WRITING Changes Your Life By MRS. DIANNE JOHNSON.

WRITING Changes Your Life

ByMRS. DIANNE

JOHNSON

AGENDA FOR WRITING PERSUASIVE ANDEXPOSITORY ESSAYS

BYDIANNE JOHNSON

 I. INTRODUCTION (TEN MINUTES)II. ASSESSMENT IN MY CLASSROOM (FIVE MINUTES)III. THE WRITING PROCESS (FIFTEEN MINUTES)

A. PERSUASIVE – DISCUSS AND THEN SHOW VIDEO B. EXPOSITORY – DISCUSS AND THEN SHOW VIDEOIV. ACTIVITY ON HOW TO WRITE THE INTRODUCTION, BODY AND CONCLUSION WITH A SHEET OF PAPER (THE GROUP) - (FIFTEEN MINUTES)V. SELF-ASSESSMENT USING RUBRIC (FIVE MINUTES)VI. ACTIVITY ON GEORGIA DEPT OF EDUCATION(READ ESSAYS AND SCORE THEM) (TEN MINUTES)VII. VIDEO ON WRITING ESSAYS (TEN MINUTES)VIII. QUESTIONS (FIVE MINUTES)

TIME + SPACE + CHOICE = REAL WRITING

DO YOU HAVE A WRITING CLASSROOM?

1. AFTER RECEIVING A WRITING ASSIGNMENT, DO YOUR STUDENTS

A. GROAN B. SIGH C. WHINE “HOW LONG DOES IT HAVE TO BE? D. SAY “YIPPEE!”

2. WHEN YOU ANNOUNCE IT IS WRITING TIME, DO YOUR STUDENTS

A. GROAN B. SIGH C. SAY “HOW MANY SENTENCES DO I HAVE TO WRITE?” D. SAY “YIPPEE!”

3. WHEN YOU ANNOUNCE THERE IS NO TIME TO WRITE TODAY, DO YOUR STUDENTS

A. SHOUT “HOORAY!” B. SIGH IN RELIEF C. SAY “YIPPEE!” D. THROW THINGS AT YOU

REASONS TO WRITE

• TO INFORM• TO

ENTERTAIN• TO

PERSUADE• TO

EVALUATE

• TO INSTRUCT

• TO EXPRESS ONESELF

• TO DESCRIBE

How do you assess?

Assessment #1

ASSESSMENT #1 – K-W-L- CHART (THE WRITING PROCESS)

By using the KWL chart, students will write five things they have learned so far on the writing process.

This assessment allows me to see what the students have learned about the writing process. After we have finished discussing the Know and Want from the chart, students will tell what they have Learned and understood from the writing process.

https://www.teachingchannel.org/videos/structured-learning-teaching-tip

Assessment #2ASSESSMENT #2 – ESSAY WRITING

NAME __________________________________ DATE REVIEWED ___________________

Students are able to ask questions. I will give the students suggestions on what to work on. Also, I will give feedback on what the students need to improve on. This also allows them to know what they need from me as a teacher.

Essay #1 _____________ Essay #2 _____________ Essay #3 _____________ Essay #4 _____________ This section allows me to see how the students understand the writing process. They let me know what they don’t understand and I give them feedback as to what they need to include in their essay. This allows both the teacher and students to communicate.

Assessment #3ASSESSMENT #3 EXPLAIN (EXPOSITORY) COMPREHENSION - Gifted Hand by Ben Carson

1. Explain Ben’s natural ability he has to operate on his patients. 2. Explain Ben’s drive back from Yale when Candy went to sleep. 3. How is Ben’s experience with the Warnicks different from his experiences with other

patients and their families? 4. How do the media influence Ben’s career goals to today’s youth?

This assessment allows me to see how much the students understand the book that we are reading in class. This is comprehension strategy from the chapters in the book. We could

Assessment #4

ASSESSMENT #5 (SELF-ASSESS)

With two other partners, discuss and brainstorm on a sheet of paper the Think Big Strategy that Ben Carson used to become a successful surgeon. (Groups of twos)

This assessment allows students to “self-assess” his or her own level of learning, prior knowledge, and experience on Ben’s Think Big Strategy. This will better help students understand the Think Big Strategy and the chapter we read from the classroom novel.

