North Hollywood High Scchool Teaching Expository Writing and the Research Paper June 23-24, 2008 PARAGRAPH FORM

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1 PARAGRAPH FORM 13

2 14 FORMULA Creating a good first impression is vital when applying for your first job. It is always a good idea to dress up for the job interview. It is also important that you take your time filling out the job application and not make any mistakes. You can easily demonstrate to a potential employer that you are an applicant who will take the job seriously. You can quickly prove to someone who might hire you that you are flexible and can be trusted to do the job correctly The Jane Schaffer Writing Program janeschaffer.com WEAVING Creating a good first impression is vital when applying for your first job. You can demonstrate immediately to an employer that you will take the job seriously by dressing up for the job interview. It is also worth your time to take your time with the job application and not make any mistakes. You can prove to someone who might hire you that you are flexible and can be trusted to do the job correctly The Jane Schaffer Writing Program janeschaffer.com

3 15 GATHERING CDS Prompt: Write a one-chunk (2+:1) paragraph that discusses two pieces of advice about obtaining your first job. 1. Think of 4 or more possible concrete details (CDs) that would fit the prompt and write them below: 2. Circle the 2 that fit the assignment the best. 3. Decide the best order and write CD1 in red next to the first one and CD2 in red next to the second one. speak confidently dress up -- CD1 look people in the eye take your time on the job application CD The Jane Schaffer Writing Program janeschaffer.com

4 16 T-CHART, 2+:1 RATIO, EXPOS/INFORMATIONAL/PERSUASIVE PROMPT: Write a one-chunk (2+:1) paragraph that discusses two pieces of advice about obtaining your first job. TOPIC SENTENCE: REVISED TOPIC SENTENCE: CDs CMs (This is/was important because)... Why? 1 ST CD: 2 ND CD: COMMENTARY SENTENCE: CONCLUDING SENTENCE: 2007 The Jane Schaffer Writing Program janeschaffer.com

5 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk (2+:1) paragraph that discusses two pieces of advice about obtaining your first job. Getting a first job is an important step. TOPIC SENTENCE: REVISED TOPIC SENTENCE: 17 CDs CMs (This is/was important because)... Why? 1 ST CD: 2 ND CD: COMMENTARY SENTENCE:. CONCLUDING SENTENCE: The Jane Schaffer Writing Program janeschaffer.com

6 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk (2+:1) paragraph that discusses two pieces of advice about obtaining your first job. TOPIC SENTENCE: Getting a first job is an important step. REVISED TOPIC SENTENCE:. 18 CDs CMs (This is/was important because)... Why? 1 ST CD: Dress up 2 ND CD: Take your time on the job application COMMENTARY SENTENCE:. CONCLUDING SENTENCE: The Jane Schaffer Writing Program janeschaffer.com

7 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk (2+:1) paragraph that discusses two pieces of advice about obtaining your first job. TOPIC SENTENCE: Getting a first job is an important step. REVISED TOPIC SENTENCE:. 19 CDs CMs (This is/was important because)... Why? 1 ST CD: Dress up It makes a good first impression. 2 ND CD: Take your time on the job application COMMENTARY SENTENCE:. CONCLUDING SENTENCE: The Jane Schaffer Writing Program janeschaffer.com

8 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk (2+:1) paragraph that discusses two pieces of advice about obtaining your first job. TOPIC SENTENCE: Getting a first job is an important step. REVISED TOPIC SENTENCE:. 20 CDs CMs (This is/was important because)... Why? shows you take the job seriously 1 ST CD: Dress up It makes a good first impression. says you can be flexible/change yourself 2 ND CD: Take your time on the job application COMMENTARY SENTENCE:. CONCLUDING SENTENCE: The Jane Schaffer Writing Program janeschaffer.com

9 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk (2+:1) paragraph that discusses two pieces of advice about obtaining your first job. TOPIC SENTENCE: Getting a first job is an important step. REVISED TOPIC SENTENCE:. 21 CDs CMs (This is/was important because)... Why? shows you take the job seriously 1 ST CD: Dress up It makes a good first impression. says you can be flexible/change yourself 2 ND CD: Take your time on the job application It proves you are careful. COMMENTARY SENTENCE:. CONCLUDING SENTENCE: The Jane Schaffer Writing Program janeschaffer.com

10 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk (2+:1) paragraph that discusses two pieces of advice about obtaining your first job. TOPIC SENTENCE: Getting a first job is an important step. REVISED TOPIC SENTENCE:. 22 CDs CMs (This is/was important because)... Why? shows you take the job seriously 1 ST CD: Dress up It makes a good first impression. says you can be flexible/change yourself 2 ND CD: Take your time on the job application You can be trusted to do things correctly. It proves you are careful. indicates a positive attitude COMMENTARY SENTENCE:. CONCLUDING SENTENCE: The Jane Schaffer Writing Program janeschaffer.com

11 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk (2+:1) paragraph that discusses two pieces of advice about obtaining your first job. TOPIC SENTENCE: Getting a first job is an important step. REVISED TOPIC SENTENCE: Creating a good impression is vital in applying for your first job. 23 CDs CMs (This is/was important because)... Why? shows you take the job seriously 1 ST CD: Dress up It makes a good first impression. says you can be flexible/change yourself 2 ND CD: Take your time on the job application You can be trusted to do things correctly. It proves you are careful. indicates a positive attitude COMMENTARY SENTENCE:. CONCLUDING SENTENCE: The Jane Schaffer Writing Program janeschaffer.com

