Sequential Paragraph

1. Sequential Paragraph Definition: • Describes details in a special order. Types: • Narrative paragraph • Tells a story about a sequence of events. • Step-by-step paragraph • Tells how to do something in a step-by-step manner.

2. Narrative Paragraph:Tells a Story 1. Topic Sentence • Introduces the story to be told. 2. Detail Sentences • Tells the reader about the events in the order that they happen, happened, or will happen. 3. Clincher Sentence • Tells the reader the story is finished. • Points out the significance of the story.

3. Narrative Paragraph:Tells a Story (cont.) 4. Transitions • Time transitions 5. Point of View • First person • Third person 6. Tense • Usually past tense • Sometimes present tense • Sometimes future tense

4. Paragraph Checklist Name: ________________________ Do I have. . . _____ a title? _____ a Topic Sentence that fits the details? _____ at least 4 Detail Sentences? _____ a Clincher Sentence that is different from the Topic Sentence? Have I used. . . _____ a variety of sentence types (Simple, Compound, Complex, Compound-Complex)? _____ the same point of view throughout? _____ the same tense throughout? _____ the correct paragraph format? _____ at least three transitions and a Concluding Transition?

5. Model Diagram for Narrative Paragraphs: Level II

6. Model Paragraph for Narrative Paragraphs: Level II My Sporty Vacation I had an enjoyable vacation this year since I filled each of the five days with my favorite sports activities. On the first day, I went to the beach and swam, and I got a wonderful sun tan. On the second day, I went sailing with a friend. We took our lunch, and we anchored in an isolated cove for a swim in the late afternoon. On the third day, since it rained all day, I stayed inside the cabin and read a good book about my favorite sports star. On the fourth day, my friend and I rented a rubber raft and went down the river in it. Because the rive had lots of rapids, we had an exciting ride as well as a lot of exercise. We even capsized the raft and got soaking wet. For the fifth day, my friend and I decided to climb a mountain. Again, we packed our lunch, and we ate it as we sat on the top of the mountain enjoying the view of the mountains, streams, and lakes spread out before us. To conclude, although I probably will not return to this vacation spot again, I will remember my athletic activities there for a long time.

7. Model Diagram for Narrative Paragraphs: Level I

8. Model Paragraph for Narrative Paragraphs: Level I My Sporty Vacation I had a wonderful vacation this summer because I filled it with several sporty activities. On the first day, I swam in the lake, and I sunbathed on the beach. On the second day, I went sailing with a friend. On the third day, I went fishing; I caught five lake trout. On the fourth day, I hiked in the woods along a babbling stream. To summarize, I enjoyed my sporty vacation, and I’m looking forward to a similar vacation next year.

9. Topic List for Narrative Paragraphs • Write a Narrative Paragraph that tells a story about… • A movie you have seen • A vacation you have taken • A book you have read • A story you have made up • An emergency situation you have experienced • The best day of your life • The worst day of your life • Your last birthday • The perfect day • A typical day in your life • A funny (or strange) think your pet did • What you do to get ready for school each day • A disaster (or series of disasters) you have experienced

10. Step-by-Step Paragraph:Tells How to do Something 1. Topic Sentence • Tells the reader that a sequence of steps for a specific task or process will be described. 2. Detail Sentences • Each tells the reader specific information about a step. • The steps must be described in the correct order to get the job done right.

11. Step-by-Step Paragraph:Tells How to do Something (cont.) 3. Clincher Sentence • Tells the reader the job is done. 4. Transitions • Time transitions 5. Point of view • Usually second person • Sometimes third person 6. Tense • Usually present tense • Sometimes past or future tense

12. Model Diagram for Step-by-Step Paragraphs: Level II

13. Model Paragraph for Step-by-Step Paragraphs: Level II A Yummy Sandwich You will find that the steps for making a peanut butter and jelly sandwich are as easy as pie. To get started, gather the ingredients and equipment. You need to find bread, peanut butter, butter, jelly, and a knife. Next, you should butter the bread. To do this, put two slices of bread on a clean part of the counter, and carefully spread butter on one side of each slice using the knife. Make sure the butter goes all the way to the edge of the bread and is evenly spread. Take care not to tear the bread. For the third step, you need to put peanut butter evenly across one slice and to the edge of the bread. Make the peanut butter about 3/8 of an inch thick. Fourth, spread the jelly on the other slice of bread. You can make the jelly as thick as the peanut butter. Be sure the whole slice is covered with the jelly. When you have finished spreading the jelly, you’re ready for the fifth step, putting the sandwich together. Take one of the slices of bread, and put it on top of the other slice, making the peanut butter and jelly touch each other. Finally, cut the sandwich in half with the knife and put both halves on a plate to serve it. In sum, if you follow these six steps carefully, the result will be a very delicious sandwich.

