Directions for today

1. Directions for today Prompt: Imagine yourself in 10 years (23-24). What will you be doing? Where will you be living? Explain in 5-6 sentences. Spend 10 minutes generating ideas, outlining, or taking notes. Spend 10 minutes writing a draft of your paragraph Spend 10 minutes Revising and editing your draft and creating a final draft. You will be assessed based on the completion of the steps and the following criteria: Topic Sentence, Supporting Details, Summary Statement, conventions (spelling, capitalization, punctuation).

2. Convention Intervention: Capitalization (L21) Rules for capitalization: Capitalize the first letter of a sentence. Capitalize proper nouns (states, countries, museums, and names). Always capitalize the first and last words of titles of publications regardless of their parts of speech. Capitalize other words within titles, including the short verb forms Is, Are, and Be There are more, but for now practice fixing the examples on the board using these rules.

3. Correct capitalizations The chipmunk shoved four acorns into his mouth and then ran under the Golden Gate Bridge. Mrs. Brown wrote a book called We Are What We Will Be. If I had enough money, I would buy the small Pacific Island country of Palau.

4. The Process of Writing an Expository Essay (R22) Brainstorming/Pre-writing to generate ideas. Shaping the ideas into a more concise main idea. Writing the topic sentence. Writing the supporting details and making them support the main idea. Writing a summary statement. Revising to make sure the topic sentence, supporting details, and summary statement list ideas clearly and the topic is fully developed.

5. Step One: Pre-writing (R22) Most of you scored between 1 to 3 points on the rubric for pre-writing Pre-writing does not mean “write a draft.” What I want to see: A list, web or outline of the ideas you have on the topic. A small explanation of each idea.

6. Example:Prompt: What is your favorite type of food? If I go to 50 cent wing nights I can eat as much as I want and try all of the different flavors; I like to experiment with flavors I love eating with my fingers: utensils only slow the process. Favorite food: chicken wings Easy to make over a campfire: just throw in tin foil and set it next to the fire. (goes with my hobbies well) I like to challenge my friends to see who can eat the hottest wing; sometimes it is fun because somebody will cry if it is too hot (Quaker Steak and Lube atomic wings)

7. Directions:Using the prompt I gave you at the beginning of class, generate ideas for two to three minutes. (L21)

8. Convention Intervention (Warm-up section). Abbreviations in formal writing. Write out numbers less than 10. Write out the name of something the first time it is used (U of A = University of Arizona or University of Alaska, ASU= Arizona State University or Arkansas State University. Do not abbreviate words like “veterinarian” or “doctor” to “vet” or “Dr” (unless using a title) Do not use symbols in formal writing (& or w/ or w/o). Practice fixing the sentences on the board by writing the correct versions.

9. Correct these sentences In 6 years I will go to ASU & get a degree. If I give you 2 apples, you should give me 4 plums b/c they are not equal in size. W/o my 3 brothers, I really don’t think I would be this wild & crazy.

10. Review Topic= subject of the text Main idea= what the author wants the reader to know about the topic How to create a main idea: Generate a list of ideas Create a statement that connects or relates to most or all of the list of ideas. Structure: Topic Sentence Supporting Details 1. 2. 3. Summary statement

11. Step Two: Making a concise main idea. (R22) Topic: the subject of the paragraph/section Main idea: what the author (you) is saying about the topic If writing from a prompt, the main idea will simply answer the prompt. Example: What is your favorite type of food? Main idea: my favorite type of food is chicken wings. But, this main idea is pretty boring…

12. Writing a main idea continued (R22) To create an appealing (interesting) and concise (clear) main idea do the following: Look at your list of ideas from your pre-writing. What is the most important thought, or what connects all or most of your ideas? Example: Ideas to my prompt: I love eating with my fingers; utensils only slow the process. On wing nights, I can experiment with all of the flavors (it’s an adventure) My friends and I can make a competition of seeing who can eat the hottest wing. I can easily make wings on a campfire. Main idea from my list of ideas: because they are a fun food and fit my personality.

13. Generated ideas to main ideas examples as a class Ideas from the prompt, what I miss most about 10 years ago is… The pool and pond at the house in Texas. Playing basketball and baseball all the time. Not having as much responsibility. The good friends I had and the nice people from Texas. What is a good main idea for these ideas?

14. Directions: create a main idea from the list of ideas you created for your prompt and write it on L21.

15. Step 3 of writing an expository paragraph: Writing a topic sentence (R24) Topic Sentence (TS): The sentence that tells what your paragraph is going to be about. Identifies the main idea of the paragraph. Helps the paragraph make sense and gives a reader a sense of what is coming next. How to make a topic sentence: Topic + main point/idea Example: Topic = Writing essays Main point/idea= can be frustrating. Topic sentence (TS)= Writing essays can be frustrating.

16. Topic Sentence Example (R24) One day, I rode the “Superman” ride for the first time, but only after I mustered all my inner strength. Main idea and purpose: the struggle before riding the “Superman” ride Evidence to be used: explanation and analysis of the inner conflict (mustering of strength) before riding the “Superman” ride

17. Directions: Practice creating a main idea from a list of ideas on the worksheet. Create topic sentences from the topic and main idea as well (make it interesting). Due at the end of class.

18. Directions for closure/homework: Write a topic sentence for the paragraph you are working on this week for homework. On page R24 answer an exit ticket question.

19. Wednesday, October 5th, 2011 Topic Sentence Review and Supporting Details. Most important thing to remember: All supporting details must relate to or explain the main idea!

20. Topic Sentence Example I will never forget the time that a car thief interrupted the good times of a neighborhood party. Topic: Neighborhood party Main idea: the time that a car thief interrupted the good times of a neighborhood party Evidence/analysis to follow: details about the incident

21. Topic Sentence Example The head teacher, the boss, the supreme commander of this establishment was formidable middle-aged lady whose name was Miss Trunchbull. Topic: Miss Trunchbull/the teacher Main idea: Miss Trunchbull is an awful lady Evidence/analysis to follow: details about Miss Trunchbull

22. Share your topic sentence with a neighbor. Share the prompt and your topic sentence. Evaluate each other’s sentence: Let you partner know if the sentence is clear (makes sense). Let your partner know if this is a topic that you would be interested in reading about. (Is it appealing?)

23. Step #4 Write the Supporting Details. Supporting details: Evidence and analysis You might know supporting details as “CD” and “CM” Evidence= facts, opinions, quotes Analysis= your view of the evidence (what you think) Supporting details are all of the ideas that support the main idea and relate to the topic sentence. The best way to come up with supporting details is by looking at your list of ideas from the pre-writing. These ideas will usually be or become your supporting details.

24. Types of supporting details Sensory: details that come from your own senses (smell, touch, taste, hearing, and sight). Memory: details that come from past experiences or observations. Reflective: details that come from the creative thought or imagination of the writer. When writing your paragraph, try to vary your use of these different types of details. If your supporting details do not fit one of these types, don’t use them because the audience won’t find them appealing or relate to what you are saying.

25. As a class, tell me which statements are supporting details for the topic sentence given. Topic sentence: Rosebushes can be one of the most rewarding flowers to grow. The green foliage provides a lovely backdrop for the bright red blossoms. Stargazer lilies have a beautiful fragrance. Tulips paired with daises make a stunning bouquet. The velvety texture of the brilliant red petals and the delicately perfumed scent make lovely potpourri. Soil comes in many varieties. Pruning your rosebushes once a year helps shape the plants. Cultivating roses may become your favorite hobby, provided you wear gardening gloves to protect your fingers from sharp thorns.

26. As a class, identify which detail does not support the topic sentence. Topic Sentence: Color affects mood and behavior. Children in red classrooms are more aggressive. Blues makes people feel calm. Red and yellow are primary colors. A yellow kitchen stimulates appetite. • Topic sentence: Organized athletic programs benefit students. • Student athletes perform well on standardized tests. • Athletes learn about health and wellness. • Sporting equipment is expensive. • Many student athletes go on to college.

27. Directions for today: Complete the worksheet for the day and then write your supporting details on the outline for this week’s paragraph (pg L23).

28. Rules to remember for formal writing Do not use contractions! Re-read the paragraph several times to make sure verbs and helping verbs are not missing (does the sentence have a verb?). Do not use the same word more than three times in a paragraph (unless it is an article or a pronoun or if you are doing it for effect). Do not use symbols or abbreviations. Write out numbers less than 10.

29. Step #5: Write a summary statement Summary statement: captures the main idea of the paragraph without using too many details. Summary statements: should relate back to the main idea and hint at some of the details that were used. Summary statements should leave the reader with an understanding of the paragraph and with a thought that will stick with them as they read.

30. Example of a paragraph with a strong summary statement. From the southern lookout, the panorama of Yosemite Valley met our eyes. This glacial valley boasts of magnificent, granite mountains and cascading waterfalls on both sides. To the right we see Bridal Veil Falls with Half Dome, a giant sentinel in the background. To the left El Capitan dominates the skyline, towering next to the thunderous Yosemite Falls. There is no other place on earth with such a breathtaking view as the southern perspective of Yosemite Valley.

31. Example of a paragraph with a strong summary statement. The California Gold Rush of 1948 and 1949 changed the face of California. People traveled from the east coast by land or around South America by boat and crowded the port cities. Prices of food, clothing, and tools were driven up by the growing population and the presence of more currency (e.g., gold). Businesses sprang up everywhere as merchants made haste to take advantage of business opportunities. The Gold Rush was an exciting era in California where some found their fortunes and others lost everything they owned.

32. Example of a paragraph with a weak summary statement. Ten years from now, I will be living in a log cabin in the mountains of Colorado. The cabin will be the result of the design that I created. From the front porch, I will see elk grazing in the meadows. From the back porch I will be able to see the sunrise as I drink my coffee and get ready for the day. That is what I see myself doing ten years from now. Weak because it does not specifically relate back to the idea of the cabin but uses a pronoun to relate to the idea. Also, it does not relate to any of the details that were used.

33. Remember, with summary statements: Relate back to the idea. For example, say something about the cabin. Imply or suggest something about the supporting details. For example, I can’t wait to relax and take in nature as I sit on the porch of my cabin. Bring it all together: I am excited for the next ten years and the reward of a relaxing view from either porch of my Colorado cabin.

34. Directions: Write a summary statement on your outline for this week’s prompt. Then, put all of the pieces together on a separate piece of paper by writing a paragraph that includes your topic sentence, supporting details, and summary statement.

35. Now, get with the people in the classroom that had the same prompt as you. Share your paragraphs and explain whether you think the paragraph has a strong, concise, and appealing topic sentence. Explain if you think all of the supporting details follow the topic sentence. Explain if you think the summary statement ends the sentence strongly and relates back to the supporting details and topic sentence.

36. Directions for Today: Prompt: What is your favorite kind of music? Why? -Explain in 5-6 sentences. Spend 10 minutes generating ideas, outlining, or taking notes. Spend 10 minutes writing a draft of your paragraph Spend 10 minutes Revising and editing your draft and creating a final draft. You will be assessed based on the completion of the steps and the following criteria: Topic Sentence, Supporting Details, Summary Statement, conventions (spelling, capitalization, punctuation).