12 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk (2+:1) paragraph that discusses two pieces of advice about obtaining your first job. TOPIC SENTENCE: Getting a first job is an important step. REVISED TOPIC SENTENCE: Creating a good impression is vital in applying for your first job. 24 CDs CMs (This is/was important because)... Why? shows you take the job seriously 1 ST CD: Dress up It makes a good first impression. says you can be flexible/change yourself 2 ND CD: Take your time on the job application You can be trusted to do things correctly. It proves you are careful. indicates a positive attitude COMMENTARY SENTENCE: You can easily demonstrate to a potential employer that you are an applicant who will take the job seriously. CONCLUDING SENTENCE: The Jane Schaffer Writing Program janeschaffer.com

13 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk (2+:1) paragraph that discusses two pieces of advice about obtaining your first job. TOPIC SENTENCE: Getting a first job is an important step. REVISED TOPIC SENTENCE: Creating a good impression is vital in applying for your first job. 25 CDs CMs (This is/was important because)... Why? shows you take the job seriously 1 ST CD: Dress up It makes a good first impression. says you can be flexible/change yourself 2 ND CD: Take your time on the job application You can be trusted to do things correctly. It proves you are careful. indicates a positive attitude COMMENTARY SENTENCE: You can easily demonstrate to a potential employer that you are an applicant who will take the job seriously. CONCLUDING SENTENCE: You can quickly prove to someone who might hire you that you are flexible and can be trusted to do the job The Jane Schaffer Writing Program janeschaffer.com

14 2+:1 26 TS Creating a good impression is vital in applying for your first job. 1 ST CD It s always a good idea to dress up for the job interview. 2 ND CD In addition, it s important that you take your time filling out the job application and fix any mistakes you find. CM You can easily demonstrate to a potential employer that you are an applicant who will take the job seriously. CS You can quickly prove to someone who might hire you that you are flexible and can be trusted to do the job correctly The Jane Schaffer Writing Program janeschaffer.com

15 TERMS CONCRETE DETAIL COMMENTARY RATIO amount of CD:CM in a body paragraph stuff from your head under the surface stuff from the story on the surface connotative words-- words with feelings you can describe to me paraphrase CD quotation CD English 1:2+ for response to literature writing 2+:1 for narrative and persuasive History 2+:1 3+:0 2+:1 3+:0 Science and Math the so what? the why? the spin analysis interpretation evaluation a character s feelings George feels (felt). opinion inference insight significance reasons How does/did feel on the inside? Why did do that? color commentator All the what facts examples illustrations evidence support plot references paraphrases citations quotations plot summary What really happens/happened in the story? play-by-play announcer Varies with the assignment others 27

16 28 TERMS FOR WRITING ACROSS THE CURRICULUM EXAMPLES OF CONCRETE DETAILS COMMENTARY Architecture dot, line, plane aesthetic response to design Art color, texture, shape, line, elements and principles of design, shape, space, form, medium, figure ground, value (light and dark), balance, size, response to the art form analysis of technique Business supply side economics, budget, debit and credit cause and effect analysis, prediction Computers hardware and software application of computer real life, effect of information revolution on daily living Drama delivery, blocking, stagecraft, voice, posture, audience response to a play, character motivation projection, lights, English response to literature: stuff from the story (paraphrase response to lit: how a character feels Language Arts and quotation cds) personal narrative: how you or someone else felt personal narrative: the 4 Ws Industrial Technology persuasive: examples to support your opinion (sometimes facts but not always) persuasive: comment on the significance of the CD or discuss how someone feels about something machinery, directions, manuals, tools to measure why a procedure or piece of equipment is the right one to use, ways to connect/apply the skills or information to Math numbers, function signs, shapes, angles, fraction bar, slope, graph paper, x/y-axes, reasoning, formulas, equations, congruence, ratio, decimals, charts real life connect/apply the principle to real life Music tone, position, scales, bass and treble clef, pitch, timbre, balance, blend emotional response to the music, analysis of skill and technique PE rules of the game, kinesthetic information, history of a sport, concepts of teamwork and sportsmanship reasons why PE is important Science data from labs, scientific process, steps in photosynthesis, models of DNA, observations, empirical observations conclusions you draw from your data, connect or apply the principle to real life, relationships between data points Social studies names, dates, places, battles, treaties, maps, videotapes, audiotapes, political cartoons, timelines, primary sources, charts, graphs, captions, maps, legends and keys historical commentary, comment on the significance of the CD, political cartoons, inference

17 29 FORMULA TS Greece and Rome gave a voice to the people. 1ST CD They allowed rich male landowners the right to vote. 2nd CD In addition, they started a new system of government where voters chose others to represent them. CM People could propose ideas and solutions that leaders learned to include. CS Citizens developed a sense of ownership in society The Jane Schaffer Writing Program WEAVING Greece and Rome gave a voice to the people. They allowed rich male landowners the right to vote, offering them the chance to propose new ideas and solutions. In addition, they started a more efficient system of representative government where voters chose others to represent them. Leaders adjusted to a new accountability, and citizens developed a sense of ownership in society The Jane Schaffer Writing Program

18 30 GATHERING CDS Prompt: Write a one-chunk paragraph that discusses 2 contributions that Greece and Rome made to democracy. 1. Think of 4 or more possible concrete details (CDs) that would fit the prompt and write them below: 2. Circle the 2 that fit the assignment the best. 3. Decide the best order and write CD1 in red next to the first one and CD2 in red next to the second one. voting (men, landowners, rich) CD1 the idea of citizenship (e.g., Pericles) representative government CD2 trial by jury written constitution three-part government with checks and balances civic duty 2007 The Jane Schaffer Writing Program janeschaffer.com

