1. Text-Based Writing

2. Learning Targets Students will be able to unpack a writing prompt
Students will be able to understand the connection between unpacking the prompt and establishing a purpose for reading
Students will be able to create a controlling idea
Students will be able to create an effective essay plan
Students will be able to identify the elements of an academic paragraph

3. Establish a purpose for reading
Role of the Reader
Unpack the prompt
Establish a purpose for reading
Read and mark text

4. Unpacking the Prompt & Establishing a Purpose for Reading
Circle the verbs
Underline the nouns
Create a t-chart
Establish a purpose for reading

5. (What do I need to be able to DO)
unpacking the prompt
Write an explanatory essay in which you analyze how particular lines of dialogue or incidents in each story propel the action to a similar resolution.
SKILLS
(What do I need to be able to DO)
KNOWLEDGE
(What do I need to KNOW)
Write
an explanatory essay
how particular lines of dialogue
Analyze or
incidents in each story propel the action to a similar resolution

6. Purpose for reading
Write an explanatory essay in which you analyze how particular lines of dialogue or incidents in each story propel the action to a similar resolution.
Based on the unpacked writing task, the students need to mark the text for ONE or BOTH:
How the dialogue in each story propel the action to a similar resolution
How the incidents in each story propel the action to a similar resolution

7. Create a controlling idea
Role of the Writer
Create a controlling idea
Plan the response
Write essay

8. Creating a controlling idea / Thesis statement
8th grade OC Writes 1:
Write an explanatory essay in which you analyze how particular lines of dialogue or incidents in each story propel the action to a similar resolution.
Possible thesis statement:
The deceitful incidents in both fables, “The Three Spinners” and “The Lazy Spinner” by Brothers Grimm, propel the action to a similar resolution in which both characters are no longer required to complete undesirable tasks.
Items to consider:
TAG – title, author, genre
Flipping the prompt

9. Possible Planning Method
THESIS STATEMENT
TOPIC SENTENCE 1
EVIDENCE THAT SUPPORTS TOPIC SENTENCE 1
TOPIC SENTENCE 2
EVIDENCE THAT SUPPORTS TOPIC SENTENCE 2
TOPIC SENTENCE 3
EVIDENCE THAT SUPPORTS TOPIC SENTENCE 3
CONCLUSION - RESTATE THE THESIS STATEMENT

10. Possible Plan
The deceitful incidents in both fables “The Three Spinners,” and “The Lazy Spinner,” by Brothers Grimm propel the action to a similar resolution in which both characters are no longer required to complete undesirable tasks.
The main character in “The Three Spinners,” uses her cunning nature to prevent her from completing an unwanted chore.
*gave an excuse to the Queen
*struck a deal with the three spinners
*concealed the spinners
The main character in the “The Lazy Spinner,” carries out tricky ideas to continue her idle behavior.
*uses manipulation with husband - excuse about no reel
*cries “He who cuts wood….”
*boils the tow
CONCLUSION – RESTATE THE THESIS STATEMENT

11. Record and Represent Knowledge
Use the provided paper to create a possible collaborative plan for the 9th grade writing task.
Remember to first unpack the prompt, create a t-chart, and establish a purpose for reading.
As a team, please come to consensus before your plan is written on the paper. Each person should choose a different color marker. Every color should be represented on the graphic organizer.

12. Feedback Pass your plan to an adjacent table
Read the plan you received
Provide feedback on a sticky note
Place the sticky note on the back of the plan
Pass the plan to another table
Repeat the sticky note feedback method

13. Structure
An academic paragraph should always begin with the topic and the point that is being made. There should then be a transition, followed by evidence from the text. The evidence should be followed by commentary. Commentary explains how the evidence supports the topic and the point. Again, there should be a transition, followed by evidence from the text. The evidence should again be followed by commentary. For more advanced writers, this could be repeated again. Or, the body paragraph may then be concluded by restating the topic and the point.

14. Academic Sample
Example: Grade 10, Collection 1, “What, of This Goldfish, Would You Wish?”
Analyzing the Text #7
A theme is an important idea about life or human nature expressed through a story’s characters and events. What theme about happiness does this story convey through Sergei’s situations and actions and the outcome of events?
The short story, “What, of This Goldfish, Would You Wish?” by Etgar Keret conveys the theme that making the right choice can sometimes mean sacrificing happiness for the good of others.
Used wish on Sveta’s boy, but she left him in the end
Used wish on stranger, and now he is alone

15. Plan Paragraph
The short story, “What, of This Goldfish, Would You Wish?” by Etgar Keret conveys the theme that making the right choice can sometimes mean sacrificing happiness for the good of others.
Used wish on Sveta’s boy, but she left him in the end
Used wish on stranger, and now he is alone
The short story, “What, of This Goldfish, Would You Wish?” by Etgar Keret conveys the theme that making the right choice can sometimes mean sacrificing happiness for the good of others. While Sergei could have used his wishes for personal gain, he instead selflessly restored the health and well-being of Sveta’s son and in the end was left feeling dissatisfied. When Sergei is faced with another dilemma, he uses his final wish to save the life of a stranger. However, his happiness is again sacrificed with the loss of his goldfish. “Anything, the Russian said, not to be alone,” displays his dissatisfaction with solitude due to his decisions to place the well-being of others before himself.

16. Text-Evidence Stems
In the text/paragraph/passage, it states QUOTE/PARAPHRASE.
According to the text, QUOTE/PARAPHRASE.
In paragraph NUMBER, it states that QUOTE/PARAPHRASE.
The author wrote, QUOTE/PARAPHRASE.
The graphic showed, QUOTE/PARAPHRASE.
One example from the text is, QUOTE/PARAPHRASE.
The author/text also states/says, QUOTE/PARAPHRASE.
Another example from the text is, QUOTE/PARAPHRASE.

17. Commentary Stems
Basically, X is saying suggesting, arguing, proposing, denying that…
In other words, X believes/suggests/confirms/observes/illustrates…
In making this comment/reference, X argues/contends/proposes/questions…
The essence of X’s argument is…
X shows
X signifies
X displays
X exhibits
X demonstrates
X establishes