Activities

1. Given four sentence strips in random order, organize the sentence strips into an organizational structure, placing the informative topic sentence as the first strip and the three details under the topic sentence strip.

2. Given a debate, identify the two claims made by the opposing sides.

3. Given an editorial, identify the intended audience and writer’s purpose, and explain the organizational structure used.

4. Use a four-square graphic organizer to analyze a letter to the editor.  Determine the author’s intended audience; identify the claim or topic, background or situational information provided, and the organizational structure used to convey ideas.

5. Design a graphic organizer that will create an organizational structure that groups ideas logically and supports the writer’s purpose when responding to literature.

6. Write an introduction for a response to literature.

Answer Key/Rubric

1. Given four sentence strips in random order, student organizes them into an organizational structure, placing the informative topic sentence down as the first strip and the three detail strips under the topic sentence strip.  Student understands that a paragraph consists of several sentences that support a point.  Student understands paragraphs are often organized with the topic sentence or point as the first sentence and the details that support the topic sentence follow after.  Student correctly identifies the topic sentence and places it as the first strip.  Student identifies the supporting details and places those strips below the topic sentence.  Student understands that sometimes the sequence of the details is important, such as when showing how to do something.  Student understands that sometimes they will want to order the details with the detail with the most information first.  Student understands that sometimes the sequence of details is not important.   Sentence strip example:

                  “Making a peanut butter and jelly sandwich is simple.” Topic Sentence

                  “Put the peanut butter, jelly and bread out on the counter with the knife.” Detail 1

“Spread the peanut butter on one side of the bread and put the jelly on the other side.”  Detail 2

“Put the peanut butter side together with the jelly side of the bread and eat.” Detail 3

2. Given a debate, student identifies the two claims made by the opposing sides.  Student correctly states the claims made by each opposing side.  Student identifies the claims or the main controversial statements that are supported or refuted within the debate.  Student understands the claims are in opposition to each other.  Student understands a claim is a declarative sentence that is an opinion and written in a concise manner.

3. Given an editorial, identify the intended audience, writer’s purpose and explain the organizational structure used.  Student understands the intended audience is who the author is trying to reach and who the author is writing form and is able to correctly identify the intended audience.  Student correctly identifies the writer’s purpose or why the editorial was written. 

Student understands that an editorial is a newspaper’s opinion on an issue.   Editorials are meant to shape public opinion, encourage critical thinking and influence the public to take action.  An editorial is a persuasive essay that:

• Explains why the newspaper has a particular stance on a topic.
• Criticizes actions taken by others and provides a better solution.
• Persuades and tries to get the reader to take action.
• Praises people or organizations that help the community.

Student correctly identifies the organizational structure used.   Student understands that the structure will give examples and evidence to support the claim made by the editorial.  Student notes the placement of the claim, as well as examples, evidence, and the conclusion.

4. Student uses a four-square graphic organizer to analyze a letter to the editor.  Student determines the author’s intended audience, identifies the claim or topic, the background or situational information provided, and the organizational structure used to convey ideas  Student understands a claim is a declarative sentence that is an opinion and written in a concise manner.  The claim will be the main idea of the letter to the editor.  Student correctly identifies the background or situational informational information provided by the author.  Situational information is not evidence or examples, but extra information to help the reader understand the context of the letter.  Student correctly identifies the organizational structure used to convey ideas.  Student notes the situational information given and its placement within the letter, as well as examples, evidence, claims and the conclusion.

5. Student designs a graphic organizer to groups ideas logically and support the writer’s purpose when responding to literature.  Student closely reads literature.  Student examines the question being asked before creating graphic organizer.  Student designs a graphic organizer that will assist in all parts of the question being answered.  Student’s graphic organizer has space for a claim, examples or details, evidence and a conclusion.  Student’s graphic organizer allows information to be organized in such a way that when drafting the final product, information needed is easily located, and supports the writer in presenting a compelling, organized, and logical response. 

6. Student writes an introduction for a response to literature.    Student writes a complete and compelling introduction when responding to a piece of literature. 

1. Student includes a hook.  Student understands a hood is an interesting fact, question or quote that makes the reader want to read more. 
2. Student includes the title and author of the literature in the introduction. 
3. Student restates the question and gives a claim. Student understands a claim is a short, concise opinion contained in one sentence.  The claim is the main idea of the essay.  Student makes a claim without adding I think or I feel.
4. Student gives a sentence or more on the general ideas that will be forthcoming without giving specific examples. 
5. Student uses a formal style without using the words, “you” or “I”