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  • Empowering Expository Writers

    EMPOWERING WRITERS, LLC TELEPHONE: (203) 452-8301/ FAX: (203) 452-8365

    www.empoweringwriters.com

  • 2004 Empowering Writers, LLC

    Narrative Writing Diamond

    ENTERTAININGBEGINNING

    ELABORATIVE DETAIL -Story Critical Character, Setting, Object

    SUSPENSE or anticipation leading to the main event

    THE MAIN EVENTShow action in slow motion, frame by frame, stretch it out! Include description and main

    characters thoughts and feelings!

    EXTENDED ENDING:Memory, Decision,

    Feeling,Wish

    Action leading to SOLUTIONof problem or

    CONCLUSION of adventure.

    __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __

    Introduction to Empowering Writers (cont.)

    2004 Empowering Writers, LLC

    1

  • Student Reference Sheet

    2005 Empowering Writers, LLC

    Detail Detail

    Detail Detail

    Main Idea#1_____________

    INTRODUCTIONLead/Topic Sentence

    CONCLUSION

    Detail Detail

    Detail Detail

    Detail Detail

    Detail Detail

    Main Idea#3_____________

    THE EXPOSITORY PILLAR

    Main Idea#2_____________

    2

  • 3

  • 4

  • 5

  • 6

  • Using these Materials

    An in-depth introduction to each skill area, complete with samples from literatureare provided, along with clear lesson plans for each activity .

    All teacher information and lesson plan pages which precede thestudent activities are coded with a border of Apples.

    Student reproducible reference and activity pages are coded with aborder of Pencils.

    The METHODOLOGY we recommend is as follows:1.) INTRODUCE the concept or skill through published examples. We

    recommend that you use examples from literature to demonstrate the specifictechniques presented. We provide examples in the text.

    2.) MODEL the technique for the class, thinking out loud the thoughts andquestions of an author. Specific questioning techniques as well as sample passagesand examples are provided within the teacher preparation pages to assist you in thiscritical step. Students will not demonstrate the skills presented by simply reading,discussing, and analyzing literature. Modeling is the necessary bridge betweenrecognizing the techniques and applying them. The various skills are presented andmodeled in isolation, allowing the students to focus on a specific technique, withoutbeing overwhelmed by the pressure of constantly producing entire pieces of writing.Also, modeling is a powerful vocabulary building opportunity.

    3.) Numerous GUIDED PRACTICE opportunities for students are provided throughthe use of the reproducible student pages. First, the teacher models the techniquehighlighted on the student page, asking effective detail generating questions, elicitingthoughtful responses from students, which are then incorporated by the teacher intothe model. Students are affirmed in their efforts and then encouraged to try the sameactivity on their own. They benefit through the teachers effective use of vocabulary ,language, and the specific technique being modeled. The teacher circulates,commenting on individual examples, encouraging, and assisting where necessary.

    4.) After numerous MODELING and GUIDED PRACTICE opportunities the studentsAPPLICATION of these skills will emerge in examples of both timed and processwriting.

    PLEASE NOTE: Our copyright agreement allows the purchaser to copy thestudent activity pages FOR USE WITHIN HIS OR HER INDIVIDU AL CLASSROOMONLY. Copying materials for use in other classrooms or for training purposes is aviolation of copyright law. Materials may not be reproduced for use on the internetor beyond the purchasers individual classroom. Please pass along the order formin the back of this book to your colleagues who may be interested in using theseactivities with their students.

    2004 Empowering Writers, LLC

    Using These Materials

    7

  • Student Number 1 writes the following main idea sentences:

    1.) Zoos work hard to create realistic habitats.

    2.) You can see many exotic creatures at the zoo.

    3.) You can visit the gift shop at the zoo.

    These main idea sentences are distinct, and therefore effective.

    Student Number 2 writes the following main idea sentences:

    1.) Zoo animals are cool.

    2.) There are lots of animals there.

    3.) The zoo is interesting.

    These main idea sentences are not distinct enough and overlap, and thereforeare ineffective.

    Look at the following detail sentence:

    The hippopotamus is one creature you will meet at the zoo.

    Imagine that each student wants to include that detail in their piece.

    This is clear for student #1 - this detail obviously belongs in paragraph/mainidea #2. Where would you place this detail based on student #2s main idea sentences?Because the main ideas are not significantly different from one another, it is unclear asto where that detail might best belong.

