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Writers Workshop Unit of Study10th Grade – Literary Essay

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Developing Thematic Analysis

Writers Workshop Unit of Study10th Grade – Literary Essay

Table of Contents

PrefaceLearning Progression, Grades 2-6.................................................................................................1Learning Progression, Grades 6-12.............................................................................................6

Background SectionAbstract.......................................................................................................................................................8

Standards...................................................................................................................................................10

Overview of Sessions – Teaching Points and Assessment Tasks................................................................11

Literary Essay Rubric………………………………………………………………………………………………………………………………..12

Resource Materials SectionSession 1....................................................................................................................................................13

Session 2....................................................................................................................................................16

Session 3....................................................................................................................................................19

Session 4....................................................................................................................................................20

Session 5....................................................................................................................................................25

Session 6....................................................................................................................................................27

Session 7....................................................................................................................................................29

Session 8....................................................................................................................................................31

Session 9....................................................................................................................................................33

Session 10..................................................................................................................................................35

Session 11..................................................................................................................................................39

Session 12..................................................................................................................................................42

Works Cited...............................................................................................................................................44

Copyright 2012 Oakland Schools / Michigan Association of Intermediate School Administrators

Writers Workshop Unit of Study10th Grade – Writing about FictionTime, Place and the Individual

Preface

The following unit supports and aligns to the Common Core State Standards. This research-based work

is the outcome of a collective effort made by numerous secondary teachers from around the state of

Michigan. MAISA (Michigan Association of Intermediate School Administrators) initiated a statewide

collaborative project bringing together educators from around the state to create and refine a K-12

English Language Arts model curriculum. This one unit is situated within a yearlong sequence of units.

Depending upon the unit’s placement in the yearlong Scope and Sequence, it will be important to

recognize prior skills and content this unit expects learners to have. This unit also has a companion

reading unit where readers closely study narrative text (reading unit available spring of 2013). Each

unit presents a string of teaching points that scaffold and spiral the content and skills. The unit is

structured to be student-centered rather than teacher-driven. Sessions emphasize student

engagement and strive to increase critical thinking and writing skills simultaneously. Writing and

thinking processes are stressed and are equally important to the end writing product. Sessions are

designed as a series of mini-lessons that allow time to write, practice, and conference. Through

summative and formative assessments specific to each unit, students will progress toward becoming

independent thinkers and writers.

Significant input and feedback was gathered both in the initial conceptualizing of the unit and later

revisions. Teachers from around the state piloted and/or reviewed the unit and their feedback and

student artifacts helped in the revision process. Special thanks go to lead unit writers Linda Denstaedt,

Laura Mahler, and Leah Barnett who closely studied the CCSS, translated the standards into curriculum

and practice, and revised with a close eye to classroom teacher feedback. Throughout the yearlong

collaborative project, teachers reviewing units are finding how students’ habits of mind have shifted

from task oriented to big picture thinking utilizing a critical literacy lens.

Copyright 2012 Oakland Schools / Michigan Association of Intermediate School Administrators

Essay Units Progression Chart Grades 2-6 Grade Level 2 3 4 5 6Text Using the Power of

Reviews

Mentor Texts:Family Fun at Cracker Barrel

By 2nd Grade Oakland Schools Writing Team

Crumbs Bakery By Sarah Picard Taylor

Personal Essay

Mentor Texts:Chicken Soup for the Kid’s Soul 2, By Jack Canfield, et.al.Because of Winn-Dixie, By Kate DiCamilloFireflies, By Julie BrinckloeShortcut, By Donald Crews Junkyard Wonders, By Patricia Polacco

Persuasive Letter

Mentor Texts:Chicken Soup for the Kid’s Soul, By Jack Canfield, et.al.Chicken Soup for the Kid’s Soul 2, By Jack Canfield, et.al.

