WRITING TEEL PARAGRAPHS FOR 9 English

LORD OF THE FLIES

STEP 1 – THE PROMPT
- What is the prompt asking of you?
- Discuss
- Explain
- Analyse

- What examples/quotes are best to use?

STRUCTURE OF A PARAGRAPH
T – Topic Sentence (1 Sentence)

- Should tell us what the paragraph will be about – what is your contention/point?

- MUST RELATE TO THE ESSAY TOPIC

E – Explanation (1-2 Sentences)

- Expand on your topic sentence in greater and supporting detail

E – Evidence (1-2 Sentences)

- Evidence to support your explanation Clear and concise instructions to assist in the
differentiation strategy of scaffolding for high
- This is where you use quotes achieving students as well as appealing to
students on the lower achieving end.

L – Link (1 Sentence)

- Summarisie your paragraph in a sentence – mini conclusion

- Link back to your topic sentence and/or the essay topic.

SAMPLE LORD OF THE FLIES PROMPT

How does Golding present fear of the

characters in Lord of the Flies?
Activity: Spend 5 minutes writing dot points on:
- What is the prompt asking you?
Breaking down the steps in preparation for the
- What examples/quotes are best to use? exam ensures that students with higher learning
needs have a structure to practice and prepare for
the summative assessment.
 Final stage of scaffolding, allows the teacher to
see where the students are at and learn more

NOW IT’S TIME TO WRITE

about the different learning styles. This also gives
the opportunity for students to work both
independently or in groups, depending on the
differing learners in the class.

Using your notes and our discussion, write a TEEL

paragraph in response to the prompt:

How does Golding present fear of the characters

in Lord of the Flies?
FEEDBACK Peer-to-peer feedback with students provides a more
independent way of learning and allows for both high
achieving and low achieving students to bounce off
each other. This sort of differentiating of learning can
assist and appeal to students who have strong social
skills, encouraging them to engage in their learning.

With the person next to you, swap your paragraphs and

give feedback to each other:
▪ Does the paragraph have a clear point?
▪ Is there contention proven effectively? (Think about how it is
explained and the evidence used)
▪ Is there clear language? Does it make sense?