21s t Ce ntury Inno vat ive Teac hing & Le arning

Teacher Name: Alan Lane www.asn.am

Unit Title: Analyzing and Writing Thesis Statements

CCSS: Write arguments to support claims in an analysis of substantive topics or texts,using valid reasoning and relevant and sufficient evidence.CCSS.ELA-Literacy.W.11-12.1

Write informative/explanatory texts to examine and convey complex ideas,concepts, and information clearly and accurately through the effective selection,organization, and analysis of content.CCSS.ELA-Literacy.W.11-12.2

Produce clear and coherent writing in which the development, organization, andstyle are appropriate to task, purpose, and audience.CCSS.ELA-Literacy.W.11-12.4

Unit Objectives: To recognize parallels between single-paragraph and multi-paragraphcompositions

To analyze and write thesis statements.

To improve writing so that students will be more successful on the free responsequestions on their AP Exams.

Respond to historical texts and various types of social studies literature byinferring, drawing conclusions, making predictions, and formulating historic,geographic, economic, and civic questions. (Nevada Social Studies Standards ContentLiteracy)

Process or synthesize information through writing using note taking, graphicorganizers, summaries, proper sequencing of events, and/or formulating thesisstatements that examine why as well as how. (Nevada Social Studies Standards ContentLiteracy)

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21s t Ce ntury Inno vat ive Teac hing & Le arning

Unit Overview: The elements of a good paragraph form the backbone of an essay. Thus, thetopic sentence of the single-paragraph composition parallels the thesisstatement of a longer piece. The supportive detail of the single paragraph isexpanded and divided into the body paragraphs of an essay, each of which hasa topic sentence. Finally, the closing sentence of the paragraph is, in the multi-paragraph composition, expanded into a closing paragraph.

This lesson points out the parallels between single-paragraph and multi-paragraph compositions. It introduces students to what the thesis statement isand does:

The thesis statement is a focused sentence that

• covers the topic of the essay

• expresses the writer's analysis of that topic

• and alerts the reader to how the essay will be developed and organized.

21st Century Skills Index:

X Collaboration

Knowledge Construction

Real World Problem Solving & Innovation

Use of ICT

X Skilled Communication

Self-Regulation

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21s t Ce ntury Inno vat ive Teac hing & Le arningProcedures

1. Put a model of a good paragraph on the projector (attachment A - Analyzing Model Paragraphs).

Read the paragraph aloud and elicit from students which is the topic sentence, which are the

supporting details, and which is the closing sentence.

2. Ask students how they might go about writing a longer composition on the same topic. What ideas

could they add? The writer has focused on one set of problems faced by young people with immigrant

parents: conflicts with parents. What other types of special problems do these "third culture" teenagers

face? Couldn't separate paragraphs be written on other difficulties faced by this group-such as having

to help parents communicate with school, medical, or government officials?

3. Explain that the sentence, "Growing up as a "third-culture' child in America can prove to be difficult,"

could be used as the thesis statement for a multi-paragraph composition. Like the topic sentence of a

paragraph, this sentence is like an umbrella-broad enough to "cover" the whole piece. The thesis tells

what the whole essay is about and conveys the writer's attitude. (Here, the thesis would alert readers to

the fact that they are about to read an article in which the writer tells sympathetically about the special

problems faced by children with immigrant parents.)

Every paragraph in the piece supports the thesis by explaining it or arguing for it or providing examples

or quotations or statistics that illustrate it. A good thesis lays the foundation for a good essay. On the

other hand, one that is too vague or too specific or too uninspiring or so neutral that no one could

disagree with it makes the task of building a strong essay nearly impossible.

4. Sketch diagrams on the board or overhead to explain the relationship between the parts of a single

paragraph (topic sentence, supporting sentences, closing sentence) and the elements of a multi-

paragraph composition (introductory paragraph, body paragraphs that develop supports, concluding

paragraph.) (See Attachment B.)