Literary EssayMentor Texts:

The Other Side, By Jacqueline WoodsonBaseball in April and Other Stories, By Gary SotoEvery Living Thing, By Cynthia Rylant

Persuasive Essay

Mentor Texts:Chicken Soup for the Preteen Soul, By Jack Canfield, et.al.Chicken Soup for the Kid’s Soul 2, By Jack Canfield, et.al.Smoky Night, By Eve BuntingMr. Peabody’s Apples, By Madonna RitchieBrave Irene, By William SteigCharlotte’s Web, By E. B. White

Literary EssayMentor Texts:

A Day’s Work, By Eve BuntingEvery Living Thing, By Cynthia Rylant

Literary Essay

Mentor Text:Scouts Honor, by Avi

Building an Argument: Letter of

ComplaintMentor Text:

Sample Letters of ComplaintBumper Stickers

TV AdvertisementsArgument

Paragraph: Prove Your PointMentor Text:

**This unit has not been completed as of 7/27/12

Focus/Analysis Write a review that states and supports an opinion on a topic of their choice.

Write a personal essay with a thesis statement that expresses their opinion/big idea based on individual personal experiences.

Write a persuasive letter to support a point of view with reasons and evidence.

Write a persuasive letter to support a point of view with logically ordered reasons.

Write a literary essay analyzing a character’s development.

Write a literary essay that states an opinion/claim (thesis statement) based on a close analysis of a narrative text.

Write a literary essay that states an opinion/claim (thesis statement) based on a close analysis of a narrative text

Write a letter of complaint about a problem based on daily life.Write…

Writers study mentor texts (Immersion)

Review mentor texts to understand how to express opinions

Reread reviews and discuss seed ideas

Writers craft an opinion on a topic of their choice

Review mentor texts to determine big ideas and evidence to support big ideas

Identify possible essay ideas to write about

Connect mentor text big ideas to personal lives and experiences

Review mentor texts to determine important ideas and evidence to support ideas

Create a chart to compare structure of narrative writing to essay writing

Study mentor texts to determine important ideas and evidence to support ideas

Review narrative and essay chart to compare similarities and differences of structure

Write and talk about narrative texts to brainstorm theories about characters

Reread text to study character traits and make connections that support theories

Discuss and define argument terminology

Copyright 2012 Oakland Schools / Michigan Association of Intermediate School Administrators Page 1

Compare facts and opinions

Analyze claims on bumper stickers and TV advertisements

Peruse sample complaint letters and identify key parts (problem, solution, related issues)

Writer’s plan, research, and rehearse their opinions (content and structure)

Select a type of review and craft an opinion

Elaborate on opinion with categories and supportive reasons

Research information to support opinion using category template and note taking skills (learned in previous unit)

Brainstorm questions to use in an interview to gather more information for elaboration of details

Learn how to gather and use direct quotes to support opinion statement

Practice orally rehearsing their writing before they begin drafting on paper

Select a big idea to develop into a personal essay

List evidence (personal stories) from lives to support big idea (thesis)

Craft a thesis statement that reflects their opinion about a big idea

Organize ideas using boxes and bullets

Use linking words and phrases to create a parallel structure

Create a chart to compare structure of narrative writing to essay writing

Brainstorm essay ideas based on observations, facts and events from personal lives

Jot down evidence from lives related to self selected important idea in writer’s notebooks

Study narrative text to collect essay ideas by focusing on important ideas from stories

Examine personal writer’s notebooks for important ideas that could become essay ideas

Choose an important idea that matters most with strong evidence to support an essay idea

Write opinion statement using thought prompts


Use linking words and phrases to create a parallel structure with reasons

Brainstorm important ideas from published narratives, personal narratives and narrative stories

Support important ideas with evidence from a experience, observation, fact, event, or quotation

Choose an important idea that matters most and push thinking to develop three related examples

Turn important idea into opinion statement using thought prompts


Use linking words and phrases to create a parallel structure with reasons

Using prompts to push thinking

Elaborate on Ideas and theories

Identify supporting evidence with quotes, key words and key events

Analyze and evaluate evidence (actions, thoughts and dialogue)

Use theories to create a claim

Reread for additional evidence

Draft a thesis statement/claim with relevant and logical reasoning and support

Brainstorm personal problems based on experience in writer’s notebooks

Learn to differentiate between a problem and an issue

Write problem statements with related issues for support

Identify the cause and effect of problems


Identify components of a complaint letter to understand proper format

Determine viability of a topic

Differentiate between individual problems and problems of scale

Drafting Identify categories by reviewing notes

Defining a beginning, middle and ending using boxes

Use mentor texts to identify specialized language and use voice to show, not tell

