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Writing Strategy Recap

In this lesson, students will practice using different writing strategies to improve their writing skills. They will learn about sentence types and how to use the TAPP-F and DRAPES strategies. This activity will enhance their ability to write clearly and coherently.

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Writing Strategy Recap

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  1. Writing Strategy Recap Tuesday, January 8th, 2013

  2. SPONGE • In your Grammar for Writing workbook, complete the Kinds of Sentences practice on page 19, #1-6.

  3. EQ: Is it ever okay to cheat? • Standards: • ELACC8RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • ELACC8SL6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. • ELACC8L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. • ELACC8L6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. • ELACC8W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

  4. Guided Book Reviews • DUE TODAY!!! • Take your Guided Book Review out and put it in one pile at your table. • Were there any questions about this assignment? • You will have to complete another one starting next week.

  5. ACTIVATOR • Name that Strategy: The students will compete to see who can identify which writing strategy has been used.

  6. Which strategy is it? • Uses color to identify sentence types… • GO GREEN • Sounds like curtains… • DRAPES • This strategy is also a sound… • TAPP

  7. WORK PERIOD • The students will participate in a differentiated activity (based on ability) where they will have to employ the use of each writing strategy in a variety of activities to a variety of prompts. This will serve enhance their comfort with utilizing these strategies to improve their writing.

  8. TAPP-F • Stands for… • Topic • What should you be writing about? • Audience • Who is supposed to read what you wrote? • Purpose • Why are you writing? • Pattern (organizational style) • How should you organize your ideas? • Format (letter, essay, speech?)

  9. TAPP example

  10. TAPP-F Example • T= Less kids are buying school lunch. How can the school get more of them to buy lunch? • A= the principal • P= to explain • P= logical order • F= a letter

  11. DRAPES • D= Dialogue • “The way to someone’s heart is through their stomach.” • R= Rhetorical Questions • Wouldn’t you like to have your favorite foods at school? • A= Analogies • Good food is to teenagers as gas is to a gas-guzzling car. • P= Personal Experience • I remember my favorite days in the lunch room with turkey and cranberry sauce being served before Thanksgiving. • E= Examples (or Facts) • Many schools, such as those in New York state, are making healthy, tasty food a priority. • S= Statistics • Over 95% of students at Lindley Middle School receive a school lunch.

  12. Go Green • BLUE= • Main ideas/Topic Sentences • PINK/RED= • (general) Supporting Detail • GREEN= • (specific) Facts and Examples

  13. Your turn… • Step 1: TAPP-F • Guess what? You already did it! • Step 2: Brainstorm • Create a mind map or bullet point list with ideas based on the topic • Step 3: Organize • Decide which ideas will go in what order. • What supporting details will go beneath each? • Step 4: Write • Jot out a paragraph. Don’t aim for perfection. You can enhance it later.

  14. CLOSING • A reading from the extended text The Project by Brian Falkner.

  15. HOMEWORK • Read for 30 minutes and continue work your second guided book review. • Choose a topic and brainstorm on it. Then, write an introduction.

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