For many students, writing can be intimidating, upsetting and mystifying. Students can be defensive about any criticism on their writing from their students and peers.

By approaching writing as a process, instructors encourage students to postpone closure on a piece of writing until they have explored all of its possibilities.

Breaking the act of writing down into distinct steps enables students to maintain perspective on their writing, to understand that the feedback is about a specific aspect of their writing, and to discover they can master and yes, even enjoy writing!

Some students find writing difficult

Teach Me How to Write

TEACH ME – I WANT TO WRITE. TEACH ME - SHOW ME BECAUSE I

JUST DID NOT GET IT ON YESTERDAY. (THE WRITING PROCESS)

The Writing Process: The Steps to Writing Success

Good writing is essential for success in school and the 21st Century workplace. Writing is a complex combination of skills which is best taught by breaking down the process. The writing process involves a series of steps to follow in producing a finished piece of writing.

Steps in the Writing Process

1. Pre-writing: This is the planning phase of the writing process, when students brainstorm, research, gather and outline ideas, often using diagrams for mapping out their thoughts. Audience and purpose should be considered at this point, and for the older students, a working thesis statement needs to be started.2. Drafting: Students create their initial composition by writing down all their ideas in an organized way to convey a particular idea or present an argument. Audience and purpose need to be finalized.3. Revising: Students review, modify, and reorganize their work by rearranging, adding, or deleting content, and by making the tone, style, and content appropriate for the intended audience. The goal of this phase of the writing process is to improve the draft.4. Editing: At this point in the writing process, writers proofread and correct errors in grammar and mechanics, and edit to improve style and clarity. Having another writer’s feedback in this stage is helpful.5. Publishing: In this last step of the writing process, the final writing is shared with the group. Sharing can be accomplished in a variety of ways, and with the help of computers, it can even be printed or published online.

http://www.youtube.com/watch?v=39utTLsUmVwhttp://www.youtube.com/watch?v=39utTLsUmVw

How to begin a response

WRITING A SUPER PARAGRAPH

WRITING A SUPER PARAGRAPH IS LIKE BUILDING A TASTY SANDWICH WITH

THREE DISTINCT PART. TOPIC SENTENCE

STATES THE MAIN IDEA __________

SUPPORTING DETAILS

(THREE TO FIVE DETAILS THAT___________

SUPPORT THE TOPIC SENTENCE)

CLOSING SENTENCE________________________________

RESTATE THE TOPIC

When planning your essay consider this format:Persuasive Essay

AND

I. Introduction A. Subject B. Main Points C. THESISII. Point One A. Intro and explanation of point B. Evidence C. How point relates to thesisIII. Point Two A. Intro and explanation of point B. Evidence C. How point relates to thesis

Expository ESSAY IV. Point Three

A. Intro and explanation of pointB. EvidenceC. How point relates to thesis

V. ConclusionA. Restate subjectB. Summarize Main Points C. Restate THESIS (B and C can be combined into the proof)

We Will Write an Essay

We will take a few minutes to write the introduction, body, and conclusion on your paper in blue or black ink. Allow enough space to write. We will write Introduction on in THE FIRST BLOCK. The body paragraphs can be written in Block Two, Three, Four, Five or Six and the Conclusion will be on the LAST BLOCK . Then we will SHARE AND SELF-ASSESS OR WITH PEERS. WE CAN LIST OR USE A CLUSTER TO GET OUR IDEAS TOGETHER.

WRITING – PRETEST – TOPIC - PARAGRAPHS

YOUR TOPIC FOR THE DAY IS:

CELL PHONES ARE SO IMPORTANT IN THE 21ST CENTURY. IN MIDDLE SCHOOL, SOME STUDENTS ARE NOT ALLOWED TO USE THEIR PHONES. WRITE A PERSUASIVE ESSAY TO YOUR LOCAL BOARD CONVINCING THEM HOW IMPORTANT IT WOULD BE TO USE CELL PHONES IN SCHOOL.

