Cahsee preparation Expository Co-Constructed Desert Island Essay Preparation for Teacher



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CAHSEE Preparation - Expository Co-Constructed Desert Island Essay
Preparation for Teacher: Have copies of the prompt for students. A possible essay model has been provided for you to help you discuss how to create the essay with your students. Look over this essay to help you think about questions you will ask students and the think aloud process you will use.
Purpose: To give students the thinking behind the process of creating an expository essay for the CAHSEE.
Lesson Delivery:

  1. Give students the prompt.

  2. Discuss the importance of understanding what the prompt is asking.

  3. Ask students if there are any words that they don’t understand. Discuss what the word might mean.

  4. In partners, ask students to discuss what they think they should be writing about.

  5. Call on three sets of students to check for understanding.

  6. Brainstorm with the entire class possible ideas for the essay. Write ideas on the board.

  7. Discuss structure of an on-demand essay – 5 paragraph outline – introduction, 3 body paragraphs, conclusion. Depending on your class, you might want them to take notes at this point in their notebooks.

  8. Have students set up notebook entry for rough draft of essay.

  9. Students will copy double-spaced what you write with them. You can either write on butcher paper, in your teacher notebook or type on a computer.

  10. The process of writing a co-constructed essay is to get students to understand the thinking and skills behind writing the essay. Your job is to ask them questions that will lead them to create a successful essay. Tell them what they need to think about for each part of the essay. Tell them what you would think about as you write this essay. From this discussion, write the essay together.

  11. Either as you are going along, or after you are finished with the first draft, read each sentence and paragraph and make corrections and/or revisions with students. They copy these as well. Discuss how they might need to do this when they are writing their CAHSEE essay and that it is okay to cross things out for their actual essay.

  12. Have students recopy the revised essay in their notebooks for their reference.


Example of possible co-constructed essay


What to think about, talk about with students

Co-constructed essay

An introduction should include an attention getter, a transition to the thesis and the thesis statement. The attention getter could be a rhetorical question, a statement, dialogue, an anecdote or a quote. Use the ideas you collected in your brainstorm to write the thesis – which three things will you take.

What would you do if you were a castaway on a desert island? What do you think you might need to survive? If I were stranded on a desert island, I would hope to have the most important things to keep me alive. The three things I would try to take are water, a knife and matches.


Discuss the idea of transitions for paragraphs. Ask students about transition words they know. Tell them they can use one or two words or they can write a phrase or sentence to link to the previous idea. Remind students that they have to explain why the item is important to survive.

On a desert island, there might not be any fresh water, and the ocean water is not drinkable. Therefore, the most important thing I would need to survive is water. Water is essential to survive. You can only live a few days without it.

Again, discuss transitions and giving a detailed explanation of why this second item is important.

After water, the next most important thing I would hope to have is a knife. I would need a knife for many reasons. I could use it to build a shelter. I could also use it to defend myself against any wild animals. Finally, I could use a knife to kill fish or small animals to eat.

Keep prompting students to give specific reasons for their choice. If they only give one reason, ask for more ideas. Also, prompt students for a more detailed explanation if they don’t give one. Finally, try to get students to refer back to previous ideas to make the essay cohesive.

The third and final item I would try to have is matches. I would need matches to cook the fish or animals I might kill with my knife. I could also use matches to start a fire to keep me warm at night and send a signal to any planes above that I was stranded. Finally, if I had matches, I can boil any water I found on the island to make it drinkable.

Students could write one sentence in conclusion retstating their thesis – for example, “I n conclusion, if I were on a deserted island, I would bring water, a knife and matches to help me survive.” If you want students to write more than this, you have to help them to refer back to the prompt and to restate the problem/idea in a final thought. This is difficult. You can also have them leave the reader with a question to consider – for example, “what would you do if you were stranded on a desert island?”

In conclusion, it would be difficult to survive on a deserted island. If I was able to bring some items, however, there would be a better chance of survival. I believe that the three things I chose, water, a knife and matches, would give me the best chance of survival. What would you do if you were stranded on a desert island?


Remember:

  • Be sure to write your response to the writing prompt given below.

  • You may place a title on your essay if you would like but it is not necessary.

