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Unit Overview Objectives, summary, and time frame
Overview In argumentative, informative, and narrative writing students are expected to use transi- tions to create cohesion, clarify, and convey sequence and signal shifts. This lesson is designed to teach students what transitions are, what their purpose is, and how to use them. More im- portantly, this lesson seeks to help students understand the relationship between sentence parts, sentences, and paragraphs in order to use them properly. This lesson is designed for benchmark and strategic learners. After students are introduced to the types of transitions and their uses they will complete manipulative activities, have op- portunities to practice using transitions in sentences, rewrite a paragraph using the correct transitions, and complete a quiz. (The quiz is located in the Resource section to be used if so desired.) Note that all of the time estimates are estimates, beholden to the level of the class, the time of year this lesson is being used, and the personal style of the teacher.
ELA Standards addressed: W 7.1.c—Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
W 7.2.c—Use appropriate transitions to create cohe- sion and clarify the relationships among ideas and concepts.
W 7.3.c—Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another
ELD Standards addressed: Use more complex vocabulary and sentences ap- propriate for language arts and other content ar- eas. Use expanded vocabulary and descriptive words in paraphrasing oral and written responses to texts.
Content Objectives:
- Students show prior knowledge of transitions by creating a Circle Map.
- Students organize transitions into logical cate- gories by using manipulatives.
Language Objectives:
- Students draft a Quickwrite explaining at least three transitions they’re committed to using this year.
- Students determine where to place transitions by reading for cues in sentences and para- graphs.
Unit Overview Objectives, summary, and time frame
2-3 Days
Categorize transition usage.
Instruction Given that there are numerous categories of transitions and transition words, this activity has narrowed the focus to six types of transitions. You know your students best, so if you feel they can handle a lengthier (or shorter) list, give it to them. Feel free to add your favorites to the Tree Map. Before you start the lesson, ensure that each student has a copy of the ―Transitions: Exam- ple Sentences by Type‖ (Resource 1) and a box of colored pencils that includes black, red, green, blue, orange, purple, pink, and brown (or any 7 colors to your choosing). While students can readily access a list of transition words from various ―how to‖ writing handouts, through this lesson the students should take ownership of their list by creating it as modeled by the teacher. The hope is that the students will refer to their own lists when needed more regularly than a prefabricated resource. Explain that each of the six types of transitions has a specific purpose, and that we will build a Tree Map on the back of the handout to list the types, their purpose, and commonly used transitions of that type: adding information – giving more information, giving exam- ples/clarifying – stating an example , showing a contrast – how something is different, showing a comparison/similarity – how something is the same , showing time sequence – stating what time order something occurs/happens (chronology), showing cause and effect
- the result of some action Remind the students that writers use different types of transitions to make their meaning clear and cohesive. Make the Tree Map with your students as part of your instruction. De- pending on the time allotted, build the map in your own writing, thinking aloud as you go. Guiding your students through examples for each type of transition can be done in one of two ways. First, the teacher and students can build the Tree Map and then turn it over to record the examples. The second way would be to flip from one side to the next, writing the examples right after learning the transition. Teaching style and student population will determine which method is beneficial for each class. You may also allow students to independently or collaboratively to add to the list, again depending on population, style, and preference.
Lesson 1 Introducing the vocabulary and purpose of transitions
W 7.2.c—Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
Take the language off the map.
Practice After the map and examples have been completed, have students take out their Circle Map from the first activity. Students should review the map and look at their responses. Most stu- dents will find that they tend to use the same transitions over and over and produced a fairly limited list. Have students look over their Tree Maps and choose one new transition from each of the six categories and write it in green (or another second color) on their Circle Map. This is their ongoing, yearlong commitment to prac- tice using new transitions in their writing. At this point have students tell a partner which new transitions they commit to using. Finish the activity by completing a Quick- write. Have students respond to the prompt, ―Think and write of at least three scenarios in which you can use the new transitions to which you’ve committed .‖ When this activity is completed, a suggestion would be to collect the Tree Maps with exam- ples and laminate them for the students so that they are still in tact by the end of the school year.
Lesson 1 Introducing the vocabulary and purpose of transitions
W 7.2.c—Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.
Scaffold for Intermediate Fluency
For students having difficulty putting their understanding into complete sentences in the Quickwrite, provide the following sen-
tence frames to aid expression.
One transition that I plan on using is _____ when I need to _____. I think another new transition I’ll try out is _____, and I’ll probably try that
one if I need to _____. _____ is a third transition that I’m focusing on this year. I’ll use it whenever I _____.