WE WILL WRITE AN ESSAY CONTINUES

YOU WILL USE A CLUSTER SHEET TO GET YOUR IDEAS TOGETHER BEFORE WRITING YOUR ESSAY.

Should students use their cell phones in middle school?

Students should be able to use their phones in school because of _____________, ________________, and _________________.

(PASS OUT MODEL ESSAY TO GO BY)

SENTENCE STRUCTURE

YOUR ESSAYS SHOULD INCLUDE THE FOLLOWING:

COMPLEX SENTENCES SUBORDINATING CLAUSES COMPOUND COMPLEX SENTENCES SIMPLE SENTENCES COMPOUND SENTENCES

There are three main reasons for using transitional phrases within your writing:1. Using transitional words and phrases helps papers read more smoothly by providing coherence.

2.A coherent paper allows the reader to flow from the first supporting point to the next.

3. Transitions indicate relations, whether from sentence to sentence, from paragraph to paragraph, or from one idea to the next.

• Using transitional words and phraseshelps papers read more smoothly, and at the same time allows the reader to flow more smoothly from one point to the next.

• Transitions enhance logical organization and understandabilityand improve the connections between thoughts. They indicate relations,whether within a sentence, paragraph, or paper.

• This list illustrates categories of "relationships" between ideas,followed by words and phrases that can make the connections:

Addition:also, again, as well as, besides, coupled with, furthermore, in addition, likewise,

Support Transitions: Here are some transitional openers for your Commentaries:

•In other words, CONCLUDING TRANSITIONS•Clearly, Finally, Hence, Overall,•Furthermore, In conclusion, So, In the end,•However, Lastly•Nonetheless,•In regards to•One can see•This shows that (use this sparingly)•Consequently,•Thus, •Hence,

Essay Transitions Example Openers: Here are some openers to use to start your Concrete Details:•For example•For instance,•Most noticeably,•In the story/poem/book/chapter,•As seen in the story,•In fact,•In addition,•Another example/instance,•To begin with,•As presented by the author,

USE THE RUBRIC TO SELF – ASSESS YOUR ESSAYS

SEE THE ATTACHED RUBRIC FOR SELF-ASSESSMENT

PASS OUT RUBRIC

Student Name:__________________________Teacher/Block:______________________Date:______________

WRITING RUBRIC

CATEGORY 5 4 3 2

1

Ideas/Content 40%

Consistent focus on the topic, great controlling ideas, supporting ideas throughout the paper, response fully addresses reader concerns, appropriate strategies to develop the writer’s ideas. Cites resources/textual evidence in the appropriate manner as needed.

Consistent focus on the topic, well developed controlling ideas, supporting ideas throughout the paper, response addresses reader concerns, response is appropriate to assigned genre.

Generally consistent focus on assigned topic

and purpose, developed

controlling ideas, most supporting

ideas are relevant to the topic, ideas

are developed with some examples and

details, sufficient information to

address the topic, response generally

appropriate.

Limited focus on topic, minimally developed controlling ideas, supporting ideas are vague, response lacks information, some details are not important, response does not demonstrate genre awareness.

Lack of focus on the topic, lack of controlling idea, absence of supporting ideas, majority of details are not important, response is inappropriate to the genre.

Organization 20%

Logical sequencing of ideas, introduction engages & sets the stage, conclusion ends without repetition, transitions are varied & extend beyond traditional words.

Structure guides the reader, logical sequencing,

introduction sets the stage, and

conclusion ends without repetition, logical grouping of

ideas, varied transitions link the

paper.

Generally clear sequence of ideas, introduction is clear

and conclusion provides closure,

related ideas generally grouped

together within paragraphs,

transitions link parts of the paper.

Writing is formulaic, minimal

evidence of sequencing, lack of

an effective introduction and

conclusion, ideas are not arranged in a meaningful

order, limited use of transitions.

