painted essay graphic organizer pdf

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How to write a Good Painted Essay: Structure, Template, and Examples

How to write a good Painted Essay

The painted essay is a potent writing tool that aids pupils in structuring their ideas and efficiently organizing their thoughts. It blends verbal expression with visual components to produce a coherent and exciting piece of writing.

In this post, we will look at the format and framework of a painted essay and offer examples to show how it may be used.

We will provide you with the expertise to write appealing painted essays, whether you’re a student wishing to improve your writing abilities or an instructor searching for cutting-edge teaching techniques.

 What is a Painted Essay?

 A painted essay is a distinctive writing that combines written text and visual components to present concepts and arguments.

It uses the strength of both words and pictures to build a well-rounded and captivating composition.

The introduction, primary ideas, supporting details, and conclusion are all artistically represented in a painted essay by the writer using color coding, pictures, and notes.

Also, this strategy adds visual appeal and improves the written information’s overall impact while clarifying the essay’s structure and arrangement.

How to Write a Good Painted Essay

1. understand the purpose.

It is essential to comprehend the objective of a painted essay to write one well. A painted essay blends written material with visual components to produce a coherent and compelling artwork.

Colors, symbols, drawings, and annotations visually represent various parts of the essay to effectively communicate ideas and arguments.

 Understanding this goal can help you approach writing with clarity and purpose, ensuring that the textual and visual elements complement each other to communicate your message effectively.

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2. Choose the Topic

Choosing a topic that has meaning and can be conveyed well aesthetically is crucial while writing a painted essay.

Choose a topic that appeals to you and supports the goal of your essay. Think about subjects that can be divided into distinct, illustrative components.

Remarkably, ensure the topic you choose allows for sufficient exploration and analysis. When you choose a subject that speaks to you, you will be more inspired and involved while writing, which will result in a painting essay that is more fascinating and impactful.

3. Visual Representation

Visual depiction is a vital component of a painted essay. Use colors, symbols, images, and notes to graphically depict the various parts of your essay to communicate your thoughts and arguments.

Give each section a specific color, including the introduction, main points, and supporting evidence. Use pictures or icons to represent essential concepts or ideas graphically.

The visual components should enhance and support the written material to create a coherent and compelling composition. By carefully integrating visual representation, you may make your painted essay aesthetically beautiful, attractive, and practical for the reader.

Is a Painted Essay the same as a Visual Analysis Essay?

No, a painted essay is different from a visual analysis essay . While both involve visual elements, they differ in their purpose and approach.

A painted essay combines visual elements with written text to present ideas and arguments in a structured and engaging manner.

It uses colors, symbols, illustrations, and annotations to visually represent different components of the essay, enhancing its overall impact.

Conversely, a visual analysis essay focuses solely on analyzing and interpreting a specific visual artwork or image. It examines composition, color, texture, and symbolism, exploring the visual piece’s artistic techniques and message.

While both types involve visuals, a painted essay is a broader format that integrates visuals into a written composition, whereas a visual analysis essay centers specifically on analyzing visual artworks.

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How to Structure a Painted Essay: A Good Template

Introduction.

A painted essay’s opening paragraph establishes the scene for your writing. It should draw the reader in and concisely summarize the subject.

Consider employing a visually arresting piece or symbol when representing the introduction.

Introduce your essay’s major idea or point of contention in a brief written passage. The context and aim of your painting essay should be clearly stated in the introduction, laying the groundwork for the other sections.

Main Points

The main points section of a painted essay is the backbone of your composition. Each main point represents a key aspect or argument related to your topic.

Assign a unique color or symbol to distinguish each main point visually. Accompany the visual representation with concisely written text elaborating on the main point.

Ensure each main point is clear, logical, and supports your thesis or central argument.

Supporting Evidence

The supporting evidence section of a painted essay provides credibility and validation to your main points. It includes specific examples, data, or references that reinforce your arguments.

Use a distinct visual element, such as a different color or icon, to represent each piece of evidence. Connect the evidence to its corresponding main point through annotations or labels.

Accompany the visual representation with concisely written text that explains the relevance and significance of the evidence.

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A painted essay’s conclusion offers a summary and final thoughts. Use a recognizable visual component or symbol to symbolize the conclusion.

