
Learning Intention and Success Criteria
Success Criteria:
Topic Sentence ____ My topic sentence is clearly stated. ____ My topic sentence is interesting.
Supporting Details ____ My supporting details support the topic. ____ My supporting details are in the best sequence.
Concluding Sentence ____ My concluding sentence is clearly stated.
126
5/29/2018
Preparing for Writing Draft
Have students verbally retell the paragraph using the plan.
127
Single‐Paragraph Outline p. 247
T.S. Even though Penguins can not fly, their flippersallow them to be skilled fishermen.
1. eat fish/sea life............................................... 2. feed in groups ............................................... 3. eat krill & small shrimp.................................. 4. dive deep > fish............................................... 5. stay underwater for minutes......................... C.S. Penguins rely on the creatures in the sea for their survival.
128
Single‐Paragraph Outline p. 247
T.S. Even though Penguins can not fly, their flippersallow them to be skilled fishermen.
1. eat fish/sea life............................................... 2. feed in groups ............................................... 3. eat krill & small shrimp.................................. 4. dive deep > fish............................................... 5. stay underwater for minutes......................... C.S. Penguins rely on the creatures in the sea for their survival.
Step by Step Demonstration
I do it.
129
43
5/29/2018
Even though Penguins can not fly, their flippers allow them to be skilled fishermen.
Drafting a single paragraph (translating a plan into a single paragraph)
Step by Step Demonstration
I do it.
130
Drafting a single paragraph (translating a plan into a single paragraph)
Even though Penguins can not fly, their flippers allow them to be skilled fishermen. Penguins fish in the ocean for fish and other sea life.
131
Drafting a single paragraph (translating a plan into a single paragraph)
Even though Penguins can not fly, their flippers allow them to be skilled fishermen. Penguins fish in the ocean for fish and other sea life. They don’t fish alone, but in groups. Penguins eat krill and small shrimp found near the surface.
132
44
5/29/2018
Drafting a single paragraph (translating a plan into a single paragraph)
Even though Penguins can not fly, their flippers allow them to be skilled fishermen. Penguins fish in the ocean for fish and other sea life. They don’t fish alone, but in groups. Penguins eat krill and small shrimp found near the surface. However, penguins also have the ability to dive deep into the water and stay underwater for a number of minutes, allowing them to eat larger fish.
133
Drafting a single paragraph (translating a plan into a single paragraph)
Even though Penguins can not fly, their flippers allow them to be skilled fishermen. Penguins fish in the ocean for fish and other sea life. They don’t fish alone, but in groups. Penguins eat krill and small shrimp found near the surface. However, penguins also have the ability to dive into the water and stay there for a number of minutes, allowing them to eat larger fish. Penguins rely on the creatures in the sea for their survival.
134
Revising a single paragraph
135
45
5/29/2018
Writing Process
Plan* Plan your writing.
Draft Write your first draft.
Revise* Change your writing to make it better.
Edit Check your spelling, capitals, and punctuation.
Publish Share your writing.
136
Revising and Editing
“Revising means clarifying or altering the content or structure of the draft.” p. 112
Editing “involves identifying and then correcting errors in grammar, punctuation, capitalization, syntax, and spelling.” p. 112
137
Revising
Teach revising with unelaborated paragraphs.
‐ a bare – bones paragraph
‐ with no sense of ownership
138
46
.
an
.
Add
5/29/2018
Revising
Improve Topic Sentence Concluding Sentence Supporting Detail Sentences
HOW ‐ Expand sentences ‐ Combine sentences ‐ Use
‐ transition words ‐ appositives ‐ subordinating conjunctions ‐ vivid words ‐ varied vocabulary
139
Lyndon Baines Johnson was our 36th
Guided Revision
president. He served as Vice President
Add an appositive to the topic sentence.
until the assassination of John F. Kennedy. LBJ had served in the Congress. Under his leadership many laws were passed. While his administration made gains on creating the Great Society, his inability to bring peace in the Viet Nam conflict marred his presidency.
140
Guided Revision
Lyndon Baines Johnson, a long time
Add an appositive to the topic sentence.
Democratic politician from Texas, was our 36th president. He served as Vice President until the assassination of John F. Kennedy. LBJ had served in the Congress. Under his leadership many laws were passed. While his administration made gains on creating the Great Society, his inability to bring peace in the Viet Nam conflict marred his presidency.
141
47
wh
pand
en.
