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ELA68

Patterns and Organization

English Language ArtsGrade 12Grade 11Grade 10Grade KGrade 1Grade 3Grade 5Grade 6Grade 7Grade 8Grade 9Grade 4

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Lyrics

When you writing your text

You have to have structure

When you writing your text

You have to have structure

 

 

Chronological

Compare and Contrast

Order of importance

Sequence Sequence

Factual Factual

Cause and effect

And its problems and solutions

What we doing What we doing

Heyy

 

We know the writing process now what’s the next structure

I’m trying to write a paper what’s the best structure

Pattern of organization is what we placed in

Whatever you writing we call that text structure

This how an author organizes the info

Make the writing process simple

Keep your mind out of limbo

There’s two types of text that we mainly use

Narrative and Informational

I’ll explain it to you

Narrative used in movie scripts and most books

It’s the voice that narrates the story

Now let's look, An informational text

About direct light giving directions or instructions on how to cook

Now back to the pattern

Its seven common types

That you can use to organize the

Paper that you write

Let's start with chronological

All the stories organized

Events told by narrators

Happen along the timeline

Without chronological order

The story can’t make sense

You don’t know where it begins end or past tense

Now compare and contrast

Somewhat alike but there’s some differences

On topics that you have

Another one is sequence

Used for instructions or directions

We’ll move on to the next section

Problem and solution

Info on a problem is expressed in a solution

That’s presented three to go

 

When you writing your text

You have to have structure

When you writing your text

You have to have structure

 

 

Chronological

Compare and Contrast

Order of importance

Sequence Sequence

Factual Factual

Cause and effect

And its problems and solutions

What we doing What we doing

Heyy

 

Let's talk about order of importance

Steps of ideas that’s prioritized by the writer

Chain of command from the bottom you go higher

I’ll give you an example

Let's say if you go hired by the district manager

Under him is the store manager

Under her is assistant manager

Under him there’s employees

That’s where you have to start

Until you work your way up to getting some cheese

Now let's talk about factual

Informational organize the space or location

Like describing the blueprint to a building

The floor down below up above is the ceiling

Last we have the cause and effect

Explain the reason why something happen

Or the effects that come from it

The cause of you listening to this song

The effect of you knowing pattern oh organization

 

HOOK

When you writing your text

You have to have structure

When you writing your text

You have to have structure

 

 

Chronological

Compare and Contrast

Order of importance

Sequence Sequence

Factual Factual

Cause and effect

And its problems and solutions

What we doing What we doing

Heyy

 

 

Standards

  • CCSS.ELA-LITERACY.W.1.3 — Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
  • CCSS.ELA-LITERACY.W.8.3.B — Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.
  • CCSS.ELA-LITERACY.W.3.3.C — Use temporal words and phrases to signal event order.
  • CCSS.ELA-LITERACY.W.9-10.2.A — Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  • CCSS.ELA-LITERACY.W.6.1.A — Introduce claim(s) and organize the reasons and evidence clearly.
  • CCSS.ELA-LITERACY.RL.11-12.5 — Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
  • CCSS.ELA-LITERACY.W.6.10 — Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
  • CCSS.ELA-LITERACY.W.7.1.A — Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically.
  • CCSS.ELA-LITERACY.L.6.3.A — Vary sentence patterns for meaning, reader/listener interest, and style.*
  • CCSS.ELA-LITERACY.W.11-12.1.A — Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
  • CCSS.ELA-LITERACY.W.7.1.B — Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
  • CCSS.ELA-LITERACY.W.3.3 — Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • CCSS.ELA-LITERACY.RL.9-10.5 — Analyze how an author's choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
  • CCSS.ELA-LITERACY.W.6.2.A — Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  • CCSS.ELA-LITERACY.W.4.4 — Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
  • CCSS.ELA-LITERACY.RI.11-12.6 — Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
  • CCSS.ELA-LITERACY.W.11-12.2.A — Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
  • CCSS.ELA-LITERACY.SL.11-12.3 — Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
  • CCSS.ELA-LITERACY.W.4.1.A — Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
  • CCSS.ELA-LITERACY.W.8.2.A — Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
  • CCSS.ELA-LITERACY.W.K.3 — Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened
  • CCSS.ELA-LITERACY.W.8.9.A — Apply grade 8 Reading standards to literature (e.g., "Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths, traditional stories, or religious works such as the Bible, including describing how the material is rendered new").
  • CCSS.ELA-LITERACY.L.9-10.4.A — Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.
  • CCSS.ELA-LITERACY.W.5.1.A — Introduce a topic or text clearly, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer's purpose.
  • CCSS.ELA-LITERACY.W.8.2 — Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
  • CCSS.ELA-LITERACY.W.9-10.2 — 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.5.4 — With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
  • CCSS.ELA-LITERACY.W.11-12.2 — 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.