California State Standards for 9-10 th grade EnglishCalifornia
State Standards for 9-10 th grade English Writing Standards Write
arguments to support claims in an analysis of substantive topics or
texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from
alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims,
reasons, and evidence. b. Develop claim(s) and counterclaims
fairly, supplying evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the
audiences knowledge level and concerns. c. Use words, phrases, and
clauses to link the major sections of the text, create cohesion,
and clarify the relationships between claim(s) and reasons, between
reasons and evidence, and between claim(s) and counterclaims. d.
Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which
they are writing. e. Provide a concluding statement or section that
follows from and supports the argument presented.
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2. Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of
content. a. Introduce a topic or thesis statement ; organize
complex ideas, concepts, and information to make important
connections and distinctions; include formatting (e.g., headings),
graphics (e.g., figures, tables), and multimedia when useful to
aiding comprehension. CA b. Develop the topic with well-chosen,
relevant, and sufficient facts, extended definitions, concrete
details, quotations, or other information and examples appropriate
to the audiences knowledge of the topic. c. Use appropriate and
varied transitions to link the major sections of the text, create
cohesion, and clarify the relationships among complex ideas and
concepts. d. Use precise language and domain-specific vocabulary to
manage the complexity of the topic. e. Establish and maintain a
formal style and objective tone while attending to the norms and
conventions of the discipline in which they are writing. f. Provide
a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating
implications or the significance of the topic). 4. Produce clear
and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
(Grade-specific expectations for writing types are defined in
standards 13 above.) 5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach,
focusing on addressing what is most significant for a specific
purpose and audience. (Editing for conventions should demonstrate
command of Language standards 13 up to and including grades
910.)
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Lesson ObjectivesLesson Objectives In this session, we will
cover the following objectives: Define the purpose, placement, form
and function of an introductory paragraph Identify the three
sections of an introductory paragraph Explain how the introduction
provides a roadmap for the body of an essay Explain how the thesis
statement is organized in the introduction to show how the argument
will logically and sequentially proceed View and analyze an example
of an introductory paragraph
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Functions of the Introductory Paragraph 1. Obtain the attention
of the reader in a way that expresses the importance of the topic.
(This is your go topic sentence). 2. Narrow your focus to the
subject that you will address. (These are your slow down transition
sentences). 3. Present your thesis; this is your claim, your
central controlling idea. (This is your stop sentence that will
state your point of view, and show how the argument will
proceed.)
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Obtain readers attention/introduces topic Narrow the
subject/transition Thesis statement/central and controlling idea
Funnel Method:
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Strategies for your opening sentenceStrategies for your opening
sentence Obtain readers attention/introduces topic To obtain the
readers attention the writer may use several strategies in the
opening sentence: Use a surprising statistic Ask a direct question
Provide a strong quote Establish a historic setting or concept Your
introduction establishes whether your voice is credible, or
untrustworthy and doubtful. Make the introduction your best
paragraph; establish a trust-worthy voice that the reader will
invest time in and be convinced by!
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Strategies for your transitionStrategies for your transition
Narrow the subject/transition Begin to narrow the subject to
connect the opening sentence(s) to your thesis statement. Include
necessary background information to fill the reader in and angle
your perspective. Connect your opening to your thesis statement The
middle of your intro (the yellow slow down section) is a transition
that prepares readers for your thesis statement.
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Strategies for your thesis statementStrategies for your thesis
statement Thesis statement/central idea The thesis statement makes
the reader aware of your central and controlling idea, argument and
major point. Your thesis statement should: Use the dependent +
independent clause style (use a sentence starter) Address the
assignment in a direct way. Use key words from the prompt to ensure
that you are on topic Showcase your point of view: pro or con, for
or against, in favor or disfavor Provide a road map for the essay
(three points are optional, but a logical sequence must always be
applied) The end of your introduction should exhibit the main point
of your writing, tell the reader what to expect, and provide a road
map for how your argument is going to proceed.
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Style issues to avoid!Style issues to avoid! Do not : Do not be
vague or unclear. Hesitancy or inconsistency may develop doubt in
the reader. Do not use first-person point-of-view or personal
pronouns (I, you, we, etc.). Do not use an announcement style: This
paper will discuss; I hope you enjoyed reading this paper!; I am
going to write my topic sentence now. Do not present arguments that
belong in the body of your paper.
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Prompt The three characters in the lighthouse respond
differently to the invasion. Describe each mans reaction to the
rats and its effect on the outcome of the story. Which character
(if any) did you identify with ?
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Example of Introduction:Example of Introduction: Good stories
invite readers to apply their perception-taking skills through the
creation of interesting characters who undergo unique trials in
unknown lands. These characters endure through conflicts that
capture the imagination of the dedicated readers. In the classic
tale, Three Skeleton Key, the author, George G. Toudouze,
suspensefully unfolds the making of three men who are isolated in a
small, dark and desolate island. They are held captive by thousands
of ravenous, aggressive rats that invade the island after their
abandoned ship crashed ashore. The three men: the narrator, Le Gleo
and Itchoua endure nine days of terror together, trapped in the
peak of a light house, holding back the voracious rodents. Although
each man externally experiences the same conflict to ward off the
rats internally, the men suffer differently. While the narrator
lives on to tell the tale, Le Gleos mind tortures him into solitary
confinement, and Itchouas experience and knowledge was not enough
to spare his infected body. Highlight the introduction, printed on
your graphic organizer, in green, yellow and red to identify the
three different sections.
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Good stories invite readers to apply their perception-taking
skills through the creation of interesting characters who undergo
unique trials in unknown lands. These characters endure through
conflicts that capture the imagination of the dedicated readers. In
the classic tale, Three Skeleton Key, the author, George G.
Toudouze suspensefully unfolds the making of three men who are
isolated in a small, dark and desolate island. They are held
captive by thousands of ravenous, aggressive rats that invade the
island after their abandoned ship crashed ashore. The three men:
the unnamed narrator, Le Gleo and Itchoua endure nine days of
terror together, trapped in the peak of a light house, holding back
the voracious rodents. Although each man externally experiences the
same conflict to ward off the rats internally, the men suffer
differently. While the narrator lives on to tell the tale, Le Gleos
mind tortures him into solitary confinement, and Itchouas
experience and knowledge was not enough to spare his infected body.
Highlighted introduction:Highlighted introduction:
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Sentence Frame ReviewSentence Frame Review The introductory
paragraph provides the ___________ for the _______ of the essay.
The purpose of the ____________ ____________ in the
___________________ shows how the ____________ will logically and
sequentially proceed. The three sections of the introductory
paragraph are: _________ _________, _______________ and _________
_________.
Slide 15
Review answersReview answers The introductory paragraph
provides the roadmap for the body of the essay. The purpose of the
thesis statement in the introduction shows how the argument will
logically and sequentially proceed. The three sections of the
introductory paragraph are: attention obtainer, transition and
thesis statement.