No evidence of an organizing strategy, unclear sequence of ideas, lacks an introduction/ conclusion, unrelated ideas included in paragraphs, lack of transition, insufficient writing.

Style 20%

Keeps the audience attention, variety of carefully crafted sentences of varying lengths, structures and beginnings, engaging language. Use of figurative language.

Word choice is engaging, attention to audience in introduction, body and conclusion, consistent voice, sentences vary, some strategies to engage the reader.

Word choice is clear, some variation in sentence length and structure, some appropriate strategies to engage the reader.

Language and tone are uneven, word choice is simple, little variation in sentence structure.

Language and tone are flat, little or no attention to the audience, writer’s voice is vague, lack of sentence variety.

Conventions/ Language

20%

Correct end punctuation, variety of

subordination and coordination

strategies, correct subject-verb &

pronoun – antecedent agreement, correct

mechanics, infrequent, if any

errors.

Correct end punctuation, few errors, correct usage with few errors, correct

mechanics with few errors, errors are

generally minor and do not interfere with

meaning.

End punctuation is generally correct, some errors with

complex and compound

sentences, few with simple, generally

correct usage, generally correct mechanics, few

errors interfere with meaning.

Minimal control in usage, mechanics, and punctuation,

errors with compound and

complex sentences, frequent errors with

usage and/or mechanics, some

errors interfere with meaning.

Frequent sentence

fragments, run-ons and incorrect

sentences, end punctuation

incorrect, errors in usage and mechanics,

errors interfere with meaning,

insufficient writing.

http://www.youtube.com/watch?v=RodUHlwVabAhttp://www.youtube.com/watch?v=RodUHlwVabA

ESSAY WRITING

VIDEO ON WRITING

https://www.teachingchannel.org/videos/ell-essay-structure-lessonhttps://www.teachingchannel.org/videos/ell-essay-structure-lesson

GOOD VIDEO FOR ESL STUDENTS

https://www.teachingchannel.org/videos/ell-essay-structure-lesson

What is an Essay

http://www.youtube.com/watch?v=9B-x_8iYFtQ

COMPOSITON ESSAY (THIS IS A VIDEO THAT EXPLAINS HOW TO WRITE AN ESSAY)

THE FOUR TYPES OF WRITINGESSAY

EXPOSITORY WRITING– GIVES

FACTS OR DIRECTIONS, IDENTIFIES OR EXPLAINS.

WRITING PERSUASIVE

WRITING EXPRESSES

AN OPINION AND TRIES TO CONVINCE A READER TO SUPPORT IT.

THE FOUR TYPES OF WRITING CONTINUES

ESSAY

DESCRIPTIVE WRITING

GIVES A CLEAR AND VIVID PICTURE OF A PERSON, PLACE, THING, OR EVENT.

WRITING NARRATIVE WRITING

INCULDES A SERIES OF EVENTS IN ORDER CONFLICT THAT LEAD TO ACTION

A CLIMAX OR TURNING POINT IN THE ACTION A SATIFYING ENDING

Parts of the Persuasive Essay

• The IntroductionThe introduction has a "hook or grabber" to catch the reader's attention. Some "grabbers" include:

• Opening with an unusual detail: (Manitoba, because of its cold climate, is not thought of as a great place to be a reptile. Actually, it has the largest seasonal congregation of garter snakes in the world!)

.

INTRODUCTION Writing the Introduction to an Essay

A Paragraph That Creates Interest in What You Have to Say

Think of your introductory paragraph as a recipe with three important

ingredients: 1. a strong topic sentence  2. mention of the main points your

essay will cover  3. a concluding sentence

The HookOne way to grab your reader's attention is

with an interesting quotation, question, or piece of information 

in the topic sentence:

 "I do not like to write -- I like to have written," reflected American

author Gloria Steinem. or

"Have you ever eaten a sundae so big that it almost toppled over before you

could finish?“ or

"Not all animals that have fins and swim in the ocean are actually fish."