Use transition words to connect opinions and reasons that flow throughout

Crafting strong story leads using: quotes, an opinion, a question or credibility

Crafting strong endings to close a review using: repetition, a rating, a comparison

Craft an introduction using the 3-5 sentence structure: big idea, elaboration details, thesis statement

Make a movie in your mind and record each story step by step

Angle the stories to support your point of view (thesis statement)

Use specific words and phrases to help readers visualize your story

Craft a conclusion that links back to the big idea (thesis statement) to reinforce point of view using: reasons, looking ahead, or a lesson

Compare content and structure of personal essays to narratives

Draft an introduction that uses precise words to convey important ideas

Try different essay starters and elaborate with details to express point of view

Angle evidence to support point of view in two body paragraphs

Make a movie in your mind and practice writing paragraphs with step by step events

Determine most relevant parts of evidence

Craft a conclusion that links back to the point of view using a set structure

Draft an introduction using the 3-5 sentence structure: important idea, elaboration, point of view

Compose three body paragraphs with angled evidence to support point of view

Determine most relevant parts of evidence

Write a 3-5 sentence conclusion that links back to point of view

Organizing evidence in chronological or priority order

Using direct quotes and paraphrase as evidence

Connect ideas with transitions and key words

Use “triangle method” to develop introductory and concluding paragraph

Construct 3 different practice essays to strengthen understanding of essay structure

Use paragraphing and transitions to structure essays

Use detailed actions and words to elaborate and support the thesis statement

Connect thesis/claim to the real world in conclusion paragraph

Construct 3 different practice essays to strengthen understanding of essay structure

Use paragraphing and transitions to structure essays

Use detailed actions and words to elaborate and support the thesis statement

Study character struggles, motivation, changes and traits to determine

Generate a list of topics, ideas and arguments to write about

Write a problem statement that pinpoints the cause and effects

Support arguments with details, facts and reasons

Employ factual and anecdotal evidence to prove argument

Research using Google Search Engine to find


Use specific details, such as proper names, exact quotes, and precise actions

Present evidence using storytelling or paraphrasing technique

important idea for thesis/claim statement

Connect thesis/claim to the real world in conclusion paragraph

Present evidence using storytelling or paraphrasing technique

factual evidence from credible sources to support argument

Select evidence that is the most credible and relevant

Draft a complaint letter for a selected target audience

Revising and Editing

Study mentor texts by rereading to notice an author’s craft

Inserting comparisons to create a stronger and persuasive voice

Partners give constructive feedback for improvement

Edit using a checklist for capitalization, usage, punctuation, and spelling

Reread essay out loud to a partner

Rewrite evidence that isn’t clearly stated or supportive of point of view

Use a checklist to revise writing with a specific lens for: clarity and meaning, specific words and phrases, and paragraphs

Edit for capitalization, end punctuation, and spelling of high-frequency words

Reread essay out loud to a partner

Rewrite evidence that isn’t clearly stated or supportive of point of view

Use a checklist to revise writing with a specific lens for: clarity, effective words and phrases, and complete sentences

Edit for capitalization of sentences and proper nouns, end punctuation and commas, and high frequency words

Reread essay out loud to revise for clarity and meaning

Revise point of view and evidence

Use a checklist to revise writing with a specific lens for: clarity, effective words and phrases, and complete sentences

Edit for capitalization of sentences and proper nouns; end punctuation; commas for introductory phrases, clauses, and conjunctions; and spelling of high frequency words

Use peer reviewers to identify strengths and set goals for revisions (constructive criticism)

Edit for comma usage in relation to direct quotes and introductory transitions

Consider decisions about format (font, style, alignment, spacing) to maintain appropriate style

Edit for commas and quotation marks in direct speech, quotations, and titles of short stories. Use underlining (handwriting) or italics (typing) for titles of books.

Use a checklist to revise writing with a specific lens for a developed introduction and a satisfying conclusion and effective transitions with proper sentence flow

Edit for commas and quotation marks in direct speech, quotations, and titles of short stories. Use underlining (handwriting) or italics (typing) for titles of books.