5. Point out that each supporting detail can often be expanded into a paragraph or even a block of related

paragraphs. It is Important that students understand that the diagram is not a rigid prescription. Just as

there will not always be exactly three supporting details In a paragraph, there may be more than three

body paragraphs in a longer composition.

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21s t Ce ntury Inno vat ive Teac hing & Le arning6. Stress the flexibility of paragraph blocks; numerous variations are possible, depending on the amount

of information. Using this block structure, in which the information to be conveyed determines block

length and number of paragraphs in each block, allows for natural organization and writing. This

freedom, in turn, encourages students to experiment with their writing on the amount of information to

be conveyed.

7. Complete class discussion on “Thesis Statements - What are They?” using (attachment C). Students

write responses and conversation in thought log.

8. Introduce and discuss the FRQ Essay Rubric (attachment D). All free response questions will have

this attached with the TAD chart facing up. Explain that the goal is to make the creation of the TAD

chart an automatic prewriting activity. An effective tad chart should allow identification of the topic

WITHOUT seeing the prompt.

9. Refer students to “Tad the Thesis” - (attachment E) and emphasize the three elements of a thesis

statement: expresses the topic, conveys the writer's analysis, and indicates the way ideas will be

developed.

10. Have partners complete part A.

Suggested Responses:

1. laws pertaining to teens; surprise and interest; examples of legal rights and responsibilities

2. stories by a favorite author: appreciation: examples of realistic characters

3. playing video games: approval; ways they are challenging and enjoyable.

4. a personal crisis: self-reflective: description of facing a crisis that made the writer stronger.

5. patience, advocating, reasons why patience is good. to have and examples of how

it is hard to learn

11. Have students complete part B. Review results by having students read them aloud.

12. Have students complete part C of the exercise. Ask volunteers to write thesis statements on the board,

and instruct the class to analyze them for topic, analysis, and possible method of development.

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21s t Ce ntury Inno vat ive Teac hing & Le arning13. Explain that so far in the lesson-as in many school assignments- students have been handed thesis

statements that are already fully or partially fabricated. Point out that the day will come, though, when

students have to develop their own thesis statements. As students get older, they will be expected more

and more often to write essays about topics of their own choice. They will need to come up with thesis

statements that are just specific enough (not so narrow that there's little to say and not so broad that

students find themselves writing a book).

14. Offer this technique for writing good thesis statements: Start with a topic of interest and brainstorm a

series of questions you have about that topic - letting each one lead you to the next-until you come to

one you would like to explore in your essay. Then - after doing some preliminary research, if

necessary-turn that question around and expand it into a statement. There! - You have a thesis

statement.

Suppose you are interested in endangered species. You might ask, What are some endangered

species? Why are they endangered? What's being done to conserve them? Which efforts are proving

the most successful? Why are these efforts important? A search on the Web would reveal that cheetah

conservation efforts are proving successful and helping ensure bio-diversity. Your thesis statement

might be: Important efforts are being made to conserve the cheetah population.

15. Complete discussion on Thesis Statements- Examples (attachment f) and assign Thesis Statements 2

(attachment g) - Examples as reinforcement. Discuss as a close once completes.

16. Assessment is ongoing and according to the full FRQ rubric introduced earlier. Also, throughout

remainder of school year as opener activities, display writing prompts and have students complete the

TAD opener chart - (attachment h). Also display completed thesis paragraphs and have them dissect

them completing the TAD opener chart. Remember the goal is to make the creation of the TAD chart an

automatic and rapid first response to any writing prompt. Then formulating the thesis should be

natural.

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~-.

Single-Paragraph Composition

Topic Sentence

Supporting Detail

Closing Sentence ---+-----+-.

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Multi-Paragraph Composition

Introductory Paragraph, Including Thesis Statement

Supporting Detail 1 Paragraph Block

Supporting Detail 2 Paragraph Block

Supporting Detail 3 Paragraph Block

Closing Paragraph

Basic Composition Lesson 32 Handout 51

Nanle' _________ _ _

Date, ___________ __

A Closer Look at the Multi-paragraph Composition

Directions: Study the following examples of multi-paragraph composition structure.

