World Literature
December 8, 2014
Do Now
After completing the handout, define and provide an
example of the following sentence types.
• Simple
• Compound
• Complex
• Compound-Complex.
Objectives
• SWBAT define and create each type of sentence.
• SWBAT identify and punctuate sentences correctly.
• SWBAT use a variety of sentence types.
Turn and Talk
• Why do we need to use different types of sentences?
Simple Sentence
• An IC that consists of a subject and a verb.
She changed the light bulb.
Compound Sentence
• Joining two simple sentences with a comma and
FANBOY.
She changed the light bulb.(now add)
Complex Sentences
A dependent clause comma and an independent clause.
A dependent clause always consist of an
subordinating conjunction.
She was a great teacher. She could not change the light
bulb. (Make these two sentences one complex sentence)
Compound-Complex Sentence
• Two independent clauses and one dependent clause.
Although she was a great English teacher, she could
not change the light bulb so she asked her husband for
help.
Identify the parts of this sentence.
Identify each type of sentence
in the paragraph.
• Although she was not the most skilled at changing
light bulbs, she needed to be able to see. As she
turned the light bulb, a bolt of electricity shocked her
system. She’d left the power on! She was dazed and
confused, but she was ok. She thought she should
probably stick to teaching English.
Exit Ticket
• Using the formulas, create sentences. Sentences must
be about The Kite Runner or your SSR book.
• Label each part of the sentence. (DC, IC, FB, etc.)
Homework
• Write a response about your greatest challenge.
What was it? Why?
• Use each sentence formula (10) and label the
parts.(Due tomorrow)
• Remember each type of sentence and remember
their formulas. You will recite this to me on
Wednesday. (10 points)
Tuesday December 9, 2014
• SSR!
Write, Think, Pair, & Share
• What are the components of a good paragraph?
Objectives
• SWBAT understand the structure of a well written
paragraph.
• SWBAT create strong topic sentence for body
paragraphs.
• SWBAT edit body paragraphs of The Kite Runner
analysis essay to resemble the structure of a well
written paragraph.
A paragraph is like a hamburger
COLOMBOWRITES
COLOMBOWRITES
Topic Sentence:
At the beginning of the
paragraph.
Introduces the topic.
COLOMBOWRITES
Topic Sentence:
At the beginning of the
paragraph.
Introduces the topic.
Supporting Sentences:
Give detail.
Support and expands the
Topic Sentence.
COLOMBOWRITES
Topic Sentence:
At the beginning of the
paragraph.
Introduces the topic.
Supporting Sentences:
Give detail.
Support and expands the
Topic Sentence.
Concluding Sentence:
Restates the topic sentence.
Closes the paragraph.
COLOMBOWRITES
Topic Sentence:
At the beginning of the
paragraph.
Introduces the topic.
Connectors:
Supporting Sentences:
Connects the different
supporting sentences.
Give detail.
Support and expands the
Topic Sentence.
Concluding Sentence:
Restates the topic sentence.
Closes the paragraph.
COLOMBOWRITES
Topic Sentence:
At the beginning of the
paragraph.
Introduces the topic.
Supporting Sentences ,
connectors & Details
Supporting Sentences:
Give detail.
Support and expands the
Topic Sentence.
Supporting Sentences,
connectors & Details
Supporting Sentences,
connectors & Details
Supporting Sentences,
connectors & Details
Concluding Sentence:
Restates the topic sentence.
Closes the paragraph.
COLOMBOWRITES
What is a Topic Sentence?
• A topic sentence is often the first sentence in a
paragraph.
• It tells the MAIN IDEA of the paragraph.
• It also tells what the author wants to SAY ABOUT the
topic.
Definition
 A topic sentence tells the main idea of the paragraph
as well as what the author wants to say about the
topic.
Example
• The theme of guilt is developed in The Kite Runner through
the symbol of the blood on the snow after Hassan is raped by
Assef . Amir hid behind a wall in the alley instead of jumping
out to defend Hassan. After the rape, Amir comes out and
pretends like he has been looking for Hassan the whole time.