14. Topic List for Step-by-Step Paragraph • Write a Step-by-Step Paragraph about… • Making your favorite food • Travel from your house to school • Building something • Doing your favorite hobby • Traveling from your house to your best friend’s house • Making a brown bag lunch • Washing dishes • Doing the laundry • Shoveling the sidewalk • Cleaning a room • Building a snowman (or ice sculpture) • Building a sandcastle • Taking a picture with a camera • Playing a sport • Playing a game

15. Descriptive Paragraph Tells about people, places, events, and things through what the writer: Sees Hears Tastes Smells Feels

16. ASSIGNMENT: Describe a beach. Model Diagram for Descriptive Paragraphs: Level II

17. Model Paragraph for Descriptive Paragraphs: Level II Beach Sensations At daybreak, the beach was a delightful collage of sights, sounds, and smells. The backdrop for the whole scene was the dawn-filled sky, which was a mixture of pink and orange water colors. Immediately in front of the sky was the silver-orange ocean, which was bordered by white, frothy waves that were breaking and rolling gracefully into the shore. the pure white sand on which the waves constantly pounded their tune stretched as far as the eye could see. Upon closer scrutiny, what appeared to be solid sand was really millions of tiny white shells. In fact, in some places, there were more shells than sand. Grouped along this beach of sand and shells were hundreds of birds arranged in great patches of grey and black. Perfectly still and facing into the wind, the birds remained soundless unless something (a wandering dog or a lonely jogger) disturbed them. Then the beating of hundreds of wings and their startled cries filled the air until they settled in another spot. Over the whole scene hung a fine mist that cooled the skin and smelled of salt water, seaweed, fish, and other ocean spices. As one might imagine, drinking in all of these sensations can be one of the finest medicines for calming the soul.

18. Descriptive Paragraph: Provides a "Picture" of a Person, Place, or Thing 1. Topic Sentence • Tells the reader that a specific person, place, or thing will be described • Sometimes limits the topic by telling time, and/or place, and/or senses used

19. Descriptive Paragraph: Provides a "Picture" of a Person, Place, or Thing (cont.) 2. Detail Sentences • Each provides a detail for the "picture" • Each mentions a detail derived by at least one of the senses (sight, hearing, smell, taste, feeling) • Include modifiers (adjectives, adverbs)

20. Descriptive Paragraph: Provides a "Picture" of a Person, Place, or Thing (cont.) 3. Clincher Sentence • Sums up the overall impression of the subject 4. Transitions • Usually Space Transitions • Sometimes Chain-Link or Importance Transitions

21. Descriptive Paragraph: Provides a "Picture" of a Person, Place, or Thing (cont.) 5. Points of View: • Usually third person • Sometimes first person 6. Tense • Present • Past • Future

22. Topic List for Descriptive Paragraph • Write a Descriptive Paragraph about… • A lake* – A classroom • A city block – A favorite meal on the table • A car – A banana split • A house – Your neighborhood • A picturesque scene – An emotion • A person – A sensation • An animal – A sports field or court • An object – A favorite article of clothing • A room in your house/ – An idea apartment/dorm – A word * The student will have to limit most of these topics to a topic of his/her choice. For example, the topic “A person,” the student can describe him/herself, a parent, a friend, a brother/sister, a teacher, or a character in a book.

23. Expository Paragraph Definition: Explains something. Types: FactsParagraph Explains something through facts Reasons Paragraph Explains something through reasons Examples Paragraph Explains something through examples

24. ASSIGNMENT: Define Criticism. Model Diagram for Facts Paragraphs: Level II

25. Model Paragraph for Facts Paragraphs: Level II Criticism: A Blessing in Disguise You can think of criticism as a blessing in disguise if you keep several important points about criticism in mind. Typically, criticism involves one person telling you what you have done wrong. Usually, you have hurt someone physically, hurt someone’s feelings, done some things incorrectly, done something that is illegal or against the rules, or done something that makes the other person angry or upset. Additionally, you should remember that people who really care about you, including your parents, friends, teachers, and bosses, are the only ones who will give you criticism. They may give you criticism in a quiet, thoughtful way, or they may give it in a loud, furious way. Regardless of how the criticism is delivered, be sure to remember that criticism is a gift to you that you can use to build a successful future. If you take criticism to heart and follow suggestions, you will lead a happier life than if you ignore criticism. Thus, when you are in the midst of receiving criticism, remember that you probably have done something wrong, that the person cares enough about you to tell you, and that you can use this gift to give yourself a better future.

26. Facts Paragraph Explains Something Through Facts 1. Topic Sentence • Introduces the main idea 2. Detail Sentences • Each provides information about a related fact 3. Clincher Sentence • Sums up the facts

27. Facts Paragraph: Explains Something Through Facts (cont.) 4. Transitions • Importance, Time, or Chain Link 5. Point of View • Usually third person • Sometimes first or second person 6. Tense • Usually past or present tense. • Sometimes future tense.