ELD Standard: Use more complex vocabu- lary and sentences appropri- ate for language arts and other content areas.
Extension for Advanced Learners
To expand on the complexity of the Quickwrite, have students who’re advanced use transitions in their Quickwrite from at least three different categories to explain their use of transitions.
When thinking about the transitions I want to start using, obviously the place and time I’ll have most my opportunities to use them are in essays. I think I can use “furthermore” in a body paragraph, maybe even at the start of a body paragraph. “Thus” is a little harder to imagine; although, I think I could use it at the start of a concluding sentence in a body paragraph to restate my topic sentence. But “meanwhile” seems like a transition that would work best in a story, so I’ll probably use that when I’m working on a narrative essay.
Practice with using transitions.
Practice There are two different practice activities that can be used with students, depending on the time allotted for practice and the ability of the students. Regardless of the activity assigned, tell students to use clues from the sentence or passage surrounding the blank space to deter- mine the best transition to use. For example, tell them to ask themselves: Is the sentence talk- ing about the sequence of events? Is the sentence adding more information or offering a con- trast? The answer will indicate what kind of transition to use. The ―Transitions Words Worksheet‖ (Resource 5) is geared toward benchmark students and can be done individually or in pairs. During completion of the worksheet, encourage students to finish the entire sheet before taking out their Tree Maps. Correct as a whole class using volunteers or non-volunteers.
RI 7.3—Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Scaffold for Intermediate Fluency
Strategic students can use the “Goldilocks and the Three
Bears” (Resource 6) story accompanied by the “Transition
Bridges” (Resource 7). This activity works best in pairs because the students have to read the story together and then talk about the
task. Students will need scissors and glue sticks to complete the assignment. A set of direc- tions is in the resource section. This can be copied for each pair or placed under the elmo and
read aloud to the students.
ELD Standard: Use expanded vocabulary and descriptive words in para- phrasing oral and written responses to texts.
Extension for Advanced Learners
Ask students to watch a portion of a TV newscast with their parents. (Parents may choose to monitor the broadcast for child-appropriate material.) Students should pay attention to how broadcasters transi- tion from one story to another, from one department to another (i.e., from political news to the weather forecast), and from the newscast to commercials. As homework, instruct students to write down the transition words that were used in the newscast. To clarify the assignment before giving it to students, the teacher may wish to copy a portion of a newscast (editing out material deemed inappropriate for young ears/eyes) and show it to students in order to point out a few examples of transitions.
Lesson 2 Practicing with transitions
Provide independent practice.
Tell students that they will be using their knowledge of transitions to rewrite a passage from a novel. Explain that the transitions have been removed from the passage and the writer did not publish their work like this. Pass out the passage and read it aloud to students. Students should notice that the pas- sage is very choppy and that some parts don’t make sense. After reading, ask them what they thought about the passage. Field some student re- sponses and discuss, again, the importance of using transitions. There are three assignments in the resource section. For a standard Benchmark class use the Benchmark passage. Students are given a word bank and a passage that does not in- dicate where the transitions should be. The recommendation here is that students should work individually, but if scaffolding is still required students can work in pairs or groups. Explain that the word bank includes the transitions removed from the passage. On a sepa- rate piece of paper or on the back, students rewrite the passage using the transitions in the word bank.
W 7.3.c—Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Lesson 2 Practicing with transitions
Resource 2 Transition Examples by Type (Key)
Transition Example Sentences by Type Transition Type
Transitions
Example Sentences
adding information
and, not only…but also, also, moreover, furthermore, in addition
We have seen the movie twice,
and
now we want to see
it again. Students should be on time.
Furthermore,
they must be
prepared.
giving examples/clarifying
for example, for instance, specifically, in particular, the first example is, the second example
He often eats strange foods.
For instance,
he once ate
cow
brains. I love fruit.
In particular,
I like bananas, pineapple, and
berries.
showing a contrast
but, however, on the other hand, otherwise, instead, in contrast, although
Bill earned an A on his essay,
but
Susan got a B.
She hates housecleaning.
On
the other hand,
she
doesn't mind cooking.
showing a comparison/similarity
likewise, similarly, in the same way, just as,
as, too, again, thus
Math was hard for me in high school.
Likewise,
it is hard
in college. Rock climbing takes much practice and skill.
In the same
way,
learning to write well requires a great deal of
practice.
showing a time sequence
first, second, finally, in conclusion, in summary, meanwhile, to sum up
First,
she went to the grocery store.
