1.  I can use organizational/formatting structures to develop my writing ideas. ◦ Two-Chunk Paragraph  I can cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

2.  Remove the sentence strips from the envelope and read each one.  Work collaboratively with your group members to construct a paragraph using all the sentence strips. What do you think is the correct order?  Can you determine what the different parts are and what functions they serve?  When you have finished, reflect upon your work by reading the sentence strips from top to bottom to see if you have created a cohesive paragraph. How did you do?

3.  In the article, “Story of My Life” by Helen Keller and the article “Circling Alaska in 176 Days” by Dan Koeppel, Helen Keller and Andrew Skurka, a long distance solo hiker, have very different exterior lives but are connected on many levels as both faced tremendous difficulties that changed their lives. Helen Keller “didn’t know that words existed” before learning to communicate. Keller’s frustration with her own inability to understand the world imprisoned her. Not only did she battle to overcome her limitations because she could not hear, speak or see, but Keller also battled her physical environment, protesting things and people who initially stood in her way. Skurka also faced emotional and physical obstacles. He “felt emotionally thin” and was “stressed by loneliness” throughout his journey to circumnavigate Alaska. Throughout his journey, the grueling physical environment pushed Skurka to realize new truths about his own life and nature. He had to battle the intense emotions he experienced so that he could contend with the challenging Alaskan terrain. Keller and Skurka faced great challenges that led them to new insights.

5.  Definition: A sentence that reveals what the content of the paragraph will address—the main idea.  This is the FIRST SENTENCE of any paragraph.  When responding to a prompt, you can restate part of the prompt as your TS.  Example: In the article, “Story of My Life” by Helen Keller and the article “Circling Alaska in 176 Days” by Dan Koeppel, Helen Keller and Andrew Skurka, a long distance solo hiker, have very different exterior lives but are connected on many levels as both faced tremendous difficulties that changed their lives.

6.  Definition: Facts, evidence, proof, quotations, or specific references from/to a text that help support the main idea of the paragraph.  All paragraphs should have AT LEAST 2 TEs.  TEs need to be introduced with transitions.  Example: For example, Helen Keller “didn’t know that words existed” before learning to communicate.

7.  Definition: A word or phrase that signals the writer is about to reveal a detail from a text that is not his or her own idea.  Transitions help to make a paragraph flow more smoothly.  Transitions are usually followed by a comma.  Examples: ◦ For instance, for example, in addition, additionally, consequently, as a result, furthermore, etc.

8.  Definition: Interpretation, explanation, analysis, opinion, and/or support that EXPLAINS WHY THE TE IS IMPORTANT AND HOW IT CONNECTS TO THE MAIN IDEA.  Your commentary is YOUR OWN THINKING.  Example: Keller’s frustration with her own inability to understand the world imprisoned her. Not only did she battle to overcome her limitations because she could not hear, speak or see, but Keller also battled her physical environment, protesting things and people who initially stood in her way.

9.  Definition: The combination of one piece of TE and at least two CM sentences.  Formula: ◦ 1 text evidence: 2+ commentary

10.  Definition: The sentence at the end of the paragraph that sums up what the paragraph has been about by rephrasing the TS.  Final sentence—should be unique from TS.  Example: These triumphant discoveries were founded in struggle and propelled both individuals to develop a greater sense of purpose in their lives.

12.  Remove the sentence strips from the envelope and read each one.  Again, work collaboratively with your group members to construct a paragraph using all the sentences.  When you have finished, reflect upon your work by reading the sentence strips from top to bottom to see if you have created a cohesive paragraph.

14.  In Helen Keller’s autobiographical passage “Story of My Life” and the National Geographic article “Circling Alaska in 176 Days” by Dan Koeppel, both Helen Keller and Andrew Skurka have revelations about life as a result of their interactions with nature. For example, Keller states “I knew then that w-a-t- e-r” meant the wonderful cool something that was flowing over my hand. That living word awakened my soul, gave it light, hope, joy, and set it free.” This evidence shows that Keller only truly understood the meaning of the objects around her after feeling the water on her hand. This is important because Keller’s interaction with nature helped her have a renewed enthusiasm for learning and belief that she could be successful in life. Nature also impacted Skurka. Skurka “began to wonder whether there was really any difference between him and all the other animals on the move…the caribou, the weather, and his sense of smallness, of being at the mercy of nature.” As Skurka and the caribou moved across the Alaskan trail together, Skurka realized nature’s power, and this interaction forged a deeper connection with nature. Skurka had always tried to control every aspect of his hiking trips, but when he regarded nature in a new way, he viewed the world differently and his place in it differently too. Both Keller’s and Skurka’s triumphant discoveries were the result of a new awareness of their surroundings.

15.  Uh…how am I going to use this??? ◦ I can use organizational/formatting structures to develop my writing ideas.  Two-Chunk Paragraph ◦ I can cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

16.  Does the topic sentence provide background and a framework for what is discussed in the rest of the paragraph?  OR  If addressing a prompt/question, does the topic sentence answer the question?  Is text evidence quoted directly and accurately?  Is text-evidence well-chosen? Does it support the claim/answer?  Does the commentary go beyond the surface of the text?  Is the relationship between the text evidence and commentary clear?  Is the proper ratio used?  (1 piece of evidence plus 2 or more sentences of commentary)  Does the closing sentence provide a summary of the paragraph?

17.  Choose One: ◦ Today I learned… (explain what you learned using details) OR ◦ A question I still have is…

18.  3 things I learned today/yesterday…  2 things I found interesting…  1 question I still have…