Use a checklist to revise writing with a specific lens for a complete introduction and significant conclusion and effective transitions with proper sentence flow

Publishing for an audience

Choose whether or not to display on a website, share with another class, put on fancy

Rewrite revised and edited essays onto special paper

Plan a celebration where





Publish final copies using a word processing program paying attention to


paper, post in a public place, mail, present publically to an audience, etc…

authors read aloud their essays in small groups

Reflect on writing by answering a question


Reflect on writing by answering a question


Display student writing for a gallery walk with sticky note suggestions

font, style, alignment and spacing

Write a reflection about the writing process


Grade Level 6 7 8 9 10 11 12Text and Focus of Analysis

Choice of Genre Character

Choice of Genre Theme

Choice of Genre Character & Theme

Short Fiction Theme

NovelTheme

Multiple GenresAuthor’s Craft

DramaMultiple Interp.

Theory Building and Creating a Claim


Elaborate on ideas and theories

Identify supporting evidence

Analyze and evaluate evidence (actions, thoughts and dialogue)

Using theories to create a claim


Elaborate on ideas and theories

Identify and evaluate supporting evidence

Analyze author’s decisions

Testing theories to create a claim

Identify and evaluate explicit and inferred evidence

Evaluate evidence for relevance to the claim

Analyze author’s decisions to develop characters and plot that develops the theme

Testing and revising theories to create a claim

Reading on multiple-levels: plot and meaning

Making connections across a short text

Examine and analyze multiple interpretations of a work’s deeper meaning to create a claim

Reading on Multiple-levels: plot and meaning

Making connections across a long text

Analyze decisions writer’s use to develop themes

Evaluating evidence to confirm and revise theories and create a claim

Develop a theory to identify the most effective author

Analyze the craft and structure of multiple texts by different authors

Evaluate multiple texts by different authors to formulate multiple claims

Formulate a claim Create a warrant

to connect claim and evidence

Develop a theory about author’s intent and primary purpose

Analyze an artist’s/author’s interpretation of an original text to formulate a claim

Distinguish a primary claim and counter-claim

Create a warrant to connect claim and evidence

Organize Evidence to Develop a Line of Reasoning and Support a Claim

Organizing evidence in chronological or priority order

Using direct quotes and paraphrase as evidence

Organizing evidence in chronological, priority, or categorical order

Using direct quotes, paraphrase, and summary as evidence

Connecting examples in a paragraph

Supporting a claim with analysis of author’s decisions

Choosing effective order: cause-effect and compare-contrast

Using extended and connected example paragraphs

Choosing and connecting evidence to create a claim

Drafting and selecting a variety of body paragraphs: extended example, connected example, and summary


Drafting and selecting a variety of body paragraphs: extended example, connected example, summary, and literary device

Identify deeper meaning through rereading


Drafting and selecting a variety of body paragraphs.

Identify a relationship and line of reasoning that will be developed b the essay’s structure

Formulate body paragraphs that include Explanation and reasons to connect the claim and evidence


Drafting and selecting a variety of body paragraphs.

Identify a relationship and line of reasoning that will be developed b the essay’s structure

Formulate body paragraphs that include Explanation and reasons to connect the claim and evidence

Include counter-claims


Revising and Editing

Use peer reviewers to identify strengths and set goals for revisions

Comma usage in relation to direct quotes and introductory transitions

Consider decisions about format (font, style, alignment, spacing) to maintain appropriate style

Use transitions and key words to create cohesion

Use peer reviewers to identify and evaluate various elements of the essay

Position phrases and clauses

Follow parenthetical citation and work cited formats to reference text.