19 PROMPT: TOPIC SENTENCE: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk paragraph that discusses two contributions of Greece and Rome toward democracy. REVISED TOPIC SENTENCE: 31 CDs CMs (This is/was important because)... Why? 1 ST CD: 2 ND CD: COMMENTARY SENTENCE: CONCLUDING SENTENCE: 2006 The Jane Schaffer Writing Program

20 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk paragraph that discusses two contributions of Greece and Rome toward democracy. 32 TOPIC SENTENCE: Greece and Rome were very important. REVISED TOPIC SENTENCE: CDs CMs (This is/was important because)... Why? 1 ST CD: 2 ND CD: COMMENTARY SENTENCE: CONCLUDING SENTENCE: 2006 The Jane Schaffer Writing Program

21 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk paragraph that discusses two contributions of Greece and Rome toward democracy. 33 TOPIC SENTENCE: Greece and Rome were very important. REVISED TOPIC SENTENCE: CDs CMs (This is/was important because)... Why? 1 ST CD: voting o male o rich o landowner 2 ND CD: representative government o I vote for you, and you speak for me COMMENTARY SENTENCE: CONCLUDING SENTENCE: 2006 The Jane Schaffer Writing Program

22 PROMPT: TOPIC SENTENCE: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk paragraph that discusses two contributions of Greece and Rome toward democracy. Greece and Rome were very important. REVISED TOPIC SENTENCE: 34 CDs CMs (This is/was important because)... Why? 1 ST CD: voting o male o rich o landowner It gave a voice to the people. 2 ND CD: representative government o I vote for you, and you speak for me COMMENTARY SENTENCE: CONCLUDING SENTENCE: 2006 The Jane Schaffer Writing Program

23 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk paragraph that discusses two contributions of Greece and Rome toward democracy. 35 TOPIC SENTENCE: Greece and Rome were very important. REVISED TOPIC SENTENCE: CDs CMs (This is/was important because)... Why? sense of ownership in society 1 ST CD: voting o male o rich o landowner It gave a voice to the people. people could propose ideas and solutions 2 ND CD: representative government o I vote for you, and you speak for me COMMENTARY SENTENCE: CONCLUDING SENTENCE: 2006 The Jane Schaffer Writing Program

24 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk paragraph that discusses two contributions of Greece and Rome toward democracy. 36 TOPIC SENTENCE: Greece and Rome were very important. REVISED TOPIC SENTENCE: CDs CMs (This is/was important because)... Why? sense of ownership in society 1 ST CD: voting o male o rich o landowner It gave a voice to the people. people could propose ideas and solutions 2 ND CD: representative government o I vote for you, and you speak for me It required a new accountability. COMMENTARY SENTENCE: CONCLUDING SENTENCE: 2006 The Jane Schaffer Writing Program

25 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk paragraph that discusses two contributions of Greece and Rome toward democracy. 37 TOPIC SENTENCE: Greece and Rome were very important. REVISED TOPIC SENTENCE: CDs CMs (This is/was important because)... Why? sense of ownership in society 1 ST CD: voting o male o rich o landowner 2 ND CD: representative government o I vote for you, and you speak for me It gave a voice to the people. people could propose ideas and solutions new sense of give and take It required a new accountability. leaders had to listen to others COMMENTARY SENTENCE: CONCLUDING SENTENCE: 2007 The Jane Schaffer Writing Program janeschaffer.com

26 PROMPT: TOPIC SENTENCE: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH REVISED TOPIC SENTENCE: Write a one-chunk paragraph that discusses two contributions of Greece and Rome toward democracy. 38 Greece and Rome were very important. Greece and Rome gave a voice to the people. CDs CMs (This is/was important because)... Why? sense of ownership in society 1 ST CD: voting o male o rich o landowner It gave a voice to the people. people could propose ideas and solutions 2 ND CD: representative government o I vote for you, and you speak for me new sense of give and take It required a new accountability. leaders had to listen to others COMMENTARY SENTENCE: CONCLUDING SENTENCE: 2006 The Jane Schaffer Writing Program

27 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk paragraph that discusse two contributions of Greece and Rome toward democracy. TOPIC SENTENCE: Greece and Rome were very important. REVISED TOPIC SENTENCE: Greece and Rome gave a voice to the people. 39 CDs CMs (This is/was important because)... Why? sense of ownership in society 1 ST CD: voting o male o rich o landowner It gave a voice to the people. people could propose ideas and solutions 2 ND CD: representative government o I vote for you, and you speak for me new sense of give and take It required a new accountability. leaders had to listen to others COMMENTARY SENTENCE: Citizens could propose ideas and solutions. CONCLUDING SENTENCE: 2006 The Jane Schaffer Writing Program

28 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk paragraph that discusse two contributions of Greece and Rome toward democracy. TOPIC SENTENCE: Greece and Rome were very important. REVISED TOPIC SENTENCE: Greece and Rome gave a voice to the people. 40 CDs CMs (This is/was important because)... Why? sense of ownership in society 1 ST CD: voting o male o rich o landowner It gave a voice to the people. people could propose ideas and solutions 2 ND CD: representative government o I vote for you, and you speak for me new sense of give and take It required a new accountability. leaders had to listen to others COMMENTARY SENTENCE: Citizens could propose ideas and solutions. CONCLUDING SENTENCE: A new sense of ownership developed that strengthened both countries The Jane Schaffer Writing Program

29 2+:1 41 TS Greece and Rome gave a voice to the people. 1 ST CD They allowed rich male landowners to vote. 2 ND CD In addition, they started a new system of representative government. CM Citizens could propose new ideas and solutions. CS A new sense of ownership developed that strengthened each country. The Jane Schaffer Writing Program

