Essay Structure


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Essay Structure

  1. 1. Line Words I don’t understand Paraphrase What does the line mean? Hold fast to dreams strong, close, and steadfast, e.g. in a relationship Grasp tightly to goals The speaker urges the reader to not give up on a dream. For if dreams die Life is a broken- winged bird
  2. 2. Nature’s law Natural law or the law of nature (Latin: lex naturalis) is a theory that posits the existence of a law whose content is set by nature and that therefore has validity everywhere.[1] oxygen
  3. 3. Paragraph Bread/Topi c Sentence The speaker urges the reader to not give up on a dream. Meat/ Supporting example The poem begins with a request, “Hold fast to dreams”. Bread/ analysis Life without a dream is pointless. The speaker asks the reader to keep a tight grasp on their dreams.
  4. 4. Figurative Language Test Write the following poem on your paper “You Are to Me…” My dreams fell like the leaves Of the tree That protects and loves me As the house I live in. My house is my home I call You.
  5. 5. Number 4 4.  Simile- Dreams and leaves are being compared using like.  Personification- The tree is given human qualities because it “loves” and “protects” the speaker.  Metaphor- “House” and “you” are being compared but not using like or as. Extra Credit- compare the 1st test with the “Redo” test. Think about your mistakes. What did you learn by reviewing the second test? What did you do wrong on the 1st test?
  6. 6. Figurative Language Test Write down and answer the following questions- 1. What are the three components of figurative language? 2. Describe each component- 3 points 3. Identify the three forms of figurative language in the poem you wrote on your paper. 4. How is this an example of each component? 3
  7. 7. Objectives – Summarize in your note book  Academic Standard:  A.12.2- Explain the structure of selected classical and contemporary works of literature, in whole and in part, from various cultures and historical periods, and illustrate ways in which authors use syntax, imagery, figures of speech, allusions, symbols, irony, and other devices in the context of history, culture, and style.  B.12.2- Students in Wisconsin will write clearly and effectively to share information and knowledge, to influence and persuade, to create and entertain.  C.12.1- Listen to understand and will speak clearly and effectively for diverse purposes.  Content Standard:  Know the characteristics of good writing. (organization, voice, word choice, ideas, conventions)  Listening skills, and read fluently and expressively before an audience.  Performance Standard:  Can you analyze a poem and write a 5 paragraph essay about your chosen poem?  Can you identify a poem’s rhyme scheme?  Can you identify a poem’s imagery?  Can you identify a poem’s figurative language?  Can you show good listening skills and read fluently and expressively before and audience?
  8. 8. Basic Essay Structure Include the following in your notes. You will have a test on this. It will be on the final exam.
  9. 9. Format Introduction Body Conclusion Double space your essay Indent to indicate a new paragraph No spaces in between a paragraph 12 point font Times New Roman
  10. 10. Introduction General statement Main Topic A Main Topic B Main Topic C Thesis statement
  11. 11. Main Topic A, B and C Topic Sentence Your words The point you’re trying to make that backs up the thesis statement Supporting Detail Facts Line from a poem Detail from the story Statistic Analysis You should write at least three sentences of analysis These are your words Bread/Topic Sentence Meat/Sup.Detail Bread/Analysis
  12. 12. Practice making a “sandwich” Texting while driving is dangerous. Write a sentence that supports that statement (and will introduce the statistic): First, texting while driving can have fatal consequences. Insert Statistic: “Each year, 21% of fatal car crashes involving teenagers between the ages of 16 and 19 were the result of cell phone usage.” Now write three sentences that support your position (keep the stat in mind)- ____________________________________
  13. 13. Result- Let’s hear some examples
  14. 14. Practice making a “sandwich” Thesis: Women should not stay in abusive relationships. Write a sentence that supports that statement (and will introduce the statistic): First, women who are in abusive relationships run the risk of being killed. Insert Statistic: Statistic: “In 1995, 7 percent of all murder victims were young women who were killed by their boyfriends.” () Now write three sentences that support your position (keep the stat in mind)- ____________________________________
  15. 15. Result- Let’s hear some examples
  16. 16. Conclusion enormous Thesis Statement Main topic A, B, and C Closing statement Consider it a bow that ends your essay. It leaves your reader with a final thought.
  17. 17. Review Grammar Basic Sentence Subject + Verb = I ran Commas Coordinating conjunction She went to the store, but she forgot to buy butter. FANBOYS = For, And, Nor, But, Or, Yet, So Dependent clause, Independent clause Since we arrived to school early, we went inside and worked on our homework.
  18. 18. Poetry Analysis Pick up a handout Review Choose a poem Write poem in your notebook Write the chart in your notebook Paraphrase each line Complete the rest of the chart
  19. 19. Public Speaking Making eye contact with the crowd Reading out loud and modulating your voice Modulating: transitive verb to change the tone, pitch, or volume of sound, e.g. of a musical instrument or the human voice
  20. 20. Listening skills The U.S. Department of Labor wrote the following about good listening skills in the work place. Why You Need Good Listening Skills better understand assignments and what is expected of you; build rapport with co-workers, bosses, and clients; show support; work better in a team-based environment; resolve problems with customers, co-workers, and bosses; answer questions; and find underlying meanings in what others say.
  21. 21. How to show you are listening maintain eye contact; don't interrupt the speaker; sit still; nod your head; lean toward the speaker; repeat instructions and ask appropriate questions when the speaker has finished. *this works well in relationships as well*
  22. 22. Model
  23. 23. Guided Practice
  24. 24. Assessment
  25. 25. Independent Practice
  26. 26. Differentiated Instruction for grade, skill and language differences
  27. 27. Reflect on what you learned Review the learning objective. Did you meet the objective? Yes or no. If yes, how do you know you met the objective? If no, how do you know you did not meet the objective? What do you want to learn more about this subject? What can Mrs. Navejar do to make this lesson more interesting?