T-BEAR Body Paragraph Outline
Mini-Task
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Mini-Task
Product Name
Curriculum
Skill
Standards
CCR.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCR.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCR.W.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
CCR.W.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCR.W.5
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CCR.W.1
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Prompt
- Use your notes from the play Romeo and Juliet and information from class discussions to outline your essay’s body paragraphs by filling in the T-BEAR graphic organizers provided.
- Use the description of each section of the paragraph and the sentences stems listed to help you write your topic sentence (T), brief explanation (B), examples (E), analysis (A), and to relate or reflect (R).
Scoring Guide
Meets expectations if:
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topic sentence clearly and directly responds to the prompt and establishes the purpose of the paragraph.
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a brief explanation focuses the reader on the aspect of the story that is important to understand the paragraph.
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examples support the writer’s stance and are specific textual references cited with page numbers and denoted with quotation marks for direct quotes.
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analysis discusses the meaning of the example and the implications of word choice, tone, imagery, author’s purpose, etc.
- concluding sentence establishes a connection to another literary text, historical occurrence, society, universal human behavior, OR reflects on the main idea OR states a conclusion consistent with the opinion/judgment and focus of the paragraph.
Instructional Strategies
- Provide students with sentences stems to help them come up with each section of the body paragraph.
- Assign students to peer revising groups to provide feedback on each other’s outlines before drafting.
Module Author/School - Jacqueline Goods, Adrian Constant, Marilyn Ménélas, Jennifer Rygalski (Academy of Innovative Technology)
10th grade/ELA
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