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Learning Goals:

Learning Goals:. I can use organizational/formatting structures to develop my writing ideas. Two-Chunk Paragraph I can cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Paragraph Sort: Keller/Skurka.

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Learning Goals:

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  1. Learning Goals: • I can use organizational/formatting structures to develop my writing ideas. • Two-Chunk Paragraph • I can cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

  2. Paragraph Sort: Keller/Skurka • Remove the sentence strips from the envelope and read each one. • Work collaboratively with your group members to construct a paragraph using all the sentence strips. What do you think is the correct order? • Each color represents a different part of the paragraph: Can your determine the parts? • When you have finished, reflect upon your work by reading the sentence strips from top to bottom to see if you have created a cohesive paragraph. How did you do?

  3. Schaffer Paragraph Notes September 18, 2013

  4. Topic Sentence (TS) • Definition: A sentence that reveals what the content of the paragraph will address—the main idea. • This is the FIRST SENTENCE of any paragraph. • When responding to a prompt, you can restate part of the prompt as your TS. • Example: In Helen Keller’s autobiographical essay “Story of My Life” and the article “Circling Alaska in 176 Days” about Andrew Skurka’s travels through Alaska both individuals have new revelations about life as a result of their interactions with nature.

  5. Text Evidence (TE) • Definition:Facts, evidence, proof, quotations, or specific references from/to a text that help support the main idea of the paragraph. • All paragraphs should have AT LEAST 2 TEs. • TEs need to be introduced with transitions. • Example: For example, Keller states “I knew then that w-a-t-e-r” meant the wonderful cool something that was flowing over my hand. That living word awakened my soul, gave it light, hope, joy, and set it free.”

  6. Transition • Definition: A word or phrase that signals the writer is about to reveal a detail from a text that is not his or her own idea. • Transitions help to make a paragraph flow more smoothly. • Transitions are usually followed by a comma. • Examples: • For instance, for example, in addition, additionally, consequently, as a result, furthermore, etc.

  7. Commentary (CM) A.K.A. explanation/analysis • Definition: Interpretation, explanation, analysis, opinion, and/or support that EXPLAINS WHY THE TEIS IMPORTANT AND HOW IT CONNECTS TO THE MAIN IDEA. • Your commentary is YOUR OWN THINKING. • Example: This evidence shows that Keller only truly understood the meaning of the objects around her after feeling the water on her hand. This is important because Keller’s interaction with nature helped her have a renewed enthusiasm for learning and hope that she could be successful in life.

  8. Chunk • Definition: The combination of one piece of TE and at least two CM sentences. • Formula: • 1 text evidence: 2+ commentary

  9. Concluding Sentence (CS) • Definition: The sentence at the end of the paragraph that sums up what the paragraph has been about by rephrasing the TS. • Final sentence—should be unique from TS. • Example: These triumphant discoveries were founded in struggle and propelled both individuals to develop a greater sense of purpose in their lives.

  10. Paragraph Sort: Black Bart • Remove the sentence strips from the envelope and read each one. • Again, work collaboratively with your group members to construct a paragraph using all the sentences. • Each color represents a different part of the paragraph. • When you have finished, reflect upon your work by reading the sentence strips from top to bottom to see if you have created a cohesive paragraph.

  11. Lesson Wrap Up: • Uh…how am I going to use this??? • I can use organizational/formatting structures to develop my writing ideas. • Two-Chunk Paragraph • I can cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

  12. Exit Slip • Choose 1: • Today I learned… (explain what you learned using details) OR • A question I still have is…

  13. Exit Slip: 3-2-1 • 3 things I learned today/yesterday… • 2 things I found interesting… • 1 question I still have…

  14. Checklist • Does the topic sentence provide background and a framework for what is discussed in the rest of the paragraph? • Are all of the concrete details mainly factual in nature? • Does the commentary include the opinions of the author? • Is each chunk (1 concrete detail and 2 commentary) related? Is the proper ratio used? • Does the closing sentence provide a summary of the paragraph?

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