PARAGRAPH PLANNING AND WRITING

Parts and Purpose PartPurpose Sentences

Parts and Purpose PartPurpose Sentences Introductory Sentence

Parts and Purpose PartPurpose Sentences Introductory Sentence Catch the reader’s attention Introduces the topic Sets the parameters

Parts and Purpose PartPurpose Sentences Introductory Sentence Catch the reader’s attention Introduces the topic Sets the parameters 1 or 2

Parts and Purpose PartPurpose Sentences Introductory Sentence Catch the reader’s attention Introduces the topic Sets the parameters 1 or 2 Topic Sentence

Parts and Purpose PartPurpose Sentences Introductory Sentence Catch the reader’s attention Introduces the topic Sets the parameters 1 or 2 Topic Sentence states the opinion you are trying to prove provides 3 reasons for support Predicts the order of the information in the paragraph

Parts and Purpose PartPurpose Sentences Introductory Sentence Catch the reader’s attention Introduces the topic Sets the parameters 1 or 2 Topic Sentence states the opinion you are trying to prove provides 3 reasons for support Predicts the order of the information in the paragraph example: Ms. Thompson’s shoes are lovely because of their colour, texture, and style.

Parts and Purpose PartPurpose Sentences Introductory Sentence Catch the reader’s attention Introduces the topic Sets the parameters 1 or 2 Topic Sentence states the opinion you are trying to prove provides 3 reasons for support Predicts the order of the information in the paragraph example: Ms. Thompson’s shoes are lovely because of their colour, texture, and style. 1

Parts and Purpose PartPurpose Sentences Introductory Sentence Catch the reader’s attention Introduces the topic Sets the parameters 1 or 2 Topic Sentence states the opinion you are trying to prove provides 3 reasons for support Predicts the order of the information in the paragraph example: Ms. Thompson’s shoes are lovely because of their colour, texture, and style. 1 Body Sentences

Parts and Purpose PartPurpose Sentences Introductory Sentence Catch the reader’s attention Introduces the topic Sets the parameters 1 or 2 Topic Sentence states the opinion you are trying to prove provides 3 reasons for support Predicts the order of the information in the paragraph example: Ms. Thompson’s shoes are lovely because of their colour, texture, and style. 1 Body Sentences Evidence (proof) Facts, Examples, Details, Numbers 3 pieces of evidence (1 for each reason)

Parts and Purpose PartPurpose Sentences Introductory Sentence Catch the reader’s attention Introduces the topic Sets the parameters 1 or 2 Topic Sentence states the opinion you are trying to prove provides 3 reasons for support Predicts the order of the information in the paragraph example: Ms. Thompson’s shoes are lovely because of their colour, texture, and style. 1 Body Sentences Evidence (proof) Facts, Examples, Details, Numbers 3 pieces of evidence (1 for each reason) 3 - 6

Parts and Purpose PartPurpose Sentences Introductory Sentence Catch the reader’s attention Introduces the topic Sets the parameters 1 or 2 Topic Sentence states the opinion you are trying to prove provides 3 reasons for support Predicts the order of the information in the paragraph example: Ms. Thompson’s shoes are lovely because of their colour, texture, and style. 1 Body Sentences Evidence (proof) Facts, Examples, Details, Numbers 3 pieces of evidence (1 for each reason) Conclusion

Parts and Purpose PartPurpose Sentences Introductory Sentence Catch the reader’s attention Introduces the topic Sets the parameters 1 or 2 Topic Sentence states the opinion you are trying to prove provides 3 reasons for support Predicts the order of the information in the paragraph example: Ms. Thompson’s shoes are lovely because of their colour, texture, and style. 1 Body Sentences Evidence (proof) Facts, Examples, Details, Numbers 3 pieces of evidence (1 for each reason) Conclusion restates the topic sentence sums up answers the question, “So What?”

Parts and Purpose PartPurpose Sentences Introductory Sentence Catch the reader’s attention Introduces the topic Sets the parameters 1 or 2 Topic Sentence states the opinion you are trying to prove provides 3 reasons for support Predicts the order of the information in the paragraph example: Ms. Thompson’s shoes are lovely because of their colour, texture, and style. 1 Body Sentences Evidence (proof) Facts, Examples, Details, Numbers 3 pieces of evidence (1 for each reason) Conclusion restates the topic sentence sums up answers the question, “So What?” 1 or 2

Planning Ms. Thompson is a great teacher.

