Body Paragraphs

1. Body Paragraphs Wednesday, January 9th, 2013

2. SPONGE • Kinds of Sentences practice on page 19, #7-12. • Pick up a handout from the green tray. • Today is the last day for Guided Book Reviews!!!

3. ACTIVATOR • Late Night with Ms. W! • How is the introduction to a TV talk show like writing a paper?

4. WORK PERIOD • The students will participate in writing centers all focused on either writing prompt dissection, revision, idea brainstorming, or organization. These centers will also be differentiated to cater to the weaknesses of each student as observed in their last quiz. • Mrs. McCloud and Ms. Williams will team teach this lesson.

5. What is a Body Paragraph? • A body paragraph presents the supporting information for the thesis in an essay. • A body paragraph can also be a stand alone answer to an essay question on a test. • A body paragraph consists of several types of sentences: topic, support, elaboration, elaboration detail, and concluding.

6. This is the format for the body paragraph which should include about 8 to 10 sentences and be of about 100 words in length. • Topic sentence b. Supporting idea c. Supporting idea d. Supporting idea e. Closing sentence One sentence Two sentences Two sentences Two sentences Created by José J. Gonzalez, Jr. Spring 2002 One sentence

7. What Do These Sentences Do? • A Topic Sentence states what the paragraph will be about. For Example: • There are many reasons why dogs make good pets. • While there are thousands of varieties of trees to choose from, there are three particular trees that make great additions to most residential landscapes.

8. What Do These Sentences Do? • A Support Sentence gives more specific information about the topic in general. For Example: • There are many reasons why dogs make good pets. • One reason that canines are good companions is that they are very entertaining. • While there are thousands of varieties of trees to choose from, there are three particular trees that make great additions to most residential landscapes. • One of the best trees to plant in a yard is the Sugar Maple, a deciduous tree that often grows to be over fifty feet tall.

9. What Do These Sentences Do? • An Elaboration Sentence gives more specific detail about a particular Support Sentence’s topic. For Example: • There are many reasons why dogs make good pets. • One reason that canines are good companions is that they are very entertaining. • Pooches bring joy and improved health to people’s lives by performing lots of tricks or making people laugh because of the bizarre things they do.

10. What Do These Sentences Do? • An Elaboration Sentence gives more specific detail about a particular Support Sentence’s topic. For Example: • While there are thousands of varieties of trees to choose from, there are three particular trees that make great additions to most residential landscapes. • One of the best trees to plant in a yard is the Sugar Maple, a deciduous tree that often grows to be over fifty feet tall. • This long-lived tree is prized for its dense summer foliage, strong branches, and attractive appearance.

11. What Do These Sentences Do? • An Elaboration Detail Sentence (or Secondary Support) gives more specific detail about a particular Elaboration Sentence’s topic. For Example: • There are many reasons why dogs make good pets. • One reason that canines are good companions is that they are very entertaining. • Pooches bring joy and improved health to people’s lives by performing lots of tricks or making people laugh because of the bizarre things they do. • In fact, their loving and funny companionship has been proven to lower people’s blood pressure and help ease depression.

12. What Do These Sentences Do? • An Elaboration Detail Sentence (or Secondary Support) gives more specific detail about a particular Elaboration Sentence’s topic. For Example: • While there are thousands of varieties of trees to choose from, there are three particular trees that make great additions to most residential landscapes. • One of the best trees to plant in a yard is the Sugar Maple, a deciduous tree that often grows to be over fifty feet tall. • This long-lived tree is prized for its dense summer foliage, attractive fall appearance, and strength.. • While this maple is most prized because it has stunning bright orange-yellow leaves in the fall, its ability to withstand high winds also makes it a great pick.

13. Do These Sentences Look Familiar? • A Topic Sentence (TS) is something you’ve probably dealt with since first grade. • A Support Sentence (SS) should also be familiar. It is also called a Concrete Detail or CD. • An Elaboration Sentence(ES) is also one you’ve used. It is also called a Commentary or CM. • A Elaboration Detail Sentence(EDS) or Secondary SupportSentence is also one you’ve written. It is also called a Commentary on the Commentary or CM/CM.