5/29/2018
Guided Revision
ime
Ex theExpand the second sentence answering when.Lyndon Baines Johnson, a long t
Democratic politician from Texas, was our 36th president. He served as Vice President until the assassination of John F. Kennedy. LBJ had served in the Congress. Under his leadership many laws were passed. While his administration made gains on creating The Great Society, his inability to bring peace in the Viet Nam conflict marred his presidency.
142
Guided Revision
Lyndon Baines Johnson, a long time Democratic politician from Texas, was our 36th president. On November 22, 1963, the day John F. Kennedy was assassinated, Vice President Johnson was sworn in as the next President, a position that he held from 1963 to 1969. LBJ had served in the Congress. Under his leadership many laws were passed.While his administration made gains on creating The Great Society, his inability tobring peace in the Viet Nam conflict marred his presidency.
Expand the second sentence answering when.
143
Guided Revision
Lyndon Baines Johnson, a long time Democratic politician from Texas, was our 36th president. On November 22, 1963, the day John F. Kennedy was assassinated, Vice President Johnson was sworn in as the next President, a position that he held from 1963 to 1969. LBJ had served in the Congress. Under his leadership many laws were passed.While his administration made gains on creating The Great Society, his inability tobring peace in the Viet Nam conflict marred his presidency.
Expand the third sentence answering what.
144
48
5/29/2018
Guided Revision
Lyndon Baines Johnson, a long time Democratic politician from Texas, was our 36th president. On November 22, 1963, the day John F. Kennedy was assassinated, Vice President Johnson was sworn in as the next President, a position that he held from 1963 to 1969. For most of his political career, LBJ had served in the US Congress, first in the Houseof Representatives and then as a leader in the US Senate. Under his leadership many laws were passed. While his administration made gains on creating The Great Society, his inability to bring peace in the Viet Nam conflict marred his presidency.
Expand the third sentence answering what.
145
Guided Revision
Lyndon Baines Johnson, a long time Democratic politician from Texas, was our 36th president. On November 22, 1963, the day John F. Kennedy was assassinated, Vice President Johnson was sworn in as the next President, a position that he held from 1963 to 1969. For most of his political career, LBJ had served in the US Congress, first in the Houseof Representatives and then as a leader in the US Senate. Under his leadership many laws were passed. While his administration made gains on creating The Great Society, his inability to bring peace in the Viet Nam conflict marred his presidency.
Expand the fourth sentence answering what.
146
Guided Revision
Lyndon Baines Johnson, a long time Democratic politician from Texas, was our 36th president. On November 22, 1963, the day John F. Kennedy was assassinated, Vice President Johnson was sworn in asthe next President, a position that he held from 1963 to 1969. For most of his political career, LBJ had served in the US Congress, first in the House of Representatives and then as a leader in the US Senate. Under his leadership as President, extensivelegislation was passed including the Voting Rights Act,the Civil Rights Act, Head Start, and Medicare. While his administration made gains on creating The Great Society, his inability to bring peace in the Viet Nam conflict marred his presidency.
Expand the fourth sentence answering what.
147
49
5/29/2018
Revising
IMPROVE • Topic Sentence • Concluding Sentence • Supporting Detail Sentences HOW
‐ Expand sentences ‐ Combine sentences ‐ Use
‐ transition words ‐ appositives ‐ subordinating conjunctions ‐ vivid words ‐ varied vocabulary
148
Editing a single paragraph
149
Edit
Edit Check your spelling. Check your capitals. Check your punctuation.
Fix up your writing.
150
50
5/29/2018
Edit ‐ COPS Strategy
Capitalization
Overall Appearance
Punctuation
Spelling
151
Edit ‐ COPS
Capitalization:
______ First letter of a sentence ______ First letter of a proper noun
people (Jason Martin) places (Sumner) holidays (Valentine’s Day) days (Monday) months (February)
152
Edit ‐ COPS
Overall Appearance:
_____ Legible Letters are carefully written Letters are written on the lines Space between words and sentences
_____Neat overall appearance
153
51
5/29/2018
Edit ‐ COPS
Punctuation:
______ Punctuation at the end of each sentence
• . Full stop at end of a telling sentence
• ? Question mark at end of asking sentence
• ! Exclamation mark if sentence shows excitement
154
Edit ‐ COPS
Spelling: ______ Words spelled correctly If you think a word is misspelled, underline the word and try to correct the spelling.