Use peer reviewers to identify strengths and set goals for revisions

Use commas, ellipsis, and dashes to indicate a pause, break, or omission

Make decisions in a final draft to maintain formality and cohesion: a title, citation of evidence and formatting

Selecting and organizing valid evidence

Examining and upgrading word choice

Revising for meaning at the sentence

Responding to common grammar, mechanics, and spelling errors



Revising for meaning at the sentence level




Revising for meaning at the sentence and paragraph level




Revising for meaning at the sentence and paragraph level



Writers Workshop Unit of Study10th Grade

AbstractWHAT IS A LITERARY ESSAY UNIT?In a Literary Essay Unit, students engage in theory-building, claim-making, and selecting and organizing supporting evidence. Students will also build fluency, flexibility, and decision-making skills in essay writing. The focus in this 11th grade unit is on the impact of the use of author’s craft. Students analyze craft and structural decisions made by different authors in order to determine the impact of those decisions and to evaluate those texts to formulate multiple claims and to use reasons to support a claim. Students examine those to develop a line of reasoning.

ASSESSMENTWorking in a collaborative environment, students become a group of writers who support each other, share their theories, claims, and evidence, actively make decisions and revisions to their work, write with an authentic audience in mind, and expand their repertoire of writing decisions. The unit rubric delineates the qualities of effective literary essays. Students will also self-assess and reflect upon their learning. This combination serves as evidence of a student’s achievement and the development of metacognitive skill.

STUDENT OUTCOMESThe literary essay unit is designed to provide students with the vital opportunity of seeing themselves as capable thinkers and decision-makers in the following ways:

Students become more flexible in their writing and thinking as they track theories. They develop a repertoire of strategies for analyzing author’s purpose, craft, and thematic development within and across

texts and/or genres. They practice a variety of rhetorical modes in order to write a multi-modal essay that establishes a line of reasoning. They engage with increasingly complex texts. They investigate the ways other writers write about complex ideas, synthesize the ideas of others in order to confirm or

disconfirm their theories, and create an argumentative essay. This unit continues the use of a workshop approach, which develops reading, writing, and thinking skills that will be resonant throughout the school year.

TEACHER DECISIONS FOR UNIT IMPLEMENTATIONThis unit serves as a single model of a literary essay unit. The unit is designed to follow the Reading About Literature Unit and build from the skills and concepts presented in that unit. Knowing this, teachers should anticipate adjusting and adapting the lessons to meet the needs of their students while staying true to the intent of the unit. We recommend that teachers study and understand the intent of the lesson series. The lessons have a purposeful sequence, but it may require that teachers make adjustments in pacing or decisions about extension activities. Teachers are encouraged to gather their own sources (mentor texts, etc.) that reflect district curriculum and/or student interests. Please see the resources section for other sources to deepen your understanding of literary essay instruction.

UNIT ORGANIZATIONThe unit is divided into three parts:

Theory building and creating a claim:1. Literary essayists create theories about their preferred authors as they review the collected evidence from their readings.2. Literary essayists reread their texts to identify and connect evidence that supports their theory, which will become the essay’s claim.

Organizing Evidence to Develop a Line of Reasoning that Supports a Claim3. Essayists construct an introductory paragraph that conveys a relationship (line of reasoning) that will be developed by the essay’s structure.4. Literary essayists formulate body paragraphs with evidence to support their claim and warrant.5. Literary essayists write conclusions that bring closure and additional insight to the essay. One way to do this is to make a connection to something beyond the work itself.


Revising and Editing 6. Literary essayists revise to eliminate wordiness and redundancy. 7.1 Literary essayists revise their essays to be sure that the essay follows a line of reasoning. 7.2 Literary essayists format and edit their essays to be sure that they follow the conventions of a literary essay and to eliminate errors that make the essay hard to read.The work in this unit is vertically aligned and extends prior learning with the expectation that students understand the repertoire of decisions taught in previous grades.

Instructional Sequencing, Scaffolding, and Pacing:Daily pacing of the unit’s sessions is based on a 50 minute class period. Individual teacher pacing will change based on duration of the class period, student population, familiarity with content, process, and/or instructional practices.Instruction scaffolds students through a four-tiered process.1. Teaching Point: Teacher models the strategy, process, skill, or habit of mind using a mentor text written by the teacher, students, and/or published writers or other materials.2. Active Engagement: Students rehearse the writing, thinking and/or critical reading or viewing just modeled by the teacher.3. Independent Practice: Students complete a mini-task independently or in small collaborative groups. During independent practice, the teacher confers with individuals or small groups to assess student performance to differentiate the lesson and task. Teacher may stop the independent practice to adjust the mini-task and/or session teaching point or for planned teaching points that extend or deepen student performance.Share: Students share to read, examine, analyze and/or reflect on the range of responses created by other students. Sharing also enables students to self-monitor effective strategy use. The teacher may also share an exemplar to reinforce or enhance the session’s teaching point(s) and student enactment.