  • No dictionary may be used. If you have trouble spelling a word, sound the word out and do the best you can.

  • You may write in cursive or print.

  • Write clearly! Any changes, erasures or strike-throughs should be made as neatly as possible.


Writing Task:

Frame1
Checklist for Your Writing

The following checklist will help you. Always make that you:



  • Read the description of the task carefully.

  • Organize your writing by including a strong introduction, body and conclusion.

  • Always support your ideas with specific details and examples.

  • Write to your audience by using appropriate words.

  • Use words that are appropriate for your purpose.

  • Make your writing interesting to read by varying your sentences.

  • Check carefully for mistakes and grammar, usage, spelling, punctuation, capitalization and sentence structure.


CAHSEE Preparation - Expository Partner Leadership Essay
Preparation for Teacher: Have copies of the prompt and graphic organizer for students.
Purpose: To give students practice in partners to write an expository essay with graphic organizer and outline help.
Lesson Delivery:

  1. Put students in partners.

  2. Give partners the prompt.

  3. Remind students of the importance of understanding what the prompt is asking.

  4. Ask partners to identify any words that they don’t understand and to discuss what the word might mean.

  5. Ask partners to discuss what they think they should be writing about.

  6. Check for understanding if you believe you need to in your class.

  7. Have partners brainstorm ideas for the essay.

  8. Have partners complete the graphic organizer before writing their essay. They can also refer to the outline to help them.

  9. Partners will write one essay together on a 81/2 x 11 paper.

Remember:

  • Be sure to write your response to the writing prompt given below.

  • You may place a title on your essay if you would like but it is not necessary.

  • No dictionary may be used. If you have trouble spelling a word, sound the word out and do the best you can.

  • You may write in cursive or print.

  • Write clearly! Any changes, erasures or strike-throughs should be made as neatly as possible.


Writing Task:

Frame2
Checklist for Your Writing

The following checklist will help you. Always make that you:



  • Read the description of the task carefully.

  • Organize your writing by including a strong introduction, body and conclusion.

  • Always support your ideas with specific details and examples.

  • Write to your audience by using appropriate words.

  • Use words that are appropriate for your purpose.

  • Make your writing interesting to read by varying your sentences.

  • Check carefully for mistakes and grammar, usage, spelling, punctuation, capitalization and sentence structure.

General Outline for Five-Paragraph Essay


  1. Introduction Paragraph 1

    1. Attention getter – rhetorical question, quote, statistic, startling statement, anecdote

    2. Transition to thesis – 1-2 sentences that link the attention getter to the thesis

    3. Thesis statement – main idea of the essay




  1. Body paragraph #1 Paragraph 2

    1. Topic sentence – supporting idea #1

    2. Details/examples/facts to illustrate supporting idea #1

    3. Commentary or explanation of how this information supports the thesis




  1. Body paragraph #2 Paragraph 3

    1. Topic sentence – supporting idea #2

    2. Details/examples/facts to illustrate supporting idea #1

    3. Commentary or explanation of how this information supports the thesis




  1. Body paragraph #3 Paragraph 4

    1. Topic sentence – supporting idea #3

    2. Details/examples/facts to illustrate supporting idea #1

    3. Commentary or explanation of how this information supports the thesis




  1. Conclusion – Concluding thoughts about the thesis Paragraph 5

    1. Restate main ideas of the paper

    2. Give the reader something to think about


CAHSEE Preparation - Expository Independent Citizen Protest Essay
Preparation for Teacher: Have copies of the prompt and graphic organizer for students.
Purpose: To give students independent practice to write an expository essay with graphic organizer help.
Lesson Delivery:

  1. Give students the prompt and graphic organizers.

  2. Remind students of the importance of understanding what the prompt is asking.

  3. Remind students to brainstorm ideas for the essay.

  4. Have students complete the graphic organizer before writing their essay.

  5. Students will write essays independently.

Remember:

  • Be sure to write your response to the writing prompt given below.

  • You may place a title on your essay if you would like but it is not necessary.

  • No dictionary may be used. If you have trouble spelling a word, sound the word out and do the best you can.

  • You may write in cursive or print.

  • Write clearly! Any changes, erasures or strike-throughs should be made as neatly as possible.


Writing Task:

Frame3
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