*Look and copy *Say the sounds and write the letters *Say the syllables and write the syllables *Ask someone how to spell the word *Look it up * Try another word
155
Writing Process
Plan* Plan your writing.
Draft Write your first draft.
Revise* Change your writing to make it better.
Edit Check your spelling, capitals, and punctuation.
Publish Share your writing.
156
52
5/29/2018
Summary ‐ Informational Text
Chapter: __________ Topic: _______________
In this section of the chapter, a number of critical points were made about …
First, the authors pointed out that…
This was important because…
Next, the authors mentioned that…
Furthermore, they indicated…
This was critical because…
Finally, the authors suggested that…
157
Summary ‐ Informational Text
Chapter: Decomposers
In this section of the chapter, a number of critical points were made about decomposers. First, the authors stated that decomposers break down organisms that are no longer living such as dead plants, dead animals, and rotting wood. This is important because decomposers break the organisms intonutrients that can be used by plants. Next, the authors mentioned that earthworms are decomposers that eat plant life that has died. Furthermore, they indicated that earthworms pass nutrients from dead plants to the soil. This was critical because these nutrients enrich the soil and thus support plant growth.Finally, the authors suggested that fungi and some insects are other examples of decomposers.
158
Summary – Narrative Frame
The title of this story was ……
The setting of the story was …..
…… was the main character of the story.
In the story, we learned that …. was …..
His/her main problem/conflict/goal was …
At first, … tried to resolve this problem/conflict/goal by …
Later, he/she tried to resolve the problem/conflict/goal by…
In the end, the following happened: …
159
53
5/29/2018
Summary – Narrative Example
The title of this story was My Summer Vacation. The setting of the story was a cattle ranch in Texas during summer vacation. Wallace was the main character of the story. We learned that Wallace was a young city boy who wasspending his summer with the crew on the ranch. His main problem was that he had to learn all of the skills of a wrangler such as how to move the cattle from one location toanother and use a lasso properly. At first, Wallace tried to resolve this problem by carefully observing the ranch handsand mimicking their behaviors. Later, he tried to resolve the problem by asking the other wranglers, the ranch manager,and even the cook to teach him ranch skills. In the end, thefollowing happened: Wallace stopped a stampede.
160
Summary ‐ Video
Although I already knew that ...
I learned some new facts from the video titled ...
I learned ...
I also discovered that...
Another fact I learned was ...
However, the most important/interesting thing I became aware of was...
161
Summary ‐ Video
Although I already knew that migrating Vaux Swifts gather in NW Portland, Oregon in the fall, I learned some new facts from the video titled Vaux Swifts. I learned that the Vaux Swifts can not perch like other song birds due to the structure of their claws. These birds either cling to the walls of a hollow tree or a chimneyor fly. I also discovered that their natural habitat is declining, forcing them to sleep in chimneys. Another fact I learned was that up to 30,000 swifts gather at Chapman Elementary School where they dive down into the chimney at sunset. However, the most interesting thing I became aware of was that the children at the school are very supportive of the migrating Vaux Swifts.To protect the swifts in the school chimney, the heat is turned off until the swifts migrate, resulting in the students wearing sweaters and coats in class.
162
54
5/29/2018
Compare and Contrast
... and ... are similar in a number of ways.
First, they both……
Another critical similarity is ...
An equally important similarity is ...
Finally, they ...
The differences between ... and ... are also obvious.
The most important difference is ...
In addition, they are ...
In the final analysis, ... differs from ... in two major ways: …
163
Compare and Contrast ‐ Example
Narrative and informative written products are similar in a number of ways. First, they both have an author intent on sharing his/her ideas. Another critical similarity is the goal of informative and narrative writing: to communicate to a reader or group of readers. An equally important similarity is that both genre’ utilize the words, mechanics, and grammar of the author’s language. Finally, both are read on a daily basis across the world.
The differences between narrative and informative written products are also obvious. The most important difference is their purpose. Narratives convey astory, real or imagined, while informative products transmit information thatthe reader needs or is interested in learning. In addition, they are structured differently. The structure of a narrative is based on the elements of a story: settings, characters, the character’s problems, attempts at resolving theproblem, and finally its resolution. In contrast, when writing an informativeproduct, authors organize the information into paragraphs each containing a topic and critical details. In the final analysis, narratives differ from informative text in two major ways: content and structure.
164
Explanation
There are a number of reasons why ....