Reiterate your essential points briefly and support your thesis or main argument. The final paragraph of your painting essay should leave readers with a lasting impression and a sense of finality.

Josh Jasen or JJ as we fondly call him, is a senior academic editor at Grade Bees in charge of the writing department. When not managing complex essays and academic writing tasks, Josh is busy advising students on how to pass assignments. In his spare time, he loves playing football or walking with his dog around the park.

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EL Education Curriculum

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• ELA 2019 G8:M2:U2:L8

Write an Informative Essay: Analyze a Model and Plan an Introduction

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

• ELA 2019 Grade 8
• ELA 2019 G8:M2
• ELA 2019 G8:M2:U2

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Focus Standards:  These are the standards the instruction addresses.

• W.8.2a, W.8.2b, W.8.4, W.8.5, SL.8.4, L.8.1b, L.8.3a

Supporting Standards:  These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

• RI.8.1, RI.8.10, W.8.6, W.8.7, W.8.8, W.8.10, SL.8.1, L.8.4, L.8.6
• I can plan an introduction to an informative essay that includes a strong focus statement. ( W.8.2a, W.8.4 )
• I can analyze a model to generate criteria of an effective informative essay on my selected research case study. ( W.8.2, W.8.4 )
• I can identify indicators for speaking clearly and using appropriate eye contact. ( SL.8.4 )
• Opening A: Entrance Ticket: Unit 2, Lesson 8 ( SL.8.4 )
• Work Time A: Language Dive: Model Essay: "GMOs," Paragraph 1 note-catcher ( W.8.2a, L.8.1b )
• Work Time B: Informative Writing checklist ( RI.8.1, W.8.2 )
• Closing and Assessment A: Informative Essay Writing Plan graphic organizer: plan of introduction ( W.8.2a, W.8.4 )
• Informative Writing Plan graphic organizer
• Homework: Painted Essay® Structure
• Review the Informative Writing checklist ( see the Tools page ).
• Review the Model Essay: “GMOs” and the Model Essay: “CSAs.”
• Strategically group students into pairs for the work in this lesson, with at least one strong reader per pair.
• Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 8 at each student’s workspace.
• Predetermine partners for the work in Closing and Assessment A, to ensure all students are paired with a peer who is working with the same model essay.
• Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

• Work Time A, Work Time B, and Closing and Assessment A: Prepare a device with a projector to display Entrance Ticket: Unit 2 Lesson 8; Model Essay: "CSAs"; Language Dive materials; and the Informative Writing Plan graphic organizer, and prepare devices for students if they will be using digital versions of these documents.
• Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.

Supports guided in part by CA ELD Standards 8.I.A.1, 8.I.A.3, 8.I.A.4, 8.I.B.5, 8.I.B.6, and 8.I.B.8.

Important Points in the Lesson Itself

• To support ELLs, this lesson invites students to analyze a second model essay and to participate in a Language Dive that addresses a sentence from the focus statement of the model essay about GMOs. Students will have already seen this sentence in the previous lesson while reading and analyzing the model essay. In the Practice portion of this Language Dive, students begin drafting the first sentence of the focus statement of their own essays. In Closing and Assessment A of the lesson, students begin planning the introduction of their essays.
• Students may find it difficult to plan the introduction of their essays. Encourage them to refine their focus statement first so that they can use it to guide their decisions about the rest of the introduction and the Proof Paragraph. Allowing time for oral processing before writing may help some students gain clarity around their ideas.
• Model Essay: "GMOs" (one for display; from Module 2, Unit 2, Lesson 7, Work Time A)
• Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 2, Lessons 4-5, Work Time D)
• Paint an Essay lesson plan (for teacher reference) (from Module 1, Unit 3, Lesson 6, Work Time A)
• Model Essay: “GMOs” (one per student; from Module 2, Unit 2, Lesson 7, Work Time A)
• Painted Essay® Template (one per student; from Module 1, Unit 3, Lesson 6, Work Time B)
• Access to Healthy Food: Independent Research note-catcher (one per student; from Module 2, Unit 2, Lesson 4, Work Time B)
• Researcher’s Toolbox (one per student; from Module 2, Unit 2, Lesson 1, Work Time A)
• Device with projector (see Technology and Multimedia)
• Entrance Ticket: Unit 2, Lesson 8 (example for teacher reference)
• Language Dive Guide: Model Essay: “GMOs,” Paragraph 1 (for teacher reference)
• Language Dive: Model Essay: “GMOs,” Paragraph 1 note-catcher (answers for teacher reference)
• Informative Writing: “CSAs” checklist (example for teacher reference)
• Model Essay: “CSAs” (example for teacher reference)
• Informative Writing Plan: “CSAs” graphic organizer (example for teacher reference)
• Informative Writing Plan: “GMOs” graphic organizer (example for teacher reference)
• Homework: Painted Essay® Structure (answers for teacher reference) (see Homework Resources)
• Devices (optional; one per student; see Technology and Multimedia)
• Entrance Ticket: Unit 2, Lesson 8 (one per student)
• Language Dive: Model Essay: “GMOs,” Paragraph 1 note-catcher (one per student)
• Language Dive: Model Essay: “GMOs,” Paragraph 1 sentence chunk strips (one per group)
• Model Essay: “CSAs” (one per student and one for display)
• Colored pencils (red, yellow, blue, green; one of each per student)
• Informative Writing: “CSAs” checklist (one per student and one for display)
• Informative Writing: Independent Research Essay directions (one per student and one for display)
• Informative Writing Plan graphic organizer (one per student and one for display)
• Homework: Painted Essay® Structure (one per student; see Homework Resources)