Write a Topic Sentence

Here are some ways to do this:

•  start with a hook 

            (use a question or quotation)•  start with a plan 

            (tell your reader what to expect)•  start with a teaser 

            (build curiosity & anticipation)

The Plan

Another way to begin your essay is with a  topic sentence that simply lists each subject you will be covering:

"My three favorite foods are spaghetti, pizza, and jelly beans."

This opening sentence helps you easily divide the rest of your essay into its three different paragraphs and tells readers

what they can expect.

 The Teaser 

You can also build your essay better by creating a topic sentence that is an action statement:

The Teaser

"We practiced all week to get ready for the big

game."

Now the reader really wants to know how hard you practiced, and whether all that work paid off!

The No-No  Here is a type of topic sentence that is not

a very strong way to begin your essay:

"Hi my name is . . . and I’m going to 

tell you about . . ."

I KNOW WHO YOU ARE – SHOW IT IN YOUR PAPER!!!!!!!!!!!

The readers know you're going to tell them something, so you don't need to say it. Just introduce the subject and begin.

Mention your main points

But don't give everything away!

Assuming you started with a topic sentence relating to sports in general, this would be a good follow-up

sentence mentioning the main points of your essay: 

However, the three sports that I like best are soccer, tennis, and riding.

Your concluding sentence

This is okay, but needs stronger writing:

"Here are the reasons why I love penguins."

This includes much stronger word choices: "Your favorite animal is probably

not the penguin, but you might change your mind after you hear my reasons for loving penguins so

much."

Remember to follow the "recipe" to write a strong introductory

paragraph:

topic sentence + main points + concluding sentence

Science fiction is such a fascinating genre for middle school students. Of all the books I've read this year in 6th grade, my favorite ones are Dark Life, Ink heart, and A Wrinkle in Time. You probably wouldn’t pick the same books, but you might just change your mind after you hear the reasons these science fiction stories are my favorites.

VIDEO ON SUPPORTING DETAILS

http://www.youtube.com/watch?feature=player_embedded&v=yF9uKLG10Y4

• Opening with a strong statement: (Cigarettes are the number one cause of lighter sales in Canada!)

• Opening with a Quotation: (Elbert Hubbard once said , "Truth is stronger than fiction.")

• Opening with an Anecdote: An anecdote can provide an amusing and attention-getting opening if it is short and to the point

5. Opening with a Statistic or Fact: Sometimes a statistic or fact will add emphasis or interest to your topic. It may be wise to include the item's authoritative source6. Opening with a Question. (Have you ever considered how many books we'd read if it were not for television?)7. Opening with an Exaggeration or Outrageous Statement. (The whole world watched as the comet flew overhead.)The introduction should also include a thesis or focus statement.The Thesis/Hypothesis is your statement of purpose. The thesis/hypothesis should be one sentence in length. This is the foundation of your essay and it will serve to guide you in writing the entire paper.

There are three objectives of a thesis statement:1. It tells the reader the specific topic of your essay.2. It imposes manageable limits on that topic.3. It suggests the organization of your paper.

How to Write a Persuasive EssayPersuasive or

argumentative essays In persuasive or

argumentative writing, we try to convince others to agree with our facts, share our values, accept our argument and conclusions, and adopt our way of thinking.

How to Write a Persuasive Essay Elements toward building a good persuasive

essay include:• Establishing facts to support an argument • Clarifying relevant values for your audience

(perspective) • Prioritizing, editing, and/or sequencing

the facts and values in importance to build the argument

• Forming and stating conclusions • “Persuading" your audience that your

conclusions are based upon the agreed-upon facts and shared values having the confidence to communicate your "persuasion" in writing.

How to Write a Persuasive Essay Write out the questions in your own words. Think of the questions posed in the assignment

while you are reading and researching. Determine facts

• Any sources that will help you determine their reliability (as well as for further reference)

• What prejudices lie in the argumentor values that color the facts or the issue

• What you think of the author's argument List out facts; consider their importance:

prioritize, edit, sequence, discard, etc. Ask yourself "What's missing?"