The most important reason is…
Another reason is …
A further reason is …
So you can see why…
165
55
5/29/2018
Explanation ‐ Why
There are a number of reasons why non‐native plants and animals damage the Great Lakes. The most important reason is that many invasive species take food from native species. Another reason is that some of the invasive, non‐native species attach to docks and to boats, causing great damage. A further reason is that some non‐native species clog water pipes, restricting the movementof water to industries and residences. So you can see why actions need to be taken to protect the Great Lakes from invasive, non‐native plants and animals.
166
Explanation
There are a number of reasons why everyone should recycle. The most important reason is that recycling reduces the amount of energy and naturalresources that we use. Another reason is that recycling reduces the amount of waste that ends up in landfills. A further reason is that recycling alsoreduces the amount of carbon that is emitted into the air. So you can see why it is critical that all of us increase our efforts to recycle.
167
Analysis of Graphic
The title of this graphic is... The type of graphic is .... Its purpose is to ... One critical observation that I made was... This is important because ... I reached a number of conclusions through my analysis of this graphic. First, .... Second, .... Finally, ...
168
56
aphic Social Studiesern World Holt Social Studies
5/29/2018
Example Gr – West ‐
Analysis of Graphic
The title of this graphic is Mexico’s Trading Partners. The type of graphic is a pie graph. Its purpose is to conveyinformation about Mexico’s imports and exports in 2005. One critical observation that I made was that Mexico’s major trade partner is the United States. This is important because it emphases the economic relationship between the United States and Mexico, its southern neighbor. I reached a number of conclusions through my analysis of this graphic. First,Mexico has a higher percentage (89%) of their exports going to the US than the percentage of imports (63%) coming intoMexico from the US. Second, 10% of Mexico’s imports come from Asian countries, China and Japan. Finally, it is obvious that Mexico’s economy is very dependent on Mexico’srelationship with the United States.
170
Process
To ..., you need to follow these basic steps.
First, you need to …
Next …
Then…
When you finish, you should have ….
171
57
5/29/2018
Process
To draw an animal using a photo, you need to follow these basic steps. First, you need to draw an oval for the body of the animal and additionalshapes to represent the head and legs of the animal. Next, connect the shapes to form the outline of the animal. Then, draw in additional features such as eyes, ears, claws, etc. Finally, youcan sketch in details such as hair, eyebrows, and nails. When you finish, you should have a drawing that mirrors the animal’s photo.
172
Argument
Though not everybody would agree, I want to argue that...
I have several reasons for arguing this point of view.
My first reason is …
A further reason is…
Furthermore…
Therefore, although some people might argue that …
I have shown that …
173
Argument
Though not everybody would agree, I want to argue that Andrew Jackson
was not the president for the common man though he was the first US
president not born into a rich family. I have several reasons for arguing this
point of view. My first reason is that Jackson’s policies called for the removal
of Native Americans from their homelands in order to allow white settlers to
take over native territories. A further reason is that while Jackson expanded
suffrage to white men who did not have property, voting rights were not
extended to women. Furthermore, Jackson was a plantation owner with at
least 150 slaves. Therefore, although some people might argue that President
Jackson, our 7th President, was the president for the common man because of
his impoverished roots, I have shown that Jackson was NOT the president for
Native Americans, women, or African Americans.
174
58
5/29/2018
Description
When describing ..., the word that comes to mind is ...
One reason is ...
Another reason is ...
Finally, ... is ... because ...
Thus, ... is the best description of ...
175
Description (Mystic Horse by Paul Goble)
When describing the Pawnee boy in Mystic Horse, the word that comes to mind is kind. One reason is that he was very kind to his grandmother. He helped her travel, gather food, collect discarded clothing for their use, and set up camp every day. Another reason is that the boytook care of the sickly, old horse even when others thought the horse was useless. Finally, he was kind when he gave a horse to his grandmother and asked her to give the remaining horses in the herd to individuals who needed a horse. He could have chosen to keep the entire herd to increase his wealth. Thus, kind is the best description of the Pawnee boy called Boy Chief.
176
Exit Ticket
Name: Directions: Complete _____________ of these statements.
1. Today I learned… 2. I was surprised by… 3. The most useful thing I will take from this lesson is... 4. One thing I am not sure about is…. 5. The main thing I want to find out more about is…. 6. After this session, I feel… 7. I might have gotten more from this lesson if….
177
59
5/29/2018
Writing is Not Caught Writing must be Taught –
I intend to:
1)
2)
3)
4)
178
Thank you
May you thrive as an educator.
179
60
top related