Second,
she put many tasty treats in her cart.
Finally,
she paid for her items.
showing a cause & effect
so, as a result, therefore, thus, as a consequence, consequently
She studied hard for the exam,
as a result
,^
she earned an “A”.
I forgot to set my alarm,
as a consequence
I was late to school.
Resource 3 Manipulatives
Transition Categories
adding
information
giving examples/clarifying
showing a
contrast
showing a
comparison/similarity
showing a
time sequence
showing a
cause & effect
Resource 5 Transition Words Worksheet
TRANSITION WORDS
Transition words are used to link sentences and ideas. If you use them correctly, your writing will be easier to understand and more mature. Look for transitions when you are reading the newspaper, a magazine, or a book. Notice how other writers have used these words then try to use them yourself in your own writing.
Directions : For practice, use the transitions at the right in the sentences at the left. In each group, use a transition only once. Read each sentence carefully so that you can choose an appropriate transition. Capitalize when necessary.
- I would like to see you tomorrow , _______________ let’s have lunch together.
- My sister loves to eat , _______________ I don’t care much about food.
- When you begin an exercise program, you must be careful not to overdo it.
My father , _______________ , hurt his back by exercising too hard without warming up first.
- She had looked everywhere for a job ; _______________ , she was called for
an interview.
- She had been studying for hours. _______________ , she hoped to do
well on the test.
- First, Mary went to the store. _______________ , she went to visit her mother.
- I would like to read many books ; _______________ , I don’t seem to have enough time to read.
- John ate and ate ; _______________ , he never gained weight.
- Joe ate too fast. _______________ , he had indigestion.
- He stayed up too late last night ; _______________ , he slept until noon.
- I want you to buy milk, eggs, and fruit juice ; _______________ ,
I want you to be sure to get cereal and ice cream.
- I was concentrating on my homework. _______________ ,
the soup boiled over.
- _______________ , I will boil the water. Second, I will brew the tea,
and _______________ , I will serve it.
- Joe , _______________ , happens to be my best friend.
- Jane studies all the time ; _______________ , Billy never studies.
Word Bank for example finally but so to the left beyond still
Word Bank third similarly nevertheless however as a result then therefore for instance
Word Bank in contrast consequently until then in fact third meanwhile furthermore first
Resource 5 Transition Words Worksheet continued
Using Transitions
Directions: Create on original sentence or pair of sentences using the transition indicated.
1. for example
2. furthermore
3. nevertheless
4. meanwhile
5. however
6. as a result
7. without a doubt
8. consequently
Resource 6 Goldilocks and the Three Bears continued
went straight to the door and knocked. There
was no answer.
So Goldilocks went right in!
Goldilocks saw the three bowls of porridge
and decided to have a taste.
______________, she took a taste from the
great big bowl. "Too hot!" she cried.
Next, she tried the middle-sized bowl. "Too
cold!" she said.
___________ she had a taste from the wee
little bowl. "Yum! Just right!" she said, and
ate every last bit of Baby Bear's porridge.
After she had eaten, Goldilocks saw three
chairs. She sat down in the great big Papa
Bear chair. "Too hard!" she thought.
___________, she tried the middle-sized
chair. "Too soft!" she said, sinking into the
Resource 6 Goldilocks and the Three Bears continued
chair.
____________, Goldilocks sat down on wee
Baby Bear's chair.
"Just right!" _____________ she sat down so
hard that the chair collapsed into pieces.
__________________, Goldilocks was
starting to get very sleepy. She climbed up the
stairs and found three beds. First, she tried the
great big Papa Bear bed. "Too hard!"
Next, she tried the middle-sized bed. "Too
soft!"
Then, she tried the wee little Baby Bear bed.
"Just right!" She fell fast asleep.
When the three bears came back from their
little walk in the woods, they were in for a big
surprise.
Papa Bear said in his great big voice,
Resource 6 Goldilocks and the Three Bears continued
"Someone's been sleeping in my bed!" said
Mama Bear in her medium-sized voice.
"Someone's been sleeping in my bed, and
there she is!" cried Baby Bear in his wee little
voice.
_______________, Goldilocks woke up. She
ran out of the cute little house as fast as she
could, never to return.
The End
Resource 7 Transition Bridges
At about
the same time
Finally
Consequently
By this time
Immediately
So
In spite of this
First
But
Lastly
Not surprisingly
Then By this time
Meanwhile Next
First At this
However