Both boys pretend like nothing happened. Amir also pretends
to not see "the dark stain in the seat of his pants " (Hosseini
78). However, the "tiny drops that fell from between his legs
and stained the snow black" (Hosseini 78) will forever remind
Amir of his cowardly actions. The color red of the blood on
the white snow represents the violent act committed against the
innocent Hassan. The blood symbolizes the guilt Amir will
carry with him because he did not act to help his so-called best
friend.
Handout
• Complete the Handout.
Your Turn
• Go back into your portfolio and edit your topic
sentences.
• On a separate doc, submit one paragraph in which
you have edited the topic sentence. (old and new
paragraph)
• 5 points!.
Homework
• Unusual Subject Verb Agreement Handout.
• Recitation of Sentence Formulas.
Wednesday December 10,
2014
• SSR!
• During SSR I will call each of you to recite the
formulas.
Objectives
• SWBAT explain how their evidences support their
claim.
• SWBAT embed conclusion sentences in each body
paragraphs.
Recap…
• What is the formula for a well written paragraph?
Conclusion Sentences
• Re-tells the main idea.
• Summarizes the paragraph.
• “Wraps-it-all-up”.
Conclusion Sentence
A conclusion sentence is a “Big so what”
It says this is “What I just told you” and this is why it is
important.
A even better conclusion sentence gives you the “Big so
What,” but also tells transitions to the next paragraph
Example
• The theme of guilt is developed in The Kite Runner through the
symbol of the blood on the snow after Hassan is raped by
Assef . Amir hid behind a wall in the alley instead of jumping
out to defend Hassan. After the rape, Amir comes out and
pretends like he has been looking for Hassan the whole time.
Both boys pretend like nothing happened. Amir also pretends
to not see "the dark stain in the seat of his pants " (Hosseini
78). However, the "tiny drops that fell from between his legs
and stained the snow black" (Hosseini 78) will forever remind
Amir of his cowardly actions. The color red of the blood on
the white snow represents the violent act committed against the
innocent Hassan. The blood symbolizes the guilt Amir will
carry with him because he did not act to help his so-called best
friend.
Explaining Evidence
• Why is it important to explain evidence?
Evidence
• Paragraphs with Embedded Evidence Check-list:
______ At least 3 paragraphs.
______ Introduce the supporting evidence.
______ Smoothly incorporate the supporting evidence.
______ Explain how the evidence connects to the
thesis statement.
______ Accurate MLA-style parenthetical citations.
Evidence
• When you choose evidence, you are looking for evidence
that is either:
• Ripe for analysis (lots you can explain about support for
your thesis)
• Said better by the author than you can say it!
• DON'T pick evidence that is 'summarizing' – evidence
that only require summary of what is happening in the
text at this point.
Example
•
The theme of guilt is developed in The Kite Runner through the
symbol of the blood on the snow after Hassan is raped by Assef .
Amir hid behind a wall in the alley instead of jumping out to
defend Hassan. After the rape, Amir comes out and pretends like
he has been looking for Hassan the whole time. Both boys pretend
like nothing happened. Amir also pretends to not see "the dark
stain in the seat of his pants " (Hosseini 78). However, the "tiny
drops that fell from between his legs and stained the snow
black" (Hosseini 78) will forever remind Amir of his cowardly
actions. The color red of the blood on the white snow represents
the violent act committed against the innocent Hassan. The blood
symbolizes the guilt Amir will carry with him because he did not
act to help his so-called best friend.
Recap: Given everything we have learned about the structure of
a body paragraph, identify each part of the paragraph.
Explaining
Evidence/Conclusion
Sentences
• Pick and edit your first body paragraph.
• Due at the end of class. (New and old paragraph)
5 points
Homework
• OUC 602/ COP 603 Handout
Thursday December 11, 2014
• Review Homework
Objective
• SWBAT identify the basic purpose or role of a
specified phrase or sentence.
Purpose of Sentences
• Each sentence that an author
writes serves a specific purpose.
• As writers, it’s important to
determine the purpose of each
word, phrase, sentence, and
paragraph.
• Examples: main idea, supporting detail,
introduction, conclusion
Toulmin Example—What’s
the purpose of each sentence?
Different elements of the media display what is
considered appropriate male behavior. To clarify, TV
shows feature male characters acting according to gender
stereotypes. For instance, according to Children Now,
“almost three fourths of children aged 10-17 describe
males on television as violent. More than two thirds
describe them as angry.” If children view males on TV as
violent and angry, then this suggests that the media
portrays a stereotypical role. This is important because if
the media has such a great impact on viewers’ perceptions,
then it defines gender appropriate behavior for society.
