English I Through ESOL - The School District of Palm Beach County

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Spool Writing Objective: Write a “spool” (5-paragraph essay with an introduction, 3-paragraph body of supporting arguments with evidence, and a concluding paragraph. Procedure: Use graphic organizers, the summary, modeled writing, and guided writing to plan prewriting activities for developing a “spool”. A spool is a five-paragraph essay in which the first paragraph is an introduction (controlling idea, or thesis). The next three paragraphs make up the body of the essay. Each of these paragraphs begins with an argument sentence to support the thesis and has three supporting sentences for the argument sentence. The weakest argument should be presented in the first paragraph of the body, and the strongest argument in the last paragraph of the body. The final (5 th ) paragraph is the concluding paragraph, which begins with a restatement of the thesis sentence, and is followed by a restatement of the three argument statements of the body. Introduce the spool essay by creating a story collectively using the Language Experience Approach. The second time you use spool writing, each group prepares one. Once the groups have mastered the spool essay, each student prepares his/her own, but include incentives for the team to help individual members. For example, you might want to give a team one point for each member who receives a grade of B or higher. SAMPLE FORMAT FOR CAUSE AND EFFECT In the _____ (story, piece, poem) _____ by ____, ______ happened (result/effect) for several reasons that are evident. These reasons include _____, ____, and ____ (OR ____caused several things to happen] These effects (results) include _____, _____, and _____. First, (one cause/effect of _____ (Argument #1 Topic Sentence) is _____. We know that_____ (Supporting Detail #1). In addition, _____ (Supporting Detail #2). Finally, _____ (Supporting Detail #3). Second (In addition, another cause/effect of_____ (Argument #2 Topic Sentence). _____ Supporting Detail #1. _____ Supporting Detail #2. _____ Supporting Detail #3. Third (finally, The last cause/effect of) _____ (Argument #3 Topic Sentence) is _____. _____ Supporting Detail #1. _____ Supporting Detail # 2. _____ Supporting Detail #3. In conclusion, there are many reasons why _____happened. Because of _____ and _____, (this happened) _____. (State cause)_____also helped to cause this effect/result. [OR ___ caused several things to happen]. These include _____, _____ and _____. Romeo and Juliet: Lesson 5 Spool Writing Activities: Suggested Topics: Use the sample format for Cause and Effect. Suggested Topic(s): Use these ideas as starters for cause and effect: a) What were the reasons that Romeo returned to Verona? b) What were the causes of Romeo’s death? c) What were the effects or results of Juliet’s death? d) Why did Juliet feel she had no choice but to kill herself? e) What caused the Capulet and Montague families to stop fighting? English I Through ESOL: Romeo and Juliet Page 22
RAFT Objective: Write on a topic in a specific format, understanding role as a writer and audience. R-A-F-T is a system for making sure students understand their role as a writer (R), their audience (A), format of their work (F), and topic of the content (T). Ex.: persuade a soldier to spare your life, demand equal pay for equal work, or plead for a halt to coal mining in our valley. • (R): For role (R), of the writer, the writer considers who s/he is (Examples-a soldier, Abraham Lincoln, a slave, a blood cell, or a mathematical operation). • (A): For audience (A), the writer considers to whom s/he is writing (Examples-to a mother, to Congress, to a child.) • (F): Format (F) determines what form the communication will take. (Examples-letter, speech, obituary, conversation, memo, recipe or journal) • (T): The topic (T) consists of a strong verb as well as the focus. Procedure: Introduce RAFT by creating a story collectively using the Language Experience Approach. The second time you assign RAFT, have each group prepare one. Model for students, explaining that all writers must consider their role as a writer, their audience, format, and topic These four components are critical in every written assignment. Assist teams to brainstorm on a topic. Work with teams to list possible roles, audiences, formats, and strong verbs appropriate for each topic. Once groups have mastered RAFT, have each student prepare his/her own, but include incentives for the group to help individual members. For example, give a team a point for each member who receives a grade of B or higher. Romeo and Juliet: Lesson 5: RAFT Activity: Students write according to role, audience, format, & topic. R: Your role as writer is Romeo. A: Your audience is your parents. F: The format of your writing is a letter. T: Your topic is to write to explain your reasons for your behavior. Explain your reasons for a secret marriage, and why you are killing yourself. FCAT Writing FCAT Writing: Lesson Topic: (Persuasive or Expository Prompt) Distribute the planning sheets and writing folders containing the prompts to the students. Provide students with the writing situation and directions for writing. Remind the students to budget their time: approximately ten minutes on brainstorming and prewriting, twenty-five minutes on drafting, ten minutes on editing. Record the time and give students the command to begin. After 45 minutes, ask the students to stop writing and place their planning sheets inside their folders. Romeo and Juliet: Lesson 5: FCAT Writing Activity (Persuasive Prompt): Writing Situation: Fighting bothers everyone because we know that no good can come from fighting. How do you persuade others to stop fighting? Directions for Writing: Before you write, think of a time you really wanted to stop others from fighting. Who were the people involved? Were they friends, family members, classmates, or neighbors? What caused them to fight? What are the results of the fighting? Are the results negative? Why? What would you say or do to convince them to stop fighting? Now, write to persuade others to stop fighting. English I Through ESOL: Romeo and Juliet Page 23
Page 1 and 2: English I Through ESOL Lesson 5: Ro
Page 3 and 4: Spanish Summary Lección 5: Romeo y
Page 5 and 6: Portuguese Summary Lição 5: Romeu
Page 7 and 8: Follow Directions Objective: Listen
Page 9 and 10: Proficient Listening Activities Int
Page 11 and 12: Intermediate Speaking Activities Ch
Page 13 and 14: Identifying Cause and Effect (Conti
Page 15 and 16: Beginning Reading Activities Pre Re
Page 17 and 18: Scan Objective: Scan a text for the
Page 19 and 20: Intermediate-Proficient Writing Act
Page 21: Opinion/Proof Objective: Organize i
Page 25 and 26: Intermediate Presenting Activities
Page 27 and 28: Intermediate Vocabulary Activities
Page 29 and 30: Beginning Grammar Activities Teache
Page 31 and 32: Intermediate Grammar Activities Sen
Page 33 and 34: Who What, When, Where, How, Why Obj
Page 35 and 36: Look it Up Objective: Identify spec
Page 37 and 38: Name ______________________________
Page 39 and 40: Name ____________________________ D
Page 41 and 42: can get word to __________. In Scen
Page 43: Name ____________________________ D

English I Through ESOL - The School District of Palm Beach County

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