Along These Lines: Writing Paragraphs and Essays, 6th Edition
1. The whole class shall begin by reading the story out loud led by teacher. Every student and teacher shall read one paragraph. The rotation of paragraphs shall go on until story is over. Teacher shall help out struggling readers.
2. Discussion of the text shall be on visualizing what is being read. (visualizations are pictures created in the mind to assist in understanding a story).
3. Teacher will pause occasionally to discuss cause and effect.
4. As such, students shall learn how to skim through several words ahead while reading to improve fluency.
1. Students will be given a worksheet on visualization, cause and effect. Teacher will review sample questions to make sure students comprehend how to answer the questions appropriately. Student shall have the freedom to use their text books to answer the 10 visualization questions, but not to find answers to 10 cause and effect questions.
2. Worksheets shall be due Friday morning. Students shall be graded for correct answers out of 20.
Along These Lines: Writing Paragraphs and Essays, ..
This I Believe is an international organization engaging people in writing and sharing essays describing the core values that guide their daily lives. Over 125,000 of these essays, written by people from all walks of life, have been archived here on our website, heard on public radio, chronicled through our books, and featured in weekly podcasts. The project is based on the popular 1950s radio series of the same name hosted by Edward R. Murrow.
I was a fountain of formulas, ready to spout forth the appropriate formula for each type of writing: “First, Next, Last” for narratives, (Audience, Situation, Opinion, Two Reasons) for persuasive writing, and of course, the all-purpose five-paragraph essay. For many students, writing instruction rarely extends beyond these simplistic recipes. But teaching organization is much more complicated than teaching students the formula for a five-paragraph essay. Although formulaic writing can help scaffold students’ early efforts at writing a particular genre, the scaffolding must eventually be removed to allow students to grow as writers.
Ticket to Write: Writing Paragraphs and Essays, 2nd Edition
Unit I Introduction
1. The Writing Process
Unit II Paragraphs
2. Topic Sentences
3. Supporting Details for the Topic Sentence
4. Arrangement of Details, Closing Sentences, and Titles
Unit III Methods of Development-Paragraphs
5. Writing Narrative Paragraphs
6. Writing Descriptive Paragraphs
7. Writing Process Paragraphs
8. Writing Comparison and Contrast Paragraphs
9. Writing Cause and Effect Paragraphs
Unit IV Paragraphs to Essays
10. Writing a Five-Paragraph Essay
12. Listing Thesis Statements
13. Main Idea Thesis Statements
14. Listing Thesis Statements and Topic Sentences
15. Body Paragraphs
16. Conclusions and Titles
Unit V Methods of Development-Essays
17. Writing Narrative Essays
18. Writing Descriptive Essays
19. Writing Process Essays
20. Writing Cause and Effect Essays
21. Writing Compare and Contrast Essays
22. Writing Argument and Persuasion Essays
23. Critical Thinking: Writing an Analytical Essay
Unit VI Writing Tools
24. Combining and Expanding Sentences for Variety
25. Formality and Slang
27. Using a Dictionary and Thesaurus
The Writers World Paragraphs And Essays 3rd Edition …
Foundations for Writing: Building Paragraphs and Essays provides the reader the keys needed to succeed in academic writing and beyond! The book is structured similar to an effective writing process. It begins with pre-writing strategies, followed by sentence and paragraph structure, and concludes with different types of essays typical at two and four year institutions. The comprehensive publication includes student-friendly pedagogical features such as Editing Tips vignettes, end of chapter exercises, checklists, and sample student essays.
The Writers World Paragraphs And Essays 2nd Edition …
• Monday’s Lesson will be longer because the children will have to read the story out loud whilst at the same time the teacher will head a discussion for entire class on oral language and vocabulary words given in the text.
1. Start lesson by making the whole class read the story out loud. Teacher shall head class reading. Each student to read out a single paragraph, as well as the teacher. This shall go on until story is over. Teacher shall help struggling readers.
2. When reading, the teacher shall halt frequently to pose questions to students about the author’s choice of word, definitions or particular words, alternate words, etc.
3. At the end of story, teacher shall read fluently some 10 sentences in the story as students pay attention.
4. Students shall be asked to randomly give the correct pronunciation of given words in the sentences they read.
1. At the end of group reading and pronunciation check, students shall be given a worksheet on reading and pronunciation. There shall be 10 questions and the students shall practice them individually. Students shall get points for correct pronunciation and fluency out of 10.