30 It s a Math World for Animals by Emily Sohn 42 Birds do it. Dogs do it. Even salamanders do it. The ability to solve math problems is showing up in all sorts of unlikely creatures. From monkeys who know the difference between 2 and 3 to dogs who can calculate the fastest route, animal mathematicians are teaching scientists a few things about numbers. A growing body of research suggests that nature probably discovered math long before people did. Studies of animal mathematicians might help explain how people learn to add, subtract, and multiply and indicate what types of math people can do without going to class. Watching animals solve problems could also make math more fun for people who say they can't stand the subject. A FETCHING DOG Mathematician Tim Pennings, for instance, was at the beach when he discovered that his dog Elvis could do a type of math called calculus. "I would throw a ball into the water," Pennings says. "I noticed he'd run along the beach and then jump into the water and swim at an angle toward the ball." That's a good strategy. Swimming is slow compared with running, so swimming all the way to the ball would take longer even if the route is more direct. On the other hand, running along the beach adds to the total distance Elvis must go to get to the ball. The best

31 bet is a compromise between the two running a certain distance along the beach before plunging into the water. 43 Pennings wondered if Elvis was instinctively taking the fastest possible route to the ball. First, he measured how fast Elvis runs and swims. Then, he threw a tennis ball into the water and let the little Welsh corgi go. "I ran after Elvis with a screwdriver," says Pennings, who works at Hope College in Holland, Michigan. "Where he turned toward the water, I drove a screwdriver into the sand. While he was swimming to the ball, I ran and grabbed a tape measure and beat him to the ball." Man and dog ran back and forth like this for more than 3 hours. After throwing out trials with bad tosses or high waves, Pennings had 35 sets of measurements. Then, he went home and did some calculations, using calculus to find the fastest route. "I did all the math," Pennings says, "and I figured out that where Elvis jumps in is pretty much perfect. He kind of naturally knows the right spot to jump in." It took the grown man about an hour to come up with the same solution that the 3- year- old dog could figure out in a fraction of a second. But is the dog really doing the math? "Elvis is doing calculus in the sense that he somehow knows how to find the minimum time to get to the ball," Pennings says. Pennings suspects that other creatures have naturally learned the most efficient ways to do things over millions of years of evolution. "There might be all sorts of things like that in nature," he says.

32 44 CLOSE READING QUESTIONS It s a Math World for Animals by Emily Sohn Answer all questions with quotations from the article. 1. What does recent research suggest about the discovery of math? 2. Why might studies of animal mathematicians be important? 3. What did Tim Pennings notice about the way his dog would go after a ball thrown in the water? 4. Why was the dog s strategy a good one? 5. What test did Pennings run to determine if Elvis had found the fastest way to the ball? 6. What did he discover about where Elvis jumps in the water? 7. How long did it take both the man and the dog to solve the problem? 8. On the basis of his research, what does Pennings suspect?

33 45 GATHERING CDS Prompt: Write a one-chunk (2+:1) paragraph that discusses how a dog appears to do calculus. 1. Think of 4 or more possible concrete details (CDs) that would fit the prompt and write them below: 2. Circle the 2 that fit the assignment the best. 3. Decide the best order and write CD1 in red next to the first one and CD2 in red next to the second one The Jane Schaffer Writing Program janeschaffer.com

34 PROMPT: TOPIC SENTENCE: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk paragraph that discusses how a dog appears to do calculus. REVISED TOPIC SENTENCE: Elvis the dog does calculus. A recent study suggests that dogs may be born 46 with an instinctive understanding of complex math. CDs CMs (This is/was important because)... Why? n 1ST CD: Lead-in: Seeking to retrieve a ball thrown by his master, Elvis, a corgi, would instinctively doing a calculus problem found the most efficient way Quotation: run along the beach and then jump into the water and swim at an angle toward the ball. He is trying to retrieve the ball the best way. seemed to know that balance was most effective 2ND CD: Lead-in: Solving a problem that would take a long time for a human to work out, Quotation: where Elvis jumps in is pretty much perfect. He kind of naturally knows the right spot to jump in (Sohn). dog born with mathematical instinct It was a hard problem for humans to work out. doing complicated math with no training COMMENTARY SENTENCE: Elvis seems to know that a balance between running along the beach and swimming in the water was the most effective way to retrieve the ball. CONCLUDING SENTENCE: The study indicates that doing complicated math might be possible without any real training The Jane Schaffer Writing Program janeschaffer.com

35 2+:1 47 TS A recent study suggests that dogs may be born with an instinctive understanding of complex math. 1 ST CD Seeking to retrieve a ball thrown by his master, Elvis, a corgi, would run along the beach and then jump into the water and swim at an angle toward the ball.openly displayed for all to see. 2 ND CD Solving a problem that would take a long time for a human to work out, where Elvis jumps in is pretty much perfect. He kind of naturally knows the right spot to jump in (Sohn). CM Elvis seemed to know that a balance between running along the beach and swimming in the water was the more effective way to retrieve the ball. CS The study indicates that doing complicated math might be possible without any real training The Jane Schaffer Writing Program janeschaffer.com

36 48 TS A recent study suggests that dogs may be born with an instinctive understanding of complex math. CD1 Seeking to retrieve a ball thrown by his master, Elvis, a corgi, would run along the beach and then jump into the water and swim at an angle toward the ball. CD2 Solving a problem that would take a long time for a human to work out, where Elvis jumps in is pretty much perfect. He kind of naturally knows the right spot to jump in (Sohn). CM Elvis seemed to know that a balance between running along the beach and swimming in the water was the more effective way to retrieve the ball. CS The study indicates that doing complicated math might be possible without any real training The Jane Schaffer Writing Program janeschaffer.com