14. Let’s say that the topic is, “ Do you think that all high school students should use uniforms? “ • We come up with three reasons a. Wearing uniforms is simpler, b. Wearing uniforms creates equality, c. Wearing uniforms creates unity When you are thinking about what to write, you don’t want to use a lot of words. You just want to jot down ideas. Let’s work on reason a. Created by José J. Gonzalez, Jr. Spring 2002

15. Simpler for Parents Principals Principals Students After thinking about, it we come with the following ideas . . . . Created by José J. Gonzalez, Jr. Spring 2002

16. Simpler for Parents Principals Principals Students But how is it simpler for all these groups? Parents don’t have to spend a lot of money or time looking for expensive brand clothing. Principals don’t have to waste so much time monitoring student dress. Students don’t have to waste time deciding what they are going to wear to school. Believe it or not with these few ideas you can write a good body paragraph. Created by José J. Gonzalez, Jr. Spring 2002

17. Topic sentence First of all, I believe that if all public school children were required to wear uniforms, this would make life much simpler for principals, parents and the students. School administrators would not have to make so many rules about student dress. They would simply monitor that each student wear the required uniform. They would not need to check whether some pants are too baggy or some shirts to long or oversized or whether the shirts have inappropriate art work or phases. This would free up the administrator to do other more important things. In addition, parents would not be burdened by the endless search for name brand clothing. The decisions would be minimal and made quickly. Moreover, students lives would also be simpler in that they would not have to waste so much time deciding what to wear. They would just wear what was required and get on and do more important things. Therefore, if this uniform rule were adopted, everyone involved would have a simpler and more productive life. Example one Example two Example three Closing remarks Created by José J. Gonzalez, Jr. Spring 2002

18. Schaeffer is Good Structure... • We may be using some different terms, but the writing concept of supporting and elaborating remains the same… • We’re just being a little looser in format… • We’re just taking the training wheels off of the bicycles and riding free… • Ooo Hoo…Tour de France - Here We Come!

19. In Other Words... Color Schaeffer Term Common Term Black Topic Sentence (TS) Topic Sentence (TS) Blue Concrete Detail (CD) Support Sentence (SS) Red Commentary (CM) Elaboration Sentence (ES) Green Commentary on Elaboration Detail Sentence Commentary (CM/CM) (EDS) or Secondary Support Sentence Black Concluding Sentence (CS) Concluding Sentence (CS)

20. What Do These Sentences Do? • A Concluding Sentence summarizes the paragraph and often helps the reader move smoothly to the next paragraph. For Example: • While there are many animals people can have as pets, dogs are definitely one of the best companions anyone can have. • TS: There are many reasons why dogs make good pets.

21. What Do These Sentences Do? • A Concluding Sentence summarizes the paragraph and often helps the reader move smoothly to the next paragraph For Example: • The Sugar Maple, Blue Spruce, and White Birch are three excellent trees to add to most people’s yards. • TS: While there are thousands of varieties of trees to choose from, there are three particular trees that make great additions to most residential landscapes.

22. When these sentences are arranged appropriately, they will form a well-written body paragraph.

23. Typical Sentence Arrangement for a Schaeffer or Regular Body Paragraph Topic Sentence Support Sentence Elaboration Sentence Elaboration Detail Sentence Support Sentence Elaboration Sentence Elaboration Detail Sentence Support Sentence Elaboration Sentence Elaboration Detail Sentence Concluding Sentence

24. In Other Words... A body paragraph starts with… A Topic Sentence Then often continues with… three chunks (which may each have a Support, Elaboration, and Elaboration Detail Sentence) And ends with… A Concluding Sentence

25. But that is the strict Schaeffer way…We can get a little different now... We can write more mature paragraphs with more structural variety...

26. We Can…Get A Little Crazy... 1. Topic Sentence 2. Support Sentence 3. Elaboration Sentence 4. Elaboration Sentence 5. Elaboration Detail Sentence 6. Support Sentence 7. Elaboration Sentence 8. Elaboration Detail Sentence 9. Elaboration Detail Detail Sentence 10. Support Sentence 11. Elaboration Sentence 13. Elaboration Sentence 12. Elaboration Detail Sentence 14. Elaboration Detail Sentence 15. Concluding Sentence

27. So…most body paragraphs... • Have eleven sentences • One topic sentence • Nine or so sentences (three or so in each chunk) • One concluding sentence • A paragraph may have more sentences if more details are given or if structural variations are used. • A paragraph might also have fewer sentences depending on writing complexity.

28. EQ: What are the benefits of having a healthy body? • Standards: • 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. (Grade-specific expectations for writing types are defined in standards 1-3 above.) • ELACC8W5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

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

30. HOMEWORK • Read for 30 minutes and continue work your guided book review. • Write your body paragraphs for the essay started yesterday.