The Staple
•
Laila had ordered the Italian chopped salad without the grilled
chicken, but when her molars collided with a small forked object,
she illogically assumed, for just an instant, that it was a chicken
bone. At almost the same time, however, she knew that no bone
was that hard and cold, nor any wishbone quite that small. And
indeed, when she reached cautiously into her mouth, the object
she withdrew was a thick, two-inch-long staple. She showed it to
Chase, whose jaw fell open. “You could have swallowed that!” he
cried. “Those points could have perforated your intestine or
something.” She shrugged and dropped the staple back onto the
half-cleared plate of salad, where whatever cold and distant sound
it might have made was lost in the happy hubbub of the café. “Oh,
don’t get all dramatic—I knew right away it was something
artificial” but even as she said this, she knew that if she’d been
eating more rapidly, she could indeed have swallowed it.
1. The writer is considering removing the following phrase from the passage:
Question
Stem
she illogically assumed, for just an instant, that it was a chicken bone
If the writer made this deletion, the essay would primarily lose:
A. a transition to the next sentence
B. an informative fact about salads
C. a descriptive detail that shows what was going through Laila’s mind as she ate her salad
D. a supporting detail and explanation for how long Laila had been eating her salad
Process
1. Read the
paragraph
2. Summarize
the underlined
portion
3. What
purpose does
the underlined
portion serve?
4. How would
the paragraph
be different if
I took it out?
Guided Practice #1
1. The writer is considering removing the following phrase from the passage:
back onto the half-cleared plate of salad
If the writer made this deletion, the essay would primarily lose:
A.
B.
C.
D.
a transition to the next sentence
an informative fact about where the staple fell
a descriptive detail that shows how much Laila ate before she noticed the stap
a supporting detail and explanation of the salad and plate
Guided Practice #2
The writer is considering removing the following phrase from the passage:
A sudden anger rose up in him like heartburn, and
If the writer made this deletion, the essay would primarily lose:
A.
B.
C.
D.
a transition to the new idea
a topic sentence that introduces an important characteristic
a detail that illustrates Chase’s feelings toward the situation
an explanation of Chase’s strange way of speaking
Guided Practice #3
1. The writer is considering removing the following phrase from the passage:
and pressed it down, hard, onto a paper napkin in the middle of the table.
If the writer made this deletion, the essay would primarily lose:
A.
B.
C.
D.
a complex sentence that enhances the writing.
an descriptive detail that shows Chase’s emotions.
a descriptive detail that shows how terrible the waitress is.
a supporting detail and explanation for how Chase treats Laila.
Guided Practice #4
1. The writer is considering removing the following phrase from the passage:
Maybe I would have taken off ten pounds before the wedding.
If the writer made this deletion, the essay would primarily lose:
A.
B.
C.
D.
a conclusion that gives closure to the passage
an informative fact about Laila’s wedding
a descriptive detail that shows Laila’s carefree attitude
a supporting detail and explanation for how Laila feels about her body
Guided Practice #5
1. The writer is considering removing the following phrase from the passage:
he was pleased to know the waitress would hear him, but once again she hurried off
If the writer made this deletion, the essay would primarily lose:
A.
B.
C.
D.
a concluding sentence to the paragraph that strengthens the paragraph.
an detail that shows the how the waitress responded to Chase’s behavior.
a descriptive detail that shows what was going through Laila’s mind as she ate her salad
a supporting detail that proves that Chase doesn’t really care about the staple in the salad
Guided Practice #6
1. The writer is considering removing the following phrase from the passage:
he was both surprised and, for reasons he couldn’t quite grasp, a little disappointed.
If the writer made this deletion, the essay would primarily lose:
A.
B.
C.
D.
a strong conclusion that proves the main idea of the story—that you need to complain about bad servi
a descriptive detail to reinforce the reason the character complained
a transition between two elements in the same paragraph
a conclusion that gives closure to the story
Homework
• Write 5 complex and 5 compound-complex
sentences.
• Study, but get plenty of rest for tomorrow’s interim.
Friday, December 12, 2014
• Good Luck!