37 49 3+:0 PARAGRAPH 1) Angles can be classified into four different categories, depending on their degree measurements. 2) The four categories are acute, right, obtuse, and straight. 3) The angles are defined by their relationship to 90º degrees. 4) Acute angles are less than 90º; right angles are equal to 90º; obtuse angles are greater than 90º but less than 180º; straight angles are 180º (which is equal to 2 90º angles.) 5) By understanding degree measurements, I can classify angles easily The Jane Schaffer Writing Program janeschaffer.com 3+:0 PARAGRAPH 1) Reproduction is the process in which an organism makes more of its species and is able to pass DNA material from one generation to the next. 2) There are two types of reproduction that living organisms use sexual and asexual. 3) In sexual reproduction, two different sexes are required to produce an offspring, and the DNA of that offspring will be different from that of the parents. 4) In asexual reproduction, a single parent is able to produce an offspring which will have the identical DNA material of the parents. 5) The transfer of DNA material is affected differently in sexual and asexual reproduction. The Jane Schaffer Writing Program

38 50 GATHERING CDS MATH MODEL, 3+:0 RATIO Prompt: Write a one-chunk (3+:0) paragraph that describes the 4 kinds of angles we ve studied this week in class. 1. Think of as many concrete details (CDs) that would fit the prompt and write them below: 2. Circle the ones you want to use in your paragraph. You may use the 2 best or more than 2 if it makes your paragraph stronger. 3. Decide the best order and label them below (CD1 in red next to the first one and CD2 in red next to the second one and so on). acute -- CD1 right -- CD2 obtuse -- CD3 straight -- CD The Jane Schaffer Writing Program janeschaffer.com

39 PROMPT: TOPIC SENTENCE: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk paragraph that describes the four kinds of angles we ve studied this week. REVISED TOPIC SENTENCE: 51 CDs CMs CONCLUDING SENTENCE: As a result, As a result of, Consequently, Therefore, In conclusion, To summarize, By, If/then The Jane Schaffer Writing Program

40 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk paragraph that describes the four kinds of angles we ve studied this week. 52 TOPIC SENTENCE: There are four kinds of angles in this chapter. REVISED TOPIC SENTENCE: CDs CMs CONCLUDING SENTENCE: As a result, As a result of, Consequently, Therefore, In conclusion, To summarize, By, If/then The Jane Schaffer Writing Program

41 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk paragraph that describes the four kinds of angles we ve studied this week. 53 TOPIC SENTENCE: There are four kinds of angles in this chapter. REVISED TOPIC SENTENCE: CDs CMs right acute straight obtuse CONCLUDING SENTENCE: As a result, As a result of, Consequently, Therefore, In conclusion, To summarize, By, If/then The Jane Schaffer Writing Program

42 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Write a one-chunk paragraph that describes the four kinds of angles we ve studied this week. 54 TOPIC SENTENCE: There are four kinds of angles in this chapter. REVISED TOPIC SENTENCE: CDs CMs right acute straight obtuse CONCLUDING SENTENCE: By understanding degree measurements, I can easily classify angles The Jane Schaffer Writing Program

43 3+:0 TS CD Angles can be classified into four different categories, depending on their degree measurements. CD CD CS 3+:0 Angles can be classified into four different categories, depending on their degree measurements. The four categories are acute, right, obtuse, and straight. The angles are defined by their relationship to 90. Acute angles are less than 90. Right angles are equal to 90. Obtuse angles are greater than 90 but less than 180. Straight angles are 180 (which is equal to two 90 angles.) By understanding degree measurements, I can easily classify angles The Jane Schaffer Writing Program TS CDs The four categories are acute, right, obtuse, and straight. The angles are defined by their relationship to 90. Acute angles are less than 90. Right angles are equal to 90. Obtuse angles are greater than 90 but less than 180. Straight angles are 180 (which is equal to two 90 angles.) 2005 The Jane Schaffer Writing Program By understanding degree measurements, I can easily classify angles. 55 CS

44 56 STEPS IN WRITING THE PARAPHRASED ONE-CHUNK EXPOSITORY/INFORMATIONAL/NON-FICTION PARAGRAPH RATIO OF CD: CM = 2+:1 Step 1: Think of a unit in your curriculum. Write the name of the unit in the space below: You won t do steps 2-4 today. We do complete them as appropriate when we are planning lessons for our classes. Step 2: Which standard are you addressing? Step 3: From all the sub-standards/strands, choose one for the assignment and copy it here: Step 4: From that sub-standard/strand, choose one concept and copy it here: Step 5: You will write your prompt here. Finish the following prompt starter to create your prompt, choosing a verb from this following list or adding one of your own. Write a one-chunk paragraph (2+:1 ratio) that (discusses, comments on, analyzes, interprets, explores) Step 6: Write your topic sentence in BLUE ink on the T-chart, using phrases from your prompt to do it. Step 7: On the Gathering CDs page, make a list of possible concrete details for your prompt The Jane Schaffer Writing Program janeschaffer.com