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

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Persuasion Map

About this printout

Use this graphic organizer to develop a persuasive stance for an essay, speech, poster, or any type of assignment that incorporates persuasion.

Teaching with this printout

More ideas to try, related resources.

Examples of persuasion surround our lives, and the ability to persuade others is a powerful asset. We can persuade people to act in our favor, help them to see our point of view, and sway their opinion to that of our own. The power of persuasion is far reaching, and it is a technique that students will use throughout their lives. This tool helps students formulate ideas for a persuasive argument by helping them determine their goal or thesis, identify three reasons to support it (with three facts or examples to support each reason), and restate the thesis in a conclusion statement. Before your students use this tool independently, model its use for them. Choose a simple topic (such as, “Sixth Grade is the Best Grade” or “Why Our Lunch Period Should be Longer”). Then, fill in the Persuasion Map while discussing the process  aloud, displaying the tool so that all students can see it. Review students’ completed maps prior to having them continue with the persuasion assignment. This will provide you with an opportunity to check students’ understanding of persuasion and help those who need extra instruction.

• Have students analyze a persuasive piece (for example, an advertisement or editorial in a newspaper or magazine) by filling in the map and discussing the authors’ strategies of persuasion.
• Encourage older students to create propaganda-based assignments by having them incorporate deceptive language in some of the “reasons” or “examples” on their maps. (Propaganda is a form of persuasion that uses deceptive language to exaggerate, distort, or conceal information.) Upon completion, have students read their maps orally and/or display them for their peers. Have students identify the deceptive language in their peers’ maps to create a class list of the examples used. As an additional follow-up, students can view and read advertisements, newspaper editorials, and other text that contain propaganda to search for use of the examples on the class list and to add additional ones.
• Have students complete two maps based on the same goal but with two different targeted audiences in mind. Attention to audience is an essential element of effective persuasion. For example, students might create maps to market a particular children’s toy; one map could target children as the audience, and the other could focus on parents as the audience. After they have completed their maps, have students read them to the class without identifying the intended audience. Ask the rest of the class to determine the intended audience and identify the specific clues that prompted their deductions. Finally, as a class, compare and contrast the language and words used for each intended audience.
• Lesson Plans
• Student Interactives
• Strategy Guides

Through a classroom game and resource handouts, students learn about the techniques used in persuasive oral arguments and apply them to independent persuasive writing activities.

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

• Print this resource

Explore Resources by Grade

• Kindergarten K

Literary Analysis Graphic Organizer using the 5 Paragraph Essay Structure

Description

The attached PDF organizes the literary analysis into 5 paragraphs. The first page of the organizer can be used as an essay planner. Each paragraph in the essay is color-coded making it easier for students to organize ideas.

The intro builds towards an arguable claim. Body paragraphs focus on topic sentences to develop/support the claim with quotes and commentary.

Questions & Answers

Literature and writing resources by beth.

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