28. Topic List for Facts Paragraph • Write an Expository Paragraph using facts about… • The cause of World War II* – Summer Olympic sports • Three types of houses (buildings) – A professional team in your neighborhood – Types of movies • Four kinds of house pets – Equipment needed for a sport • The causes of crime – Rules for a sport • The causes of heart disease – Kinds of natural disasters • The effects of war – A type of natural disaster • The effects of overeating • Four great books • My family • My parent’s pet peeves • My pet peeves • Kinds of music

29. ASSIGNMENT: Explain why a person should accept criticism calmly. Model Diagram for Reasons Paragraph: Level II

30. Model Paragraph for Reasons Paragraphs: Level II Cool, Calm, and Collected Accepting criticism in a calm manner will yield dividends for four major reasons. First, by listening carefully and calmly to the criticism, a person will usually learn something about how to avoid problems in the future. Second, when the criticism is unfair, and the person has not done anything wrong, by listening carefully and asking calm questions, the person receiving the criticism will be better able to understand and explain how the problem occurred. More important, if a person refrains from becoming angry and abusive while receiving criticism, she will avoid making the person who is giving the criticism even more angry or upset. Usually, a person who gets angry while receiving criticism will receive some sort of punishment from the other person. The more angry the other person gets, the more severe the punishment will probably be. Most importantly, if a person receives criticism calmly and makes a genuine attempt to understand or to change, others will think that person is mature and responsible. They will be more likely to let the person do what he or she wants to do, and they will be more likely to trust the person and to give the person more responsibility. In conclusion, the calm acceptance of criticism will pay off by allowing a person to avoid similar problems in the future, to understand how a mistake was made, to avoid punishment, and to make a good impression on others.

31. Reasons Paragraph:Persuades Through Reasons 1. Topic Sentence • Introduces the side of the issue to be supported • Tells the reader reasons will be given 2. Detail Sentences • Each provides information about a related reason 3. Clincher Sentence • Sums up the reasons

32. Reasons Paragraph:Persuades Through Reasons (cont.) 4. Transitions • Importance Transitions • Chain-link Transitions 5. Point of View • Second person • Third person 6. Tense • Past, present, or future tense

33. Topic List for Reasons Paragraphs • Write an Expository Paragraph using reasons why… • Dogs should (should not) be allowed to roam free* • Women should (should not) have the same rights as men • The U.S. should (should not) avoid nuclear war at all costs • Prayer should (should not) be required in school • Pollution should (should not) be better controlled • Freshmen should (should not) be allowed to play varsity sports • Wild animals that are starving should (should not) be fed • Whales should (should not) be killed for their oil • Video games are (are not) hazardous to young people • Smoking is (is not) harmful • Murderers should (should not) be electrocuted • Teenagers should (should not) be given more freedom • Teenagers should (should not) be given more responsibility • War should (should not) be an international crime • Nuclear power plants should (should not) be banned * The student can choose whether to write about the positive or negative side of each of these topics. A reference source may be needed for ideas for details about some of these topics.

34. ASSIGNMENT: Provide several examples of sources of criticism. Model Diagram for Example Paragraphs: Level II

35. Model Paragraph for Example Paragraphs: Level II Criticism Has Many Different Faces Criticism can come from a variety of people. For example, criticism can come from a friend for hurting her feelings or for not returning a borrowed item. Another example of a source of criticism is parents. They often give their children criticism for such things as breaking house rules, poor grooming, or acting inappropriately. Teachers are a further example of people who often give criticism. They tell their students what they have done wrong on assignments, and they give out low grades to students. A final example of a source of criticism is bosses. They tell their employees when they have done a poor job, when they are late to work, and when they have made a mistake. In summary, friends, parents, teachers, and bosses are some of the people who are likely to provide criticism.

36. Examples Paragraph: Explains Something Through Examples 1. Topic Sentence • Introduces the main idea • Tells the reader examples will be given 2. Detail Sentences • Each provides information about a related example 3. Clincher Sentence • Sums up the examples

37. Examples Paragraph: Explains Something Through Examples (cont.) 4. Transitions • Chain-link transitions 5. Point of View • Third person 6. Tense • Usually present tense • Sometimes past or future tense

38. Topic List for Examples Paragraphs • Write an Expository Paragraph that includes examples of… • A kind of music • A style of cooking • Situations where you should say “no” to a friend • Video games • A kind of movie • Situations where you should compliment someone • School activities • Situations where a person should ask for advice • Things a true friend does • Rules you wish didn’t exist • Laws you think should be made • Uses of computers • Uses of an object of your choice • Greed • Love

39. Compare and Contrast Paragraph Definition: • Shows how people, places, things, or ideas are alike and/or different. Types: Compare Paragraph Shows how they are alike. Contrast Paragraph Shows how they are different. Compare and Contrast Shows how they are alike Paragraph and different.