Composition A

(eight-paragraph composition)

First Paragraph

(Introduction)

Paragraph Blocks

(Related paragraphs

that form the body)

Final Paragraph (Conclusion)

Composition B

(five-paragraph composition)

First Paragraph

(Introduction)

Paragraph Blocks

(Related paragraphs

that form the body)

Final Paragraph (ConcluSion)

© COPYRIGHT. The Center for Learning. Used with permission. Not for resale.

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Thesis Statements

What are they?

• The thesis statement is a focusedsentence that expresses the writer'sanalysis of a particular topic, coverswhat the entire essay is about, andalerts the reader to how the essaywill be developed and organized.

What is the foundation of a goodthesis statement?

A good thesis statement...

• ...answers the question• ...is supportable by evidence• ...is precise• ...previews broad points of your argument• ...is arguable (in other words, isn't simply

statement of fact)

Thesis

• An acceptable thesis is one thatmakes an analytical argument thatresponds specifically to what theprompt is calling for you to addressin the FRQ/DBQ.

DBQ Thesis

• You must not simply restate thequestion; your thesis must reflectyour analysis of the documents.

Remember: A Thesis must have:

• Limiting topic• Analytical argument• Pattern of development

The End?• Homework:– Read textbook pg “liii” Thematic Essay

Questions.– Write out the common prompts and

have ready for tomorrow.

Name ____________________________________________________________ Date Due ______________________

FRQ Essay Rubric

• Staple this paper to the front of your essay, this side up. Please do not identify essay on this side.

• TAD chart MUST be completed. It is worth 10% of the total score.

• Complete essay identifier and question on reverse side. Please look over the rubric. If you feel that your essay is

inferior, you need to rework it before turning it in.

TopicWHAT is the topic?

AnalysisWHY is this topic important?

Development HOW will the analysis be explained?

Name ____________________________________________________________ Date Due ______________________

Essay Identifier: ___________________________________________________________________________________

Question: ________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

________________________________________________________________________________________________

45 pts 1- Insufficient 2 - Fair 3 - Good 4 - Excellent 5 - Outstanding

Use of Evidence

Provides few examples & references to material, irrelevant and insufficient.

Provides some examples & references to material, vague, notalways relevant.

Provides several examples & references to material, relevant butincompletely developed.

Provides many examples & references to material, relevant and accurate.

Provides wide variety of examples & references to material, specific, relevant, accurate.

Understandingof topic &audience

Insufficient understanding of thetopic.

Limited understanding of thetopic.

General understanding of thetopic.

Competent understanding of thetopic.

Insightful understanding of thetopic.

Thesis Unclear Weak. Simply restates topic.

Present but vague Clear & concise Clear, concise, articulate.

Assign # ________ Name ____________________________________ Due Date ____________ Pts _______

Tad the Thesis

Part A.

A thesis statement includes the limiting topic, the analysis/attitude, and an indication of direction of development.

Read each of the following thesis statements, and identify the writer's topic, analysis/attitude, and probable direction of development.

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Example: Our football coach provides us with an example to imitate both in the classroom and on the football field.

T Topic the actions of the football coach in class and on the field

A Analysis an example to imitate

D Development to describe specific incidents that occurred in the classroom and out on the field

1. Learning about the legal rights and responsibilities of teenagers has been an eye-opener for me.

T

A

D

2. Patience is hard to learn but good to have.

T

A

D

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Assign # ________ Name ____________________________________ Due Date ____________ Pts _______

3. Playing video games is a challenging and enjoyable activity.

T

A

D

4. I have found that "what doesn't kill you makes you stronger."

T

A

D

5. I enjoy stories by the author because the characters are like real people I would liketo know.

T

A

D

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Assign # ________ Name ____________________________________ Due Date ____________ Pts _______

Part B.

On a separate piece of paper, compose thesis statements by linking each of the following topics with an analysis/attitude. Add any necessary words. In some Instances, several combinations are possible.

Then outline the probable direction of development.