45 57 Step 8: Choose the 2 best CDs from your brainstorming, decide the best order for them, and copy them in RED ink on the left-hand side of the T-chart. Step 9: Using the CM helper on the T-chart to think of some thoughts, fill in the first circle for your first CD in GREEN. Then web off the circle in GREEN with at least 2 thoughts that dig deeper. Step 10: Using the CM helper again, fill in the second circle for your second CD in GREEN. Then web off the circle in GREEN with at least 2 thoughts that dig deeper. Step 11: Choose the biggest thought on the green side the most important thought -- and use it to revise your topic sentence in BLUE in the space provided at the top. Step 12: Choose one or more ideas from the green side for your commentary sentence, and write it in GREEN at the bottom in the space provided. Step 13: Choose one or more ideas from the green side for your concluding sentence, and write it in BLUE at the bottom in the space provided. The concluding sentence gives a finished feeling to the paragraph. Step 14: Transfer your sentences to butcher paper, write the paragraph in color coding, and put everyone s names at the bottom. Step 15: Get a piece of butcher paper and one set of colored pens. Write your paragraph in color coding on the butcher paper. Make it look like a paragraph with only the topic sentence indented. Put everyone s names on the paper and post it on the wall The Jane Schaffer Writing Program janeschaffer.com

46 58 GATHERING CDS Prompt: 1. Think of 4 or more possible concrete details (CDs) that would fit the prompt and write them below: 2. Circle the 2 that fit the assignment the best. 3. Decide the best order and write CD1 in red next to the first one and CD2 in red next to the second one The Jane Schaffer Writing Program janeschaffer.com

47 PROMPT: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH TOPIC SENTENCE:. REVISED TOPIC SENTENCE:. 59 CDs CMs (This is/was important because)... Why? 1 ST CD: 2 ND CD: COMMENTARY SENTENCE:. CONCLUDING SENTENCE: The Jane Schaffer Writing Program

48 2+:1 60 TS 1 ST CD 2 ND CD CM CS 2005 The Jane Schaffer Writing Program

49 2+:1 61 TS 2 OR MORE CDS CM CS 2005 The Jane Schaffer Writing Program

50 PARAGRAPH FORM 62

51 SAMPLE TIMELINE EMBEDDING THE JANE SCHAFFER WRITING PROGRAM INTO THE CURRICULUM MODEL - ELA Day 5 Day 4 Day 3 Day 2 Day 1 What are you teaching today? What are you teaching today? What are you teaching today? What are you teaching today? What are you teaching today? Romeo and Juliet Act I, scene 5 Romeo and Juliet Act I, scene 4 Romeo and Juliet Act I, scene 3 Romeo and Juliet Act I, scene 1 Romeo and Juliet Prologue & Act I What piece of the writing program could you include in today s lesson? What piece of the writing program could you include in today s lesson? What piece of the writing program could you include in today s lesson? What piece of the writing program could you include in today s lesson? What piece of the writing program could you include in today s lesson? In this scene, Romeo sees Juliet at the Capulets party. With a partner, do a T- chart for today s scene between Romeo and Benvolio. Working independently, gather as many CMs ideas as possible for this CD: With a partner, find 2 possible CDs that show the anger between the servants Write 25 words of CM saying what you think about arranged marriages. Working independently, web off the word impulsive Pick 3 CDs that show Romeo s mood in this scene, circle the best CD, and gather CMs for it. Juliet learns she will marry Paris within the week. Now talk with your partner and put an asterisk * next to the better of the two CDs 63 (Monday we would do a shared-writing paragraph on Romeo.) The Jane Schaffer Writing Program janeschaffer.com

52 64 Day 1 What are you teaching today? Greece: Overview What piece of the writing program could you include in today s lesson? Today we talked about the Greek city-state. Write 1 CD sentence that finishes this thought: Today I learned that.. SAMPLE TIMELINE EMBEDDING THE JANE SCHAFFER WRITING PROGRAM INTO THE CURRICULUM SOCIAL STUDIES MODEL Day 2 Day 3 Day 4 Day 5 What are you teaching today? What are you teaching today? What are you teaching today? What are you teaching today? Greece: Sparta and Athens Greece and Rome: Socrates, Plato, and Aristotle Greece: Political Terms: Rome What piece of the writing program could you include in today s lesson? What piece of the writing program could you include in today s lesson? What piece of the writing program could you include in today s lesson? What piece of the writing program could you include in today s lesson? Write 25 words of commentary saying whether you would rather live in Sparta or Athens. Today we read about Socrates, Plato, and Aristotle. Write 1 CD sentence about each man that says what he believed was important (his philosophy). Start your sentences this way: 1. Socrates believed that 2. Plato believed that.. 3. Aristotle believed that Write a 25-word paragraph defining the word democracy and giving examples from the textbook or real life. Here is your topic sentence: Democracy means government by the people. Today we read a primary source, a passage by Judas Maccabaeus. List 3 reasons (CMs) why it s important to read primary sources The Jane Schaffer Writing Program janeschaffer.com

53 65 SAMPLE TIMELINE EMBEDDING THE JANE SCHAFFER WRITING PROGRAM INTO THE CURRICULUM MATH Day 1 Day 2 Day 3 Day 4 Day 5 What are you teaching today? What are you teaching today? What are you teaching today? What are you teaching today? What are you teaching today? Number Sense and Algebraic Thinking What piece of the writing program could you include in today s lesson? The Number Line What piece of the writing program could you include in today s lesson? Ratios What piece of the writing program could you include in today s lesson? What piece of the writing program could you include in today s lesson? What piece of the writing program could you include in today s lesson? Write 25 words of concrete detail saying what you learned today about positive and negative numbers. NA Write one CD sentence defining the word ratio The Jane Schaffer Writing Program janeschaffer.com

