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ESL STRATEGIES TO BE USED WITH WITH PRACTICAL WRITING FRAMEWORK- ( for Beginners and Intermediate Students)Mentor Text Study (genre focused)Students read piece with a writer’s eye.Use Graphic organizers to analyze specific elements of the genre.Class Constructed Writing Piece -AND/OR-The Class generates a writing piece from a “jumping off” point from the mentor text with teacher modeling.Partner Constructed Writing PieceStudents partner together to collaborate on a new writing piece from a “jumping off” point of the class piece.Individual Writing PieceStudents generate writing piece on own with writing conferences throughout the process.Revising and EditingTeacher offers mini lessons to focus revisions and correctionsPRE- WRITNG Explain what an Essay is- Different types of essays. Structure: Title- paragraph- Introduction- ConclusionThe writing process.What is it? Writing coach p 30 Present stages of the writing process. Use Visuals: have groups work together to create a visual for each stage. After each group shares, have the class vote on their favorite symbols and post them in the class as mnemonicsPre –writing:Generate ideas before writing.(see/attach Gretchen Bernabeis )Narrow tour topic: Writing coach p 33Mentor Text Study Narrative:Expository:Class Constructed Writing PieceActivity 2: Students will write a Class-Constructed Essay PROMPTPost prompt on the board.Read it aloud to them.Underline the “big words” in it.Activate background knowledge. Fill out a KWL chart or a graphic organizer to record the brainstorming as a class (on the board or anchor chartThe class should vote and decide what topic to choose. PrewritingExplain Review what kind of essay you are going to write and its characteristics. In groups have them come up with characteristics for that kind of essay. Have the share with the class. Make a foldable.Thesis StatementVocabulary: thesis- subject-opinion-Show examples of thesis and non thesis.Print sentence cards and true false cards and have a sort out activity in groups. Each student has to pick one statement and explain why or why not it is a thesis.4. Writing strong sentences. Teach/ review : Subject Predicate. Analyze sentences. Find the who and the what. Teach/review: Parts of SpeechTeach/ review Pronouns and VerbsTeach/ Review Verb Tenses.Teach/ Review how to Combine sentences. ( WC p 49)Teach / review how to make compound – subordinate sentences. Have students generate a one-sentence statement that expresses the point they will make about the subject of their essay (See Thesis Generator)Drafting the EssayESL:Have students discuss how difficult it is to try new things and how you get to finally try new things. Ask them: What happens the first time you do something new? The second time....? Teach the meaning of “draft”, show them an example.Show them this chart with examples of each of the elements of a body paragraph.Next students will draft a body paragraph. Discuss with students that a body paragraph consists of these elements: Topic sentence: A sentence that includes a subject and an opinion that works directly to support the thesis. Transition: Words used to connect ideas (for example, for instance).Supporting information: Specific examples, details, evidence, and mentary: Sentences that explain how the information is relevant to the thesis/topic sentence and bring a sense of closure to the paragraph.5. With the class, students will generate an outline for a body paragraph, and draft a body paragraph on separate paper. (GO 9.5)Introducing and Concluding the EssayDiscuss with students that introduction paragraphs include the following:A hook or lead: Consider using a quote, question, anecdote, or statement of intrigue to create your hook or lead.A connection between the hook/lead and the thesis.Thesis statement describing the subject and opinion.Convey that the conclusion brings a sense of closure to the essay. Students should use the following levels of questions to guide their thinking in crafting a conclusion:What did you say? (literal)What does it mean? (interpretive)Why does it matter? (universal)6. After students have co-constructed a thesis statement and one body paragraph, they are ready to create the introduction and conclusion of the essay.RevisingExplain to students that a coherent essay presents connected ideas that flow smoothly, making the essay easy to follow for the reader. There are two ways to revise for coherence: to use transitional words and to use varied sentence structures.Explain that transitional words help a writer move from one sentence or thought to another.Transitions that show examples: that is, such as, for example, in other words, for instanceTransitions that show time: first, next, after, finally, then, at the same timeTransitions that show importance: second, more importantly, most important, most of all, least, last but not leastVaried sentence structures add interest for the reader. Students/Writers should combine short simple sentences by using coordinating conjunctions to show relationships between ideas. They should be sure and use a comma before the coordinating conjunction.7. Now have students revise the essay for coherence.8. Have student reflect: What additional support do you need in writing an expository essay?Partner Constructed Writing Piece (organize students into writing groups of two to four students)Prompt: Think about a piece of technology (e.g. cell phone, iPod/mp3 player, computer, TV, video game console, digital camera/video camera) that you could not live without. Choose one, and write a multi-paragraph essay that explains the function of that piece of technology and the significance of it in your life today. Generating Content1. In writing groups, students will review and mark the prompt to highlight major elements of the task they’re being asked to do. Have students use a prewriting strategy to explore ideas that may address the prompt.2. Have students select the best ideas from their prewriting to construct a working thesis for their essay.Drafting3. Have students review and organize the ideas from their prewriting into two body paragraphs. They should use an outline to organize the ideas in their body paragraphs. They should be sure to brainstorm topic sentences that support the thesis and specific examples, details, evidence, and facts to develop and support the topic sentences. Then they should draft their body paragraphs, and include commentary on the importance of their evidence.4. Have students read their body paragraphs and discuss an effective way to introduce and conclude their key ideas. Have students use a prewriting strategy to generate a draft that demonstrates the parts of effective introduction (e.g. hook/lead, connection, and thesis) and conclusions (response to the levels of questions). Revising5. Have students read aloud their draft and gather feedback based on the criteria of an effective expository essay. 6. Students should then review their draft for coherence:Discuss which transitions can be used to link ideas effectively within and between body paragraphs. Incorporate at least two into you drafts.If their draft contains too many short, choppy sentences, they should consider ideas that can be combined and then revise using coordinating conjunctions.Editing for Publication7. Students should read their drafts and peer edit to correct errors in grammar, punctuation, and spelling.8. Students should discuss the key ideas present in their essays, and generate a list of potentially creative titles for their essays. Students should rank their titles and select one and then place the title at the top of their essay.Individual Writing Piece (with partner input that includes recursive revision)Prompt:Think about a future goal or aspiration that middle school students typically have (e.g., entering high school, learning to drive, dating, and getting a job). Choose one and write a multi-paragraph essay (at least four paragraphs) that describes that goal or aspiration and explains why it is an important part of teenage development. Revising and EditingReflecting and Publishing1. Students will use the “Revision Bookmark” and/or “Questions for Revision” and feedback from their partners to make sure that they have included the essential elements of an expository essay, and revise as needed.2.Students will use available resources as they edit their expository essays and prepare them for publication. ................
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