Topics Analysis/Attitudes

1 owning rollerblades a. requires both technical knowledge and skill

2 the compact disc b. teaches a sense of responsibility

3 holding a class office c. is detrimental to health

4 my most prized possession d. requires leadership qualities

5 my brother's divorce e. is both challenging and satisfying

6 writing a composition f. must have some talent and much perseverance

7 fixing a bike g. is a modem invention in demand amongteenagers and adults

8 exercising on high-tech equipment h. requires creative genius and mathematicalprecision and logic

9 today's recording artists I. provides relaxation

10 smoking cigarettes j. is a waste of time

k. is a worthwhile pastime

l. is tearing my family in various directions

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Assign # ________ Name ____________________________________ Due Date ____________ Pts _______

Part C.

Directions: Use each of the following topics to formulate a good thesis statement for a multi-paragraph composition.

1. not being able to buy the basics you need for a comfortable life

2. keeping a good balance between homework, relaxation, and fun

3. having specific jobs to do at home

4. visiting various places on vacation

5. the benefits of belonging to a large family

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Assign # ______ Name ____________________________________ Due Date __________ Pts ______

Thesis Examples

Analyze the various Protestant views of the relationship between church and state in the period circa 1500–1700.

Many Protestant's believed that church and state should not be mixed; a belief that as we can see today's society is very true, because the mix of church and state can create animosity between people in politics, causing disagreement, which in turn causes important issues to take long amounts of time to be decided on.

T: ___________________________________________________________________

A: ___________________________________________________________________

D: ___________________________________________________________________

Analyze the various effects of the expansion of the Atlantic trade on the economy of Western Europe in the period circa 1450–1700.

The expansion of the Atlantic trade greatly improved the economy of Western Europe in the period of 1450-1700 because resources from the newly found territories helped countries to create more exports, increasing the wealth of the country.

T: ___________________________________________________________________

A: ___________________________________________________________________

D: ___________________________________________________________________

Identify and analyze the characteristics of the 15th century Italian city-states that made them fertile grounds for Renaissance artists.

Italian city-states in the 15th century were fertile grounds for Renaissance artists not only because of urban and social practices, but because of their close proximity to Roman antiquities, and also their pride, which led to rivalries amongst other city-states.

T: ___________________________________________________________________

A: ___________________________________________________________________

D: ___________________________________________________________________

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Assign # ______ Name ____________________________________ Due Date __________ Pts ______

Thesis Examples 2

Analyze the influence of ideas about gender on the reign of Elizabeth I and explain how Elizabeth responded to these ideas.

Elizabeth I was influenced by the people and the church about gender power. Being the 1500's to 1600's, women did not have as many rights as the men and most likely began to question Elizabeth's position in power from a man's point of view. Since her father, Henry VIII, was head of the church, Elizabeth may have inherited the position questioning gender rights.

T: ___________________________________________________________________

A: ___________________________________________________________________

D: ___________________________________________________________________

Gender greatly influenced ideas of how well an individual could reign in the 1500s. Many men did not believe Elizabeth I could rule England strictly because she was a woman. Elizabeth responded strongly to the criticism in her speeches and anyone that knew her personally was aware that she was just as capable as any man to take charge of the country.

T: ___________________________________________________________________

A: ___________________________________________________________________

D: ___________________________________________________________________

Since Elizabeth I was a woman, not many people were please due to the gender barrier at the time. Some people thought that since she was a woman, she would be a terrible ruler. She did not let this bother her though. She replied, “Yes, I am a woman, but I have the heart and strength of will to be your ruler and I trust you will believe in me.” It does not really matter if you are male or female. If you have willpower, you can lead.

T: ___________________________________________________________________

A: ___________________________________________________________________

D: ___________________________________________________________________

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Name: ___________________________________ ___________________ Date # ______________Closer # _________

Please complete TAD and write FULL Thesis on back. www.asn.am

TopicWHAT is the topic?

AnalysisWHY is this topic important?

DevelopmentHOW will the analysis be explained?