How to Write a Persuasive Essay Start writing a draft! (refer to: Writing essays, the basics)Start as close as possible to your reading/researchDo not concern yourself with grammar or spelling

• Write your first paragraph• Introduce the topic• Inform the reader of your point of view!• Entice the reader to continue with the

rest of the paper!• Focus on three main points to develop

Persuasive Essay

Establish flow from paragraph to paragraph Keep your voice active

Quote sources to establish authority Stay focused on your point of view throughout the essay Focus on logical arguments Don't lapse into summary in the development--wait for

the conclusion Conclusion

Summarize, then conclude, your argumentRefer to the first paragraph/opening statement as well as the main points does the conclusion restate the main ideas?

Reflect the succession and importance of the arguments Logically conclude their development?

Persuasive Essay Continues

Edit/rewrite the first paragraphto better telegraph your development and conclusion. Take a day or two off! Re-read your paper with a fresh mind and a sharp pencil Ask yourself:Does this make sense? Am I convinced?Will this convince a reader?Will they understand my values, and agree with my facts?

Edit, correct, and re-write as necessary Check spelling and grammar! Have a friend read it and respond to your argument.

Were they convinced? Revise if necessary Turn in the paper Celebrate a job well done,

with the confidence that you have done your best.

Persuasive Essay Writing - video

http://www.youtube.com/watch?v=ZhxkbTbdz8Y

Persuasive Prompts• Snow days are great for family quality time. Too

much money is a bad thing. Teens should be required to take parenting classes.

• People should go to jail when they abandon their pets.

• Kids should get paid for good grades.

• Free speech should have limitations.

• Kids should have less homework.

• Recycling should be mandatory for everyone.

• Children should be required to read more.

• Yearly driving tests should be mandatory over a certain age.

The First Sentence Should be as Follows: As you researched your topic, you probably

discovered many interesting anecdotes, quotes, or trivial facts. This is exactly the sort of thing you should use for an engaging introduction.

Consider these ideas for creating a strong beginning.

Surprising fact: The pentagon has twice as many bathrooms as are necessary. The famous government building was constructed in the 1940s, when segregation laws required that separate bathrooms be installed for people of African descent. This building isn’t the only American icon that harkens back to this embarrassing and hurtful time in our history. Across the United States there are many examples of leftover laws and customs that reflect the racism that once permeated American society.

HOW TO WRITE - CONTINUES 2. Introduce the topic.

The next few sentences should explain your first statement, and prepare the reader for your thesis statement.

"The old yellow bus was reported to be the very one that sparked the civil rights movement, when a young woman named Rosa Parks..."

Your First Sentence Can Include:

Humor: When my older brother substituted fresh eggs for our hard-boiled Easter eggs, he didn’t realize our father would take the first crack at hiding them. My brother’s holiday ended early that particular day in 1991, but the rest of the family enjoyed the warm April weather, outside on the lawn, until late into the evening. Perhaps it was the warmth of the day and the joy of eating Easter roast while Tommy contemplated his actions that make my memories of Easter so sweet. Whatever the true reason, the fact is that my favorite holiday of the year is Easter Sunday.

Quotation: Hillary Rodham Clinton once said that “There cannot be true democracy unless women's voices are heard.” In 2006, when Nancy Pelosi became the nation’s first female Speaker of the House, one woman’s voice rang out clear. With this development, democracy grew to its truest level ever in terms of women’s equality. The historical event also paved the way for Senator Clinton as she warmed her own vocal chords in preparation for a presidential race.

HOW TO WRITE … CONTINUES

3. Make a claim or express your opinion in a thesis sentence.

At the end of your introductory paragraph, you will place a powerful thesis statement. Your thesis sentence should provide your specific assertion and convey a clear point of view.

"In refusing to surrender her seat to a white man, Rosa Parks inspired a courageous freedom movement that lives on, even today."

Your instructor will be looking for the specific elements above when reviewing your introductory paragraph, so be sure to review your first paragraph to make sure it meets these three goals.