54 66 SAMPLE TIMELINE EMBEDDING THE JANE SCHAFFER WRITING PROGRAM INTO THE CURRICULUM MODEL FOR SCIENCE CELLS AND HEREDITY Day 1 Day 2 Day 3 Day 4 Day 5 What are you teaching today? What are you teaching today? What are you teaching today? What are you teaching today? What are you teaching today? Cell Structure and Function Plant vs. Animal Cells Importance of the Nucleus Mitochondria and Chloroplasts Mitosis What piece of the writing program could you include in today s lesson? What piece of the writing program could you include in today s lesson? What piece of the writing program could you include in today s lesson? What piece of the writing program could you include in today s lesson? What piece of the writing program could you include in today s lesson? List all the parts of the cell. Label them CDs. Right half of the room: list the CDs that are the same in plant and animal cells. Left half of the room: list the CDs that show the differences. CM thoughts in science can mean connecting and applying the idea to real life. Finish this thought as many times as you can: The nucleus is like a/an/the because NA Write 4 CD sentences (1 for each phase), telling me what each phase does: prophase metaphase anaphase telophase 2006 The Jane Schaffer Writing Program janeschaffer.com

55 67 SAMPLE TIMELINE EMBEDDING THE JANE SCHAFFER WRITING PROGRAM INTO THE CURRICULUM Day 1 Day 2 Day 3 Day 4 Day 5 What are you teaching today? What are you teaching today? What are you teaching today? What are you teaching today? What are you teaching today? What piece of the writing program could you include in today s lesson? What piece of the writing program could you include in today s lesson? What piece of the writing program could you include in today s lesson? What piece of the writing program could you include in today s lesson? What piece of the writing program could you include in today s lesson? 2006 The Jane Schaffer Writing Program janeschaffer.com

56 68 CHUNK Prompt: Topic sentence (blue) ONE-CHUNK (2+:1) PARAGRAPH FORMULA/STRUCTURE Write a one-chunk (2+:1) paragraph that discusses the significance of the Code of Hammurabi. 1) Hammurabi s Code reflected major changes in the way that rules were followed. 2) Unlike less progressive societies, the Code was openly displayed for all to see. 3) In some cultures, a ruler could decide arbitrarily, but under Hammurabi, certain laws were beyond the ability of even a king to change ( Code ). 4) For the first time, there was a public record of what was accepted and what was not. 5) Hammurabi s Code laid the foundation for future legal systems. Concrete Details (red) Concluding sentence (blue) Commentary Sentence (green) 2007 The Jane Schaffer Writing Program janeschaffer.com

57 GATHERING CDS Prompt: Write a one-chunk (2+:1) paragraph that discusses the significance of the Code of Hammurabi. 1. Think of 4 or more possible concrete details (CDs) that would fit the prompt and write them below: 2. Circle the 2 that fit the assignment the best. 3. Decide the best order and write CD1 in red next to the first one and CD2 in red next to the second one The Jane Schaffer Writing Program janeschaffer.com GATHERING CDS Prompt: Write a one-chunk (2+:1) paragraph that discusses the significance of the Code of Hammurabi. 1. Think of 4 or more possible concrete details (CDs) that would fit the prompt and write them below: 2. Circle the 2 that fit the assignment the best. 3. Decide the best order and write CD1 in red next to the first one and CD2 in red next to the second one. All of these quotations are from the article, The Code of Hammurabi, located at this website: en.wikipedia.org/wiki/code_of_hammurabi. was openly displayed for all to see -- CD1 No man could plead ignorance of the law as an excuse. The Code contains an enumeration of crimes and their various punishments as well as settlements for common disputes and guidelines for citizens' conduct. The Code does not provide opportunity for explanation or excuses. The code is often pointed to as the first example of the legal concept that some laws are so basic as to be beyond the ability of even a king to change. CD The Jane Schaffer Writing Program janeschaffer.com 69

58 PROMPT: TOPIC SENTENCE: REVISED TOPIC SENTENCE: 70 CDs CMs (This is/was important because)... Why? 1 ST CD: Lead-in: Quotation: (...) 2 ND CD: Lead-in: Quotation: (...) COMMENTARY SENTENCE: CONCLUDING SENTENCE: 2007 The Jane Schaffer Writing Program janeschaffer.com

59 T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH PROMPT: TOPIC SENTENCE: REVISED TOPIC SENTENCE: CDs CMs (This is/was important because)... Why? 1ST CD: T-CHART FOR EXPOSITORY/INFORMATIONAL/PERSUASIVE PARAGRAPH Lead-in: PROMPT: Write a one-chunk paragraph that discusses the significance of the Quotation: ( ). Code of Hammurabi. n on on on on on on 2ND CD: Lead-in: Quotation: ( ). COMMENTARY SENTENCE: CONCLUDING SENTENCE: 2007 The Jane Schaffer Writing Program janeschaffer.com TOPIC SENTENCE: Hammurabi s Code was very important. REVISED TOPIC SENTENCE: Hammurabi s Code reflected major changes in the way that rules were followed. CDs CMs (This is/was important because)... Why? no longer ruled by whim or arbitrary decisions 1ST CD: Lead-in: Unlike less progressive societies, the Code was It gave a public record of what was accepted and no one could plead ignorance. Quotation: openly displayed for all to see. other societies more oppressive, less progressive model for later societies 2ND CD: Everyone had to follow the same rules. Lead-in: In some cultures, a ruler could decide arbitrarily, but under Hammurabi, certain laws were Quotation: beyond the ability of even a king to change ( Code ). no more arbitrary rulers COMMENTARY SENTENCE: For the first time, everyone had a public record of what was accepted and what was not. CONCLUDING SENTENCE: Hammurabi s Code laid the foundation for later legal systems The Jane Schaffer Writing Program janeschaffer.com 71 n

