Literary Analysis Writing Module



Literary Analysis Writing ModuleLiterary Essay723900028575007477125316230073247253009900 Grades 876295252876550Unit of StudyLiterary Essay 8TH Grade28746452237740Notes:May use Theme : The Basics handout and /or Prompts to Push Thinking about Theme handout. Additional resource – Mr. Sato 411 “How to Find Theme” Youtube”**Be sure to inform teachers that the assessment piece is still very much a work in progress. More attention will be given to development and training as we receive more information about the state assessments.Key Sessions1&2, 4, 6 & 7 (grade 8)These are sessions within the unit which represent key lessons in the Learning Progression Framework (refer to graphic). The concepts in these lessons will be modeled and discussed.7389495349250Materials (to be gathered by Room Facilitators)Teacher writer’s notebook and teacher writing sample/models File folders and sticky notesStudent writer’s notebook samplesStudent writing @ your grade level from this unit.Sample Anchor Charts of Prompts (hand-outs)Copies of unit mentor texts (in participant packet).Examples of classroom record keeping forms/tools such as:Formative and summative assessmentsSelf-assessments/check lists/continuaaConferring notebooksGrading forms/proceduresHandouts See packetFACILITATORS’ NOTES/PLANSConcept Framing10 min.Framing Activity15 min.Concept #130 min.Provide broad overview of the unit, including Conceptual Layers Graphic and “Overview of Sessions—Teaching and Learning Points Aligned with the Common Core” (included at the beginning of each unit). Name & Notice – skim student writing sample. What skills does a student need in order to produce this type of writing?Building Theories Sessions 1 & 2 combined Read mentor text: “Gift of the Magi”Name some “big ideas” that the story seems to be about. Ask for single-word, abstract concepts such as “sacrifice,” “love,” “selfishness.” Writing about reading. Draft some theories you have about the story’s meaning and the evidence that supports these theories (The story’s characters and their actions, thoughts, and feelings should support the theory.)Debrief Question: How do writers draw inferences between a story’s characters and its themes? How do writers test their theories? Share questions/ideas. (One facilitator record questions).Concept #230 anizing Evidence to Support ClaimsSession 4 Draft –Identifying reasons to support a claim (see handout)Turn your initial hunch/ideas/theories into a statement that could be argued in an essay.Push thinking and consider: What people or situations have influenced the character I’m writing about? How does he or she change? What will continue to hold him or her back?Debrief Question: How do writers identify reasons and examples to explain and support the claim? Share questions/ideas. (One facilitator record questions).Concept #320 min.Drafting and Managing EvidenceSession 6 and 7 (combined) Revise –How do writers position evidence to create the most effective argument?Consider the impact of presenting evidence through an extended example. Label components of Extended Example Paragraph handout.Connected example paragraph to show relationship between ideas. May label components from handout.Debrief Questions: How do writers show relationships between ideas? What should writers consider when presenting evidence?Share questions/ideas (one facilitator records questions)Examine Unit Assessment ToolsAssessment20 min.Examine, show examples of, and discuss the following built-in assessment pieces. These value both process and product.Formative AssessmentsStudy samples of student drafts or writers notebooks.Examine conferring checklists and revision/editing checklists.Questions to consider:How might we assess student growth? How do these ideas fit into the lit essay rubric?How do we use these tools to guide instruction (plan future mini-lessons, form strategy groups, glean conferring teaching points, etc.)?What other tools do we find helpful as formative assessments?Summative AssessmentsExamine the assessment rubric and student samples of final.Questions to consider:How might we assess student growth? How do these ideas fit into the lit essay rubric?How do we assess growth?How do translate both the process and product into grades?WRAP –UP before Closing Keynote (15 min.) Due to this being the final session, please plan to determine at least three connections to help support each other for the year (Skype, Facebook, Edmodo, Weebly, scheduled face to face, etc.) Consider subgroups (geographical, experience with units, role in schools, etc.) Have all contact information.-590550-443230Notes/Needs:To printHandoutsModulesNotice and Note?Sticky notesFile foldersPaper clipsChart paperVideo clipDoc cameraSpeakerProf books00Notes/Needs:To printHandoutsModulesNotice and Note?Sticky notesFile foldersPaper clipsChart paperVideo clipDoc cameraSpeakerProf books7934325-30613357781925-3914775Possible “Trouble Shooting” Suggestions: Literary Essay Grades 6-8 Problem (based on 7th):Possible things to Consider:Students need to review “theme”Refer to “Theme Basics” hand-outYou tube: 5 element Rap“How to Find Theme” RapHow is a theory different than a claim?A theory is an initial idea or hunch.A claim is a statement that expresses the theory the writer will try to proveStudents are reading/responding to texts the teacher hasn’t readCreate specific, strategic questions to use during conferencing As students begin to explain how the evidence connects to the claim, it will be evident if the student lacks comprehension of the text.Students could read books in partnerships or book clubsI need student samples (session 6)Check resource packetsConnect with those who have taught the unitsSessions mention skills the students already should have ????????????ORStudents seem to already show mastery with session concept/writing skillLook at year prior or year ahead to scaffold skills if students seem to be behind or aheadMy reading unit prior to writing the essay did not focus on reading for theories on theme.Short stories may be more accessible for this than whole novelsStudents need to keep track of the evidence they are consideringSticky notes as they rereadUtilize entries in notebook from previous unit / as they readGraphic organizer with pg #, text example, etc.Students need to know when to choose a quote vs. paraphraseConsider inserting a lesson that analyzes models both ways.“Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly.”Students need better choices for evidenceRefer to two mentor essays or student samples to discuss quality of evidence. What makes the evidence strong or weak?How should I put numbers/grade to the rubric?Consider weighting the categories or writing moves (mastery or repeated skills vs. introductory skills)Students’ drafts don’t seem to have all the components (i.e. frame, name, explain)Have students color code their essay and highlight to self-monitor I notice difference in language between the units: ?Evidence & Comment vs. Explain & ConnectionDetermine if your school or class needs to have consistency and adjust accordingly. ................
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