Planning Ms. Thompson is a great teacher Compassionate

Planning Ms. Thompson is a great teacher. Compassionate Tolerant

Planning Ms. Thompson is a great teacher Compassionate Tolerant Fun

Planning Ms. Thompson is a great teacher Compassionate Tolerant Fun Gives extensions

Planning Ms. Thompson is a great teacher Compassionate Tolerant Fun Gives extensions Allows students to express themselves

Planning Ms. Thompson is a great teacher Compassionate Tolerant Fun Gives extensions Allows students to express themselves Tribes activities and games

Planning Ms. Thompson is a great teacher. Compassionate Tolerant Fun Gives extensions Allows students to express themselves Tribes activities and games Catchy Start: different perceptions of a great teacher.

Planning Ms. Thompson is a great teacher. Compassionate Tolerant Fun Gives extensions Allows students to express themselves Tribes activities and games Catchy Start: different perceptions of a great teacher Conclusion: student success is what matters

Rough Copy Writing  Intro sentence(s) Catchy Introduce the topic (character) Parameters (story and author)  Most Canadians have been to school, which makes everyone an expert on what makes a great teacher. However, that means that the description of a great teacher can be extremely varied.

Rough Copy Writing  Topic Sentence opinion 3 reasons to support it  Most Canadians have been to school, which makes everyone an expert on what makes a great teacher. However, that means that the description of a great teacher can be extremely varied. Ms. Thompson is a great teacher because she is compassionate, tolerant, and fun.

Rough Copy Writing  Body Sentences Evidence to prove your opinion Facts, specific, examples quotations In the same order as the topic sentence  Most Canadians have been to school, which makes everyone an expert on what makes a great teacher. However, that means that the description of a great teacher can be extremely varied. Ms. Thompson is a great teacher because she is compassionate, tolerant, and fun. She kindly gives students the opportunity to turn in late work the following morning instead of sending them to the Homework room immediately.

Rough Copy Writing  Body Sentences Evidence to prove your opinion Facts, specific, examples quotations In the same order as the topic sentence  Most Canadians have been to school, which makes everyone an expert on what makes a great teacher. However, that means that the description of a great teacher can be extremely varied. Ms. Thompson is a great teacher because she is compassionate, tolerant, and fun. She kindly gives students the opportunity to turn in late work the following morning instead of sending them to the Homework room immediately. She also allows students to express their varied interests, personalities and senses of humour in her classes.

Rough Copy Writing  Body Sentences Evidence to prove your opinion Facts, specific, examples quotations In the same order as the topic sentence  Most Canadians have been to school, which makes everyone an expert on what makes a great teacher. However, that means that the definition of a great teacher can be extremely varied. Ms. Thompson is a great teacher because she is compassionate, tolerant, and fun. She kindly give students the opportunity to turn in late work the following morning instead of sending them to the Homework room immediately. She also allows students to express their varied interests, personalities, and senses of humour in her classes. However, the best part of her classes is the enjoyable and entertaining Tribes activities and games.

Rough Copy Writing  Concluding sentence Restates the topic sentence Leaves the reader with something to think about Answers the question “So what?” Most Canadians have been to school, which makes everyone an expert on what makes a great teacher. However, it means that the definition of a great teacher can be extremely varied. Ms. Thompson is a great teacher because she is compassionate, tolerant, and fun. She kindly gives students an opportunity to turn in late work the following morning instead of sending them to the Homework room immediately. She also allows her students to express their varied interests, personalities, and senses of humour. However the best part of her classes is the enjoyable and entertaining Tribes activities and games. The empathy, acceptance, and laughter of Ms. Thompson’s classes are what make her a successful teacher. They are also what makes her students successful, and that is the most important element of a great teacher.

The Finished Product  Most Canadians have been to school, which makes everyone an expert on what makes a great teacher. However, it means that the definition of a great teacher can be extremely varied. Ms. Thompson is a great teacher because she is compassionate, tolerant, and fun. She kindly gives students an opportunity to turn in late work the following morning instead of sending them to the Homework room immediately. She also allows her students to express their varied interests, personalities, and senses of humour. However the best part of her classes is the enjoyable and entertaining Tribes activities and games. The empathy, acceptance, and laughter of Ms. Thompson’s classes are what make her a successful teacher. They are also what makes her students successful, and most people would agree that that is the most important element of a great teacher.