Thirty Days to Unlock FCAT Writing Success - Polk County School ...

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Week Three, Day Four and Five: Five Strategies for Supporting and Elaborating on ideas: Know it & Show it List for students the following types of elaboration: Type Definition Two Examples: Facts/Statistics Sensory details Incidents Examples Quotations Statements that can be proved Words that appeal to the five senses Events that illustrate a main idea Specific cases or instances that illustrate a main idea The words of an expert, authority, famous person, author, or poet Discuss and explain the types of elaboration: • Brainstorm a topic together that will interest students, for example: football, baseball, winter vacation. • Ask students to share and record 2 examples of each type of elaboration from the chalkboard that relate to the topic. • Have students copy the chart. Individual Activity: Students will write a paragraph on one of the topics below. • An incident that taught you something about yourself • How to play a sport you enjoy • A place that has a special meaning • A special person who has positively influenced you • A police car screamed down the street. • Crime does not pay. Instruct students to develop the paragraph by using at least two of the five types of elaboration. • Students will take turns sharing their writing. • Discuss the types of elaboration used in the paragraph and ways to improve the writing. • Highlight and label the elaboration techniques in the paragraph. • Instruct students to revise the paragraph. • Ask for volunteers to share their writing. • Collect the students’ examples, and display the best examples. Students will generate ideas on a given persuasive topic, to prepare for Day Five. (e.g. High school football programs should be abolished.) • Students are to • take a position on the issue and develop 3 – 5 reasons to support their position. 58
Using “DRAPES” for Elaborating Persuasive Writing: Draw and Shade Your Ideas Objective: Students will produce a layered paragraph or essay using the DRAPES strategy to elaborate their initial ideas. • The day before, direct the students to generate ideas on a given persuasive topic. (e.g. High school football programs should be abolished.) • Students are to • take a position on the issue and • develop 3 – 5 reasons to support their position. • The next day, write out the following explanation of DRAPES and discuss the meaning of each: • D = Dialogue • R = Rhetorical question • A = Analogy • P = Personal example • E = Example • S = Statistics • Ask for student volunteers to share one of their reasons for their position on abolishing football programs. Write it down so everyone can see it. (e.g. Football is a big money-maker.) • Explain that once they have given a reason for their position, that reason then needs explanation which proves this reason to be true. This provides needed elaboration for a well written essay. • Next, ask the class to generate ideas that relate to DRAPES to prove that football makes money and to show how they know that. • Write their responses next to the appropriate letter from DRAPES. • A sample response to each would be: • D (Dialogue): Carlos Rodriguez, our athletic director, said, “Last year, profit from football tickets alone made $18,000 for the school.” • R (Rhetorical question): Do you know how much an average spectator spends at a game? • A (Analogy): Football games bring in cash the same way that rain brings in crops. • P (Personal example): Last Friday, my friend Ebony and I went to a football game, and this is what we spent… • E (Example): One example of profit is from concessions. Hot dogs alone bring in… • S (Statistics): 62% of our student body bought at least one ticket to a game this month at the cost of $3 each. • Instruct students to use DRAPES to write a well-developed paragraph supporting their position on abolishing football. Note: this can be expanded into a full essay by using a different reason for each successive paragraph. 59
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Thirty Days to FCAT Writing Success
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Day Three, Four and Five: Conclusio
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Week Six, Day Two and Three: ......
Page 7 and 8: Week One: Sunshine State Standards
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Page 11 and 12: The RAFT Strategy: with Carousel Br
Page 13 and 14: Use RAFT to Create Content-Specific
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Page 17 and 18: Week One Additional Activities: Gro
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Page 21 and 22: SOAPS Organizer, With Explanations
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Page 27 and 28: Day One: Review the Writing Process
Page 29 and 30: FLEE Map Write For the Future Compl
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Page 33 and 34: Introductions: A Few Words for Stud
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Page 37 and 38: Dirt Bike Daniel-Oxford, Connecticu
Page 39 and 40: Leave the Last Cookie Emily- Austin
Page 41 and 42: Famous Last Movie Lines “Because
Page 43 and 44: Directed Free Writing Directed Free
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Page 49 and 50: • Week Four, Day Five: • Using
Page 53 and 54: Week Three, Day One: Defining and U
Page 55 and 56: Elaboration Using Sensory Language
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Page 63 and 64: Week Four, Day Four: Revise Outrage
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Page 67 and 68: Week Five: Sunshine State Standards
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Page 83 and 84: One Syllable Words Big words can ma
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Page 95 and 96: The Optimist, by Chris Scarborough.
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Page 99 and 100: Nathan, by Igor Kraguljac. Used by
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Page 103 and 104: 12. How many sentences did it take
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