    Another way to gauge the effectiveness of a group of main idea sentences is torestate the main idea in a single word or two (a blurb). For example:

    Main Idea Sentences Blurbs

    1.) Zoos work hard to create realistic habitats. habitats

    2.) You can see many exotic creatures at the zoo. exotic creatures

    3.) You can visit the gift shop at the zoo. gift shop

    1162005 Empowering Writers, LLC

    Introduction to Generating BroadYet Distinct Main Ideas

    (cont.)

    8

  • Main Ideas--Overlapping or Distinct? - 3Read each group of Main Ideas. If they overlap, cross out the ideas that are too

    similar and replace them with distinct ideas. Then write a main idea sentence for eachmain idea. You may use the sentence starters on the bottom of the page to help you.

    TOPIC: SUMMER

    MAIN IDEA #1: fun

    MAIN IDEA #2: camp

    MAIN IDEA #3: no school

    MAIN IDEA #1: _______________________________________________________

    MAIN IDEA #2: _______________________________________________________

    MAIN IDEA #3: _______________________________________________________

    Sentence Starters

    During the summer season___. Summer is the perfect time for___. Kids enjoy ____.

    The best thing about summer is___. Whats not to like about___? Dont you just love___?

    Most people appreciate___. Have you ever___? Summer provides opportunities for___.

    TOPIC: PIZZA

    MAIN IDEA #1: all kinds of topping

    MAIN IDEA #2: nutritious

    MAIN IDEA #3: pepperoni

    MAIN IDEA #1: _______________________________________________________

    MAIN IDEA #2: _______________________________________________________

    MAIN IDEA #3: _______________________________________________________

    Sentence Starters

    Everyone loves____. Pizza provides___. Top your pizza with___. Who doesnt enjoy___?

    Consider this: Pizza is ___. Everyone agrees that___. Go to your local pizzeria for___.

    This delicious food____. This convenience food___. Choose pizza when___.

    1422005 Empowering Writers, LLC

    Student Page

    Name____________________________________________

    9

  • MAIN IDEAS--DONT OVERLAP THEM! - 2 Read the TOPIC and related main idea sentences below. Help the author decide

    whether the main ideas are distinct enough or whether they overlap. Write a blurbfor each main idea sentence. THEN READ EACH DETAIL SENTENCE AND USENUMBERS TO MATCH IT WITH THE CORRECT MAIN IDEA SENTENCE. IF ITMATCHES WITH MORE THAN ONE, THE MAIN IDEA SENTENCES ARE NOTDISTINCT ENOUGH!

    TOPIC: HALLOWEEN

    MAIN IDEA SENTENCES: BLURB

    MAIN IDEA #1: There are lots of things I love about Halloween. ___________

    MAIN IDEA #2: Having a great costume is half the fun. ___________________

    MAIN IDEA #3: Its really all about getting lots of candy.__________________

    DETAIL SENTENCES: BELONG IN PARAGRAPH #1, 2, AND/OR 3?

    I love making my costume. Main Idea(s) #________

    I love sorting through all of the candy Ive collected. Main Idea(s) #________

    The year I dressed as a gypsy I got the most candy. Main Idea(s) #________

    I love decorating the house for Halloween. Main Idea(s) #________

    Are the main ideas distinct enough?_____________

    As a class, use the topic HALLOWEEN and PICK, LIST, and CHOOSE in orderto generate an effective collection of BROAD YET DISTINCT MAIN IDEAS.

    1342005 Empowering Writers, LLC

    Student Page

    Name____________________________________________

    10

  • Student Reference Sheet

    Name____________________________________________

    1872005 Empowering Writers, LLC

    DETAIL-GENERATING QUESTIONS

    What does it look like?

    (sound like? feel like? taste like?

    smell like? seem like?)

    Why is that important?

    (Why is that important to your main idea?)

    Is each detail in a separate sentence?

    (Separate the Grocery List!)

    Did you give a specific example?

    (Avoid general language such as

    stuff things nice, etc.)

    11

  • Using Detail-Generating Questions - 2 Read the paragraph below on the topic of training a dog. The author has simply

    listed a number of facts. None of the facts have been elaborated on in an effective way.On another paper, revise this paragraph by applying the detail-generating questions(in bold print) as indicated. You may use the sentence starters on the bottom of thepage to correct the redundant sentence variety.

    Your dog will be happier if he is well trained. He needs to come when he is called.

    He needs to be able to sit and stay. Your dog needs to let you kn

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