HOW TO WRITE … CONTINUES Body

The body of the essay will include three paragraphs (if this is a five-paragraph essay), each limited to one main idea that supports your thesis. You should state your idea, then back it up with two or three sentences of evidence or examples.

Example of a main idea: "It took incredible courage for an African American woman to

make such a bold stance in 1955 Alabama." Offer evidence to support this statement: "This act took place in an era when African Americans could be

arrested and face severe retribution for committing the most trivial acts of defiance."

Include a few more supporting statements with further evidence, then use transition words to lead to the paragraph that follows. All of your body paragraphs should follow the pattern of statement, supporting ideas, and transition statement.

How to Write an Essay…Continues

Your last paragraph will be your conclusion. Conclusion The final paragraph will summarize your main points and re-assert

your main claim (from your thesis sentence). It should point out your main points, but should not repeat specific examples.

Once you complete the first draft of your essay, it's a good idea to re-visit the thesis statement in your first paragraph. Read your essay to see if it flows well.

You might find that the supporting paragraphs are strong, but they don't address the exact focus of your thesis. Simply re-write your thesis sentence to fit your body and summary more exactly.

By doing this, you will ensure that every sentence in your essay supports, proves, or reflects your thesis. Your instructor will be looking for this!

Expository Essay - Video

http://www.youtube.com/watch?v=i_tZLtmwesU

Middle School Expository/Informative Prompts

1. Imagine that you could give advice to someone—it could be someone you know personally, a historical figure, or a famous person living today. Write an essay that identifies the person and the advice you would give. Choose a familiar subject so that you can provide details and elaboration that explain why this person needs your advice. 2. In an essay, explain how disappointments can have a good side. 3. Write an essay explaining why someone you care about is important to you. 4. "Dress for success" is a phrase all of us have heard before, but it means something different to each person. Write an essay explaining what "dress for success" means to you. 5. Write an essay to explain why honesty is important in a friendship.

6. Through the years new inventions have changed the way we live. Think about one invention that has had an impact on the way you live. Now write to explain to your teacher how this invention has changed your life.

GEORGIA DEPARTMENT OF EDUCATION WEBSITE

• THIS IS WHEN I SHOW MY STUDENTS OTHER STUDENTS WRITTEN ESSAYS ACROSS GEORGIA FROM THE GEORGIA DEPARTMENT OF EDUCATION.

• STUDENTS WILL READ AND SCORE THE ESSAYS THAT THEY HAVE READ.

• THEN I WILL SAY, THIS WILL ALSO HAPPEN TO YOUR PAPER WHEN YOU WRITE THE ESSAY FOR JANUARY.

www.georgiastandards.org/Common-Core/Pages/ELA.aspx

ACTIVITY – YOU WILL READ AND SCORE

• NOW ALL OF Y0U WILL BE

GIVEN AN ESSAY FROM THE GEORGIA DEPARTMENT OF EDUCATION WEBSITE TO GRADE AND DECIDE WHAT SCORE YOU THINK THE ESSAY RECEIVED.

• SCORES FROM NUMBERS 0-5.

Graphic Organizers for your Essays

http://www.youtube.com/watch?v=liyFKUFCQno

http://www.youtube.com/watch?v=clPtbFT23Bs

How to write an introduction

Steps to the writing process

Ideas Count More on an Essay test

WORD CHOICE AND VOICE

ORGANIZATION

EDITOR’S MARKS

REFERENCEShttp://www.bing.com/images/search?q=pictures+of+students+writing+and+taking+a+test&id=684A300DADC4700B70E3EC200B4535B30E96C8AA&FORM=IQFRBA&adlt=strict#awww.georgiastandards.org/Common-Core/Pages/ELA.aspx

http://www.gadoe.org/Curriculum-Instruction-and-Assessment/Curriculum-and-Instruction/Pages/default.aspx

REFERENCES

TIME4WRITING.COM

COPYRIGHT 2012 –

WWW.TIME4WRITING.COM/FREE.WRITING-RESOURCES.COM

                   Copyright 2012 

REFERENCES

https://www.teachingchannel.org/videos/ell-essay-structure-lesson