Bellwork for February 18, 2014
Take any handouts from the back counter.
 Write in your agenda.

I can identify the sentence(s) irrelevant to a
paragraph’s theme or flow.
 I can select an appropriate concluding
sentence for a well-developed paragraph.
 I can select the most appropriate method
to correct a run-on sentence and fragment
within context.


Complete Caught’ya! day 31.
Day 31
sam by the way new that He had Seen this
pulchritudinous Girl before between other
Students but he couldnt place Her. and he
Sat their in the fourth Row right behind the
Vision and Breathed in the fresh shampoo
Vocabulary for Week #11

Tresses- (noun) a long lock or ringlet of
hair
Topic Sentences,
Supporting
Sentences,
Irrelevant Sentences,
Concluding
Sentences,
Oh My!
I can…
... identify the sentence(s)
irrelevant to a paragraph’s
theme or flow.
… select an appropriate
concluding sentence for a
well-developed paragraph.
3 Things Make a
Good Paragraph:
1.Unity
2.Coherence
3.Elaboration
What do these mean?
Let’s Start with Unity…
“What does unity
• When a paragraph
mean
to all
you?”
has
unity,
the
sentences relate
directly to the main
idea.
• If there is a
sentence off topic
at all, this begins to
create confusion for
your reader.
Use only the most
important details!
Topic Sentences




Are the first sentences of single paragraphs OR
body paragraphs of an essay.
Complete sentences with a subject and verb and
a complete thought
The length of a topic sentence is determined by
the topic and the controlling idea
HAS to HAVE a topic and a controlling idea
Sentences that CAN NOT be Topic
Sentences






Incomplete sentences (missing subject or verb
or is an incomplete thought)
Sentences that show an example
Sentences that show evidence
Sentences that analyze evidence
Sentences that are too general
Sentences that are about something different
from the other sentences in the paragraph  off
topic or random opinions/statements
Supporting Sentences





Are complete sentences with subject and verb
and a complete thought
Are sentences that are ideas connected to the
topic
Are sentences/evidence that prove the
controlling idea
Are examples of the topic and controlling idea
Are written in the middle of the paragraph;
between the topic sentence and the concluding
sentence.
Supporting Sentences
Analyze (or summarize) the controlling
idea
 The first sentence AFTER the topic
sentence typically is an example or
evidence.
 Must be placed in a logical order

Outline the paragraph
indent
Walls are built for different
purposes. For example,
Hadrian’s Wall was built in 125
A.D. across the neck of Scotland
to keep the northern Picts out of
newly acquired Roman territory
in England. Another example is
a pasture wall, built to keep
livestock safe and protected. A
third kind of wall is a memorial
wall. The Vietnam Veterans
Memorial wall was completed in
1982 and displays the names of
that war’s dead and missing.
Finally, the most common use of
walls, of course, is in housing to
separate rooms and to support
roofs.
A.
B.
Topic Sentence
Supporting Sentences
1.
2.
3.
4.
C. Concluding sentence (if it is
missing, write one!)
Is yours similar to mine?
Walls have many purposes
B.
Supporting Sentences
1. Defense – Hadrian’s Wall
2. Protection – pasture wall
3. Memorial – Vietnam Veterans Memorial
4. Support – house walls
C. All around the word there are many
different kinds of walls
A.
Irrelevant Sentences
Try to “Look Like” a supporting sentence
 Are off topic
 Are random opinions or statements
 Do not prove the controlling idea – they
might actually disprove it
 Repeat facts
 Incomplete sentences (missing subject or
verb or incomplete thoughts)

LET’S SEE AN EXAMPLE…
Find the sentence in the paragraph that destroys the
unity and doesn’t belong.
The disappearance of Amelia Earhart remains a mystery. Earhart, who was
the first woman pilot to fly across the Atlantic Ocean, crashed into the
Pacific Ocean while attempting to fly around the world. She was born in
Atchison, Kansas, in 1897. Some researchers believe that she survived the
crash into the Pacific, because radio distress calls were received. An
intensive search for the source of the signals was made. Searchers were not
able to find her, however. Finally, the distress signals ceased. In spite of
continued searches by airplane and ship, no clue about what became of
Amelia Earhart has yet been found.
She was born in Atchison, Kansas in 1897. = Doesn’t relate directly to main idea.
Concluding Sentences
Are complete sentences and complete
thoughts
 Are at the end of the paragraph
 Usually restate/tie back to the topic
 Usually restate/tie back to the controlling
idea in other words

Directions: Copy the paragraph. Label all
its parts. Omit any irrelevant sentences.
Add any parts that are missing.
Jackie Robinson was one of the cleverest base
runners in modern baseball. He made the pitcher
nervous. He danced back and forth on the base
path. He was such a great athlete. He broke the
pitcher’s concentration. He went from standing still
to full speed in one step. When Jackie Robinson
was at third base, he usually scored. In 1949, he
stole 37 bases. This was the most of any National
League player between 1930 and 1956.
Omitted Sentence(s):___________________Why?
Underline any sentences you added.
Exit Ticket
(I) With more than fifty feature films Alfred
Hitchcock remains one of the most popular directors of
all time. (II) Hitchcock's films draw heavily on both fear
and fantasy. (III) He began directing in the United
Kingdom. (IV) They often portray innocent people caught
up in circumstances beyond their understanding. (V) The
movie Rebecca, which evokes the fears of a young
bride, is a good example of this.
Answer the following questions in complete sentences.
1.What is the topic?
2.What is the controlling idea?
3.Which sentence is irrelevant? Explain your answer.
Today…
I
can select the most appropriate
method to correct a run-on
sentence and fragment within
context.
Run-on and Fragment Review
With your partner, work together to
correct the paragraph on American Idol.
 Be sure to pay attention to all directions!
 You have ten minutes.
 When you finish, come get the fragment
review from me. Highlight all fragments
with in the paragraph and stop.

Run-on and Fragment Review
Individually complete the fragment
review.
 When you finish, turn it in and begin
working on your AoW.

Today…
I
can select the most appropriate
method to correct a run-on
sentence and fragment within
context.