The Sentence and the Paragraph - PaTTAN - Home

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

[email protected]

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

mailto:[email protected]

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.


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)


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 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






7

5/29/2018

Fragment or Sentence? See How They Run page 273‐274


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)


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.


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.


28

Sentence – Unscramble (We do it.) Feedback

Statements

The pig sticks a house of second built.

The down blew the wolf stick house.


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.


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.


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 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.






11

5/29/2018

Sentence Checklist






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


Many people came to Megan’s birthday party because she had friends from school, church, and soccer.


Many people came to Megan’s birthday party, but her grandparents were out of the country and could not return for the party.


Many people came to Megan’s birthday party, so her parents had to order TWO birthday cakes.


48

16

5/29/2018


The family grew many vegetables because


The family grew many vegetables, but


The family grew vegetables, so


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 ends with the correct punctuation mark.



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


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 ends with the correct punctuation.



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


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


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


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


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


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.


91


3. Check understanding.

Unfortunately, problems began as soon as construction started.


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

‐

‐

‐

‐


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


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



3. Start with a subordinating conjunction.

before although after

since if while

when unless even though

whenever

102

34

_________________________________________________________ _________________________________________________________

5/29/2018




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


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


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


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.


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.



Penguins, the flightless birds of the Southern Hemisphere, live on fish and other creatures from the sea.

116



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


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


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


• 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



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




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


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




128




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


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


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


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


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






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






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

The Sentence and the Paragraph - PaTTAN - Home

Documents

Transcript of The Sentence and the Paragraph - PaTTAN - Home