40. ASSIGNMENT: Compare two animals. Model Diagram for Compare Paragraphs: Level II

41. Model Paragraph for Compare Paragraphs: Level II Brother Whales The two kinds of whales, toothed and baleen whales, have five important similarities. First, they both live and swim around in the sea, but this does not mean that they are fish. They are mammals, just like humans are mammals. Because they are mammals, both types of whales have lungs and breathe air. This means that they must swim up to the surface of the water each time they need to breathe. Also, because both types of whales are mammals, their babies are born alive; they are not hatched from eggs. All baby whales are called calves and drink their mother’s milk. One of the most interesting facts about both types of whales is that they can “see” with their ears. They send out clicking sounds that bounce off of objects. When these sounds return to the whales, they can hear them and know what the object is and how far away it is. They also communicate with each other using these clicking sounds. In all, these similarities between toothed and baleen whales provide an interesting picture of two of the world’s most hunted and endangered creatures.

42. Compare Paragraph:Shows How Things Are Alike 1. Topic Sentence • Introduces the two subjects • Tells that they will be compared 2. Detail Sentences • Each tells one way they are alike 3. Clincher Sentence • Sums up the similarities

43. Compare Paragraph:Shows How Things Are Alike (cont.) 4. Transitions • Chain-link, importance 5. Point of View • Usually third person • Sometimes first or second person 6. Tense • Present or past tense

44. Topic List for Compare and Contrast Paragraphs • Write a paragraph comparing, contrasting, or comparing and contrasting…* • Two sports – Two clubs • Two friends – Two hobbies • Two adults close to you – Two chores • Two animals – Two jobs • Two desserts – Two teachers • Two places – Two pets • Two stores – Two books • Two objects – Two movies • Two pieces of sports equipment – Two singers • Two games – Two kinds of music * The teacher may choose to assign the student to compare the items listed, to contrast the items listed, or to compare and contrast the items listed in a paragraph. The student can limit the topic to whatever he/she chooses.

45. ASSIGNMENT: Contrast two animals. Model Diagram for Contrast Paragraphs: Level II

46. Model Paragraph for Contrast Paragraphs: Level II Distant Cousins A number of differing characteristics make toothed and baleen whales distant cousins. The most important difference is indicated by their names. The toothed whale has many sharp teeth; the baleen whale has a huge “mustache-like” piece of equipment called a “baleen” inside its mouth. Because of this difference, another important difference between the two whales is the way they catch their food. The toothed whale must actively chase after its food and catch it. The baleen whale just opens its mouth, swims along, and strains its food out of the water with its “mustache.” Toothed whales eat larger fish; they swallow them whole, one at a time. In contrast, baleen whales eat very small sea creatures, and they swallow many at one time. Probably the least important difference between the two whales is their size. Most baleen whales are huge; they can be over 100 feet long. Most toothed whales are between 10 and 20 feet long. Thus, toothed whales and baleen whales are easy to tell apart even though they are cousins.

47. Contrast Paragraph:Shows How Things Are Different 1. Topic Sentence • Introduces the two subjects • Tells that they will be contrasted 2. Detail Sentences • Each tells one way in which the subjects are different 3. Clincher Sentence • Sums up the differences

48. Contrast Paragraph:Shows How Things Are Different (cont.) 4. Transitions • Chain-link, importance 5. Point of View • Usually third person • Sometimes first or second person 6. Tense • Past or present tense

49. ASSIGNMENT: Compare and contrast two animals. Model Diagram for Compare and Contrast Paragraphs: Level II

50. Model Paragraph for Compare and Contrast Paragraphs: Level II Toothed and Baleen Whales: Very Different Brothers Toothed and baleen whales come from the same family and are similar in some ways, but, just like brothers, they are different, too. The most important similarity is that they are both mammals. This means they both breathe air with their lungs, and their babies are born alive. Other similarities are that they both live in the dark depths of the sea, and they can “see” objects and communicate with each other using clicking sounds. The most important difference is that toothed whales have teeth, and baleen whales have baleens, which are big “mustaches” inside their mouths. Their teeth allow toothed whales to eat large fish up to 50 pounds in weight. Baleen whales must eat the very small creatures they strain out of the water with their “mustaches.” Another difference is that toothed whales must chase after and catch their food, but baleen whales simply open their mouths and swim along to eat. Of lesser importance is the difference in their sizes; baleen whales, as a group, are usually larger than toothed whales. Therefore, although they are related, baleen whales and toothed whales are easy to tell apart because of the ways they catch their food and eat it and their size.