Standards

Number CCR Anchor Standards for Reading1 Read closely to determine what the text says explicitly and to make logical inferences from it;

cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

CCR Anchor Standards for Writing Narrative1 Write arguments to support claims in an analysis of substantive topics or texts, using valid

reasoning and relevant and sufficient evidence.

4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

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 tasks, purposes, and audiences.


Overview of Sessions- Teaching Points and Unit AssessmentsPre-Unit Assessment Task

Summative assessment from previous reading unit on literature.

Teaching PointsTheory Building and Creating a Claim

1. Literary essayists read on multiple levels. They read for both plot and meaning. 2. Literary essayists understand the structure of a thesis paragraph. 3. Literary essayists use the deeper meaning to identify the thesis. They use a thinking frame to make a claim.

Organizing Evidence to Develop a Line of Reasoning and Support a Claim 4. Literary essayists re-read to organize and connect evidence to support their claims. 5. Literary essayists evaluate their evidence and decide which types of paragraphs they will use. They then decide how to

order the paragraphs. 6. Literary essayists use multiple types of body paragraphs to support their claims. One type is the Summary body paragraph. 7. Literary essayists use multiple types of body paragraphs to support their claims. One type is the Extended Example body

paragraph.8. Literary essayists use multiple types of body paragraphs to support their claims. One type is the Connected Examples body

paragraph.

Mid-Unit Formative Assessment TaskHow do the main characters portray a theme in the novel? After reading a whole class novel or independent novel of your choice, write extended example paragraph and a connected example paragraph that addresses the question and support your position with evidence from the texts.

9. Literary essayists use multiple types of body paragraphs to support their claims. One type is the Literary Device body paragraph.

10. Literary essayists re-read looking for a deeper meaning. They closely examine the end of a story, especially the last page, paragraph, and/or line, in order to write more insightful conclusions.

Post-Unit Summative Assessment TaskHow does an author develop a theme? After reading a whole class novel or independent novel of your choice, write an argumentative literary essay that addresses the question and support your position with evidence from the texts. Be sure to acknowledge alternate themes developed in the novel.

Revising and Editing11. Literary essayists review their evidence to make decisions about their essays, striving to effectively support their claim.12. Literary essayists edit their essays to be sure that they follow the conventions of a literary essay to eliminate errors that

make the essay hard to read.


Literary Essay Rubric

High Medium LowFluency The essay includes at

least five, well-developed paragraphs. The sentences are easy to follow and help to make the essay understandable.

The essay includes five paragraphs, but they are not well-developed or the language is choppy.

The essay does not include five paragraphs or the choppiness of the language distracts from the meaning.

Development The essay includes a clear claim. It includes specific, well-chosen evidence from the text that supports that claim. The interpretation makes sense and clearly supports the claim.

The essay includes a relatively clear claim. Some pieces of evidence support the claim. The interpretation may not make sense or does not clearly support the claim.

The essay lacks a clear claim. It lacks evidence or does not support the claim at all. The interpretation does not make sense and does not support the claim.

Organization The essay includes the types of body paragraphs that best support the claim. The transitions between examples and paragraphs make for smooth reading

The essay includes at least one of the best types of body paragraph to provide basic support for the claim. The transitions might make the essay easier to read.

The essay does not include the best types of body paragraphs to provide enough support for the claim.The transitions between examples and between paragraphs are choppy and distract from meaning.

Editing/ Correctness

The essay is essentially error free. There is a sense of careful editing. Appropriate format for literary essay is used.

The essay includes occasional errors. Some sense of editing is obvious. Some errors in formatting a literary essay are present.

The essay includes multiple errors. Little or no sense of editing is present. Rules for formatting a literary essay are not followed.


Reading on Multiple Levels Session 1Concept IDENTIFY AND RESEARCH A TOPICPreparation Prepare a copy of a