60 72 COMPLETING THE T-CHART FOR THE 2+:1 EXPOSITORY T-CHART Follow this sequence to complete the T-chart for your expository/informational paragraph: 1. Write the topic sentence in blue. 2. Copy the 2 CDs in red from the Gathering CDs page. 3. Think of CM thoughts for the 1 st CD and write them in green. Use the CM helper or the question Why? if they work for you. 4. Think of CM thoughts for the 2 nd CD and write them in green. Use the CM helper or the question Why? if they work for you. 5. Write the revised topic sentence in blue, using the biggest, most important thought from the green side. (5 can come after 7 if you prefer.) 6. Write the lead-in for the 1 st CD in black, using an idea from the green side. 7. Write the lead-in for the 2 nd CD in black, using an idea from the green side. 8. Write the CM sentence in green, using an idea from the green side. 9. Write the CS in blue, using an idea from the green side The Jane Schaffer Writing Program janeschaffer.com

61 2+:1 73 TS Hammurabi s Code reflected major changes in the way that rules were followed. 1 ST CD Unlike less progressive societies, the Code was openly displayed for all to see. 2 ND CD In some cultures, a ruler could decide arbitrarily, but under Hammurabi, certain laws were beyond the ability of even a king to change ( Code ). CM For the first time, there was a public record of what was accepted and what was not. CS Hammurabi s Code laid the foundation for future legal systems The Jane Schaffer Writing Program janeschaffer.com

62 74 CLOSE READING QUESTIONS ELEANOR ROOSEVELT PASSAGE Prompt: Write a one-chunk paragraph that discusses Eleanor Roosevelt s influence on the role of the First Lady. (Passage from the NY State Regents Exam). Read the article on Eleanor Roosevelt and work in pairs or small groups to answer the following questions. To start, number the paragraphs (5 of them). 1. Gather CDs that fit the prompt. You can underline them in the passage or copy them on the Gathering CDs page. Remember to include quotation marks and page numbers if they appear in the passage. 2. Divide the passage into sections (3 or more). Then say what each section focuses on. 3. Think about the author s purpose in writing this passage. Finish this sentence starter as many times as you have thoughts. Make sure your ideas are commentary, not concrete detail. The author wrote this passage to The Jane Schaffer Writing Program janeschaffer.com

63 75 GATHERING CDS Prompt: You will be writing a one-chunk paragraph that discusses Eleanor Roosevelt s influence on the role of the First Lady. Read the article on America s First Ladies on the next 2 pages. While you read, identify possible CDs from the passage that would fit the prompt. Underline them in the text or copy them below. Make sure to include quotation marks and page numbers if they are included The Jane Schaffer Writing Program janeschaffer.com

64 76 American First Ladies When George Washington was elected the first President of the United States, there was much discussion about the role his wife, Martha, should play. Lady Washington, the people began to call her. But Martha did not want to be treated like royalty or aristocracy. She decided that she would be an equal partner with her husband on social occasions. By doing this, she established a very important role for the President s wife hostess for the nation. That role was expanded by James Madison s wife, Dolley Madison, the first woman to be called First Lady. During the early 1800s, women had few rights. They could not vote or take part in politics. Married women were not even allowed to own property or make a will. A woman s education was usually limited to homemaking skills. But Dolley Madison came from a Quaker family whose community opened its schools to boys and girls. Dolley became an outgoing woman with strong opinions, whose influence on her husband was well known. She was also considered to be the center of society in Washington, D.C., hosting receptions at which politicians and diplomats gathered along with the general public. After her death in 1849, Dolley was honored by President Zachary Taylor, who called her truly our First Lady for half a century. Many other First Ladies had strong influences on their husbands, but a woman who really made the job her own was Anna Eleanor Roosevelt, the wife of Franklin Delano Roosevelt. Just two days after her husband s inaugural in 1933, Eleanor held the first press conference ever given by a presidential wife. During FDR s presidency, Eleanor was always there with suggestions, proposals, and ideas. Sharecroppers, 1 garment workers, students, and other people whom she had encountered on her travels were brought to Washington to meet the President. 1 sharecropper: tenant farmer Page 12 Session 2: Part 1 Copyright 2001 by New York State Department of Education.

65 Travel she did some 38,000 miles in her initial year as First Lady. FDR, weakened by polio, which he had contracted in 1921, was not able to travel easily. Eleanor became the eyes and ears of her husband, often making fact-finding trips for him. She saw and inspected everything from prisons to hospitals during those years of the Great Depression. 2 She also traveled across the country on lecture tours, wrote articles for magazines, and even wrote a daily newspaper column. During World War II, she became FDR s ambassador to the troops overseas. After her husband s death in 1945, Eleanor was appointed U.S. delegate to the United Nations, where she helped to create the Universal Declaration of Human Rights. To honor Eleanor Roosevelt s life of service, President Harry Truman called her The First Lady of the World. At her funeral in 1962, Eleanor Roosevelt s remarkable career was summed up by former presidential candidate Adlai Stevenson: She would rather light a candle than curse the darkness the Great Depression: a period of tremendous economic hardship in the United States and other countries during the 1930s. Some Famous First Ladies in History Library of Congress, Prints and Photographs Division (LC-USZ DLC) Library of Congress, Prints and Photographs Division (LC-USZ DLC) Library of Congress, Prints and Photographs Division (LC-USZ DLC) Library of Congress, Prints and Photographs Division (LC-USZ DLC) Martha Washington ( ) Dolley Madison ( ) Edith Wilson ( ) Eleanor Roosevelt ( ) Declaration of Independence signed 1787 United States Constitution is written 1861 Civil War begins 1929 Great Depression begins th Amendment gives women the right to vote Copyright 2001 by New York State Department of Education. Session 2: Part 1 Go On Page 13