Shaping Sheets Essay

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When creating a shaping sheet, think of it in terms of transitions, and point this out to students as they are using the shaping sheet.  Show them that it mainly consists of transitional devices and talk about the structure of the devices.  Are they in a cause/effect format?  Are they in an if/then format?  Identifying the structure is an essential part of the scaffolding process in enabling students to write without shaping sheets… eventually.  Part of the scaffolding process can be to have them create their own shaping sheets from a list of transitional devices.  This is an interesting outlining technique that students can continue to use for their writing assignments across academic subjects.  You can find a handout for Transitions & Transitional Devices attached below.  Click on the image for this FREE DOWNLOAD to use with your students.

The Takeaway

So, what is the takeaway from this story?  I think it’s important not to rule out a single educational approach or method completely.  It’s important to be open to new techniques of doing the same old things.  We need to recognize as teachers that there are MANY WAYS to teach the same skill and MANY WAYS to do it effectively.  If you find your that your students are floundering with a particular writing skill even after you’ve exhausted all the other approaches in your “toolbox,” try out a shaping sheet and see how it works for your students.  You might be surprised at how a shaping sheet can dispel confusion among your student writers.

Do you use shaping sheets in your classroom?  I’d love to hear from you!  Leave a comment below.

Presentation on theme: "A TALE OF TWO CITIES IN-CLASS ANALYTICAL ESSAY Self-Check Guidelines for Shaping Sheets."— Presentation transcript:

1 A TALE OF TWO CITIES IN-CLASS ANALYTICAL ESSAY Self-Check Guidelines for Shaping Sheets

2 I can select the best evidence to support my assertions and organize it effectively within my essay in order to provide my audience with a clear, logical progression of ideas. (TEKS 13B, 23A, 23B) I can evaluate and revise my writing to improve style, word choice, figurative language, persuasive structure, and sentence variety and edit writing to correct errors in grammar, spelling, and mechanics. (TEKS 13C, 13D) OBJECTIVES FOR TODAY

3 THESIS STATEMENT CHECK YOUR THESIS!  Does it establish both... 1. Dickens’s purpose for Book I, Chapter 5? 2. How he achieves that purpose using literary elements?  Check for the following thesis errors. 1. Does it contain any “be” verbs? FIX THEM! 2. Is it written in the active voice? If not, change it! 3. Does it make sense? Is it well-written? Does it sound appropriately intelligent for an honors 9 th grade English student?

4 BODY PARAGRAPH #1: Topic Sentence CHECK YOUR TOPIC SENTENCE!  Does it… 1. Establish what literary element you will analyze during that paragraph? 2. Explain how that literary element contributes to Dickens’s purpose?  Check for the following thesis errors. 1. Does it contain any “be” verbs? FIX THEM! 2. Is it written in the active voice? If not, change it! 3. Does it make sense? Is it well-written? Does it sound appropriately intelligent for an honors 9 th grade English student?

5 BODY PARAGRAPH #1: Concrete Detail #1 CHECK YOUR FIRST CONCRETE DETAIL!  Is it an example of a literary element that you are analyzing in your body paragraph? It SHOULD NOT be a plot point or something you are going to use for summary.  Have you ONLY used the necessary parts of the quote that reflect what you are going to analyze, or have you written an entire sentence or paragraph when you didn’t really need to?  Is it accompanied by appropriate internal documentation? (Dickens ___)  Do you know how you are going to blend it into a sentence, OR is it already blended into a sentence?  Check the blending. Does it flow naturally as a sentence should?

6 BODY PARAGRAPH #1: Commentary/Analysis for C.D. #1  ARE THERE AT LEAST TWO SENTENCES OF SUBSTANTIVE COMMENTARY/ ANALYSIS? IF NOT, YOU JUST FAILED. FIX IT!!  Does your commentary/analysis explain the HOW and the WHY? 1. HOW is this particular example an example of the literary element that you say it is? 2. HOW does this particular example work to achieve Dickens’s purpose for Chapter 5? (In other words, WHY is it used?  Does your commentary/analysis give appropriate context to fully explain your concrete detail for your audience?

7 BODY PARAGRAPH #1: Concrete Detail #2 CHECK YOUR FIRST CONCRETE DETAIL!  Is it an example of a literary element that you are analyzing in your body paragraph? It SHOULD NOT be a plot point or something you are going to use for summary.  Have you ONLY used the necessary parts of the quote that reflect what you are going to analyze, or have you written an entire sentence or paragraph when you didn’t really need to?  Is it accompanied by appropriate internal documentation? (Dickens ___)  Do you know how you are going to blend it into a sentence, OR is it already blended into a sentence?  Check the blending. Does it flow naturally as a sentence should?

8 BODY PARAGRAPH #1: Commentary/Analysis for C.D. #2  ARE THERE AT LEAST TWO SENTENCES OF SUBSTANTIVE COMMENTARY/ ANALYSIS? IF NOT, YOU JUST FAILED. FIX IT!!  Does your commentary/analysis explain the HOW and the WHY? 1. HOW is this particular example an example of the literary element that you say it is? 2. HOW does this particular example work to achieve Dickens’s purpose for Chapter 5? (In other words, WHY is it used?  Does your commentary/analysis give appropriate context to fully explain your concrete detail for your audience?

9 BODY PARAGRAPH #1: Concluding Sentence THIS IS NOT ON YOUR SHAPING SHEET!  Ensure that your body paragraph includes an appropriate concluding sentence that ties your paragraph together and makes it into a neat package.

10 BODY PARAGRAPH #2: Topic Sentence CHECK YOUR TOPIC SENTENCE!  Does it… 1. Establish what literary element you will analyze during that paragraph? 2. Explain how that literary element contributes to Dickens’s purpose?  Check for the following thesis errors. 1. Does it contain any “be” verbs? FIX THEM! 2. Is it written in the active voice? If not, change it! 3. Does it make sense? Is it well-written? Does it sound appropriately intelligent for an honors 9 th grade English student?

11 BODY PARAGRAPH #2: Concrete Detail #1 CHECK YOUR FIRST CONCRETE DETAIL!  Is it an example of a literary element that you are analyzing in your body paragraph? It SHOULD NOT be a plot point or something you are going to use for summary.  Have you ONLY used the necessary parts of the quote that reflect what you are going to analyze, or have you written an entire sentence or paragraph when you didn’t really need to?  Is it accompanied by appropriate internal documentation? (Dickens ___)  Do you know how you are going to blend it into a sentence, OR is it already blended into a sentence?  Check the blending. Does it flow naturally as a sentence should?

12 BODY PARAGRAPH #2: Commentary/Analysis for C.D. #1  ARE THERE AT LEAST TWO SENTENCES OF SUBSTANTIVE COMMENTARY/ ANALYSIS? IF NOT, YOU JUST FAILED. FIX IT!!  Does your commentary/analysis explain the HOW and the WHY? 1. HOW is this particular example an example of the literary element that you say it is? 2. HOW does this particular example work to achieve Dickens’s purpose for Chapter 5? (In other words, WHY is it used?  Does your commentary/analysis give appropriate context to fully explain your concrete detail for your audience?

13 BODY PARAGRAPH #2: Concrete Detail #2 CHECK YOUR FIRST CONCRETE DETAIL!  Is it an example of a literary element that you are analyzing in your body paragraph? It SHOULD NOT be a plot point or something you are going to use for summary.  Have you ONLY used the necessary parts of the quote that reflect what you are going to analyze, or have you written an entire sentence or paragraph when you didn’t really need to?  Is it accompanied by appropriate internal documentation? (Dickens ___)  Do you know how you are going to blend it into a sentence, OR is it already blended into a sentence?  Check the blending. Does it flow naturally as a sentence should?

14 BODY PARAGRAPH #2: Commentary/Analysis for C.D. #2  ARE THERE AT LEAST TWO SENTENCES OF SUBSTANTIVE COMMENTARY/ ANALYSIS? IF NOT, YOU JUST FAILED. FIX IT!!  Does your commentary/analysis explain the HOW and the WHY? 1. HOW is this particular example an example of the literary element that you say it is? 2. HOW does this particular example work to achieve Dickens’s purpose for Chapter 5? (In other words, WHY is it used?  Does your commentary/analysis give appropriate context to fully explain your concrete detail for your audience?

15 BODY PARAGRAPH #2: Concluding Sentence THIS IS NOT ON YOUR SHAPING SHEET!  Ensure that your body paragraph includes an appropriate concluding sentence that ties your paragraph together and makes it into a neat package.

16 CONCLUDING SENTENCE FOR ESSAY Ensure that your essay ends with a concluding sentence or two that reinforces that idea/argument set forth by your thesis and, like the concluding sentences in your body paragraphs, ties your essay together nicely into a neat package.

17 FINAL NOTES & REMINDERS  You will write the essay in class on BLOCK DAY, JANUARY 19 & 20.  You will have 45 MINUTES to write the entire essay – no more; no less!  There will be no re-write this time. What you write on the paper is what will be graded as your essay grade. What is on your shaping sheet will not be taken into account in grading the essay – ONLY what is written on the essay itself.  Be sure you come to class prepared with paper and a blue or black ink pen!

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