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Paragraph Structure

Paragraph Structure. Maurice Hall Susan Tullier Ines Munguia Margaret Ume James Babineaux . Texas College and Career Readiness Standards. *English Language Arts I. Writing A. 3.a 4.a, 4.d, 5.a-g, II. Reading

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Paragraph Structure

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  1. Paragraph Structure Maurice Hall Susan Tullier Ines Munguia Margaret Ume James Babineaux

  2. Texas College and Career Readiness Standards *English Language Arts I. Writing A. 3.a 4.a, 4.d, 5.a-g, II. Reading A. 1. c, 1.e, 6.a,7.a, 7.b, 10.a,10.b B. 1.a, 3.a , C. 3.a, 3.b, D. 1.a, III. Speaking B. 2.b IV. Listening B.2.b

  3. Objective • The student will describe, analyze, and evaluate information from a piece of literary work. • The student will create a well organized paragraph in response to a given prompt. • The student will engage in revision process with peer partner. • The student will create a final writing product for submission.

  4. OVERVIEW • Student will read “Sympathy” by Paul Laurence Dunbar. • Student will write a paragraph on how the poem relates to their life.

  5. Sympathy • I know what the caged bird feels alas! When the sun is bright on the upland slopes! When the wind stirs soft through the springing grass And river flows like a stream of glass when the first bird sings and the first bud opes And the faint perfume from in Chalice steals I know what caged bird feels.

  6. Sympathy • I know why he caged bird beats his wing til its blood is red on the cruel bars for he must fly back to his perch and cling. When he fain would be on the bough-a-swing and a pain. Still throbs in the old scars and they pulse again with a keener sting-I know why he beats his wings.

  7. Sympathy • I know why the caged bird sings oh me when his wing is bruised and his bosom sore when he beats his bars and would be free it is not a would be free it is not a carol of joy or glee but a prayer that he sends his hearts deep core but a plea that upward to heaven he flings I know why the cage bird sings • Paul Laurence Dunbar

  8. Pre-Reading • Introduction to key Concepts A. Setting B. Symbolism C. Imagery D. Historical Context/Use of Language

  9. Vocabulary Preview Sympathy – Paul Laurence Dunbar • Alas • Upland Slopes • Chalice • Perch • Bough-a-swing • Fain • Keener • Throbs • Carol • Core • Plea • Flings

  10. Reading the Text • First Reading • Identify Imagery • Analyze the Duality of the Message • Show Connections to Present Situations

  11. Post Reading • Summarize and Respond • Discuss point of view • Describe insights gained • Influence of poem on other writers

  12. Writing Process • How can you relate this poem to your life? • Prewriting A. Brainstorm 1. Webbing/ Mind Maps /Graphic Organizers - Personal Experiences - Quotes - Statistics - Facts/Figures/Analogies

  13. Writing • A. Formulate Topic Sentence • B. Think-Pair-Share • C. Formulate details into sentences • D. Compose a rough draft • E. Organize Paragraph • F. Develop Content

  14. Revising and Editing • A. Read Aloud Partnering (use rubric 20 common errors). • Next to each line -, locate error, designate a number from rubric and write it next to that line to indicate the error. • B . Revise after corrections • C. Re-read with partner

  15. Evaluating • Evaluating and Responding • A. Turn in finished draft review to teacher for final review • B. Correct any errors • C. Compose final draft for submission

  16. Resources • A. Poem • B. Websites • 1. http://www.teach-nology.com/ • 2. http://rubistar.com/ • 3. http://popplet.com/ • 4. http://en.linoit.com/ • 5. http://www.wallwisher.com/ • 6. http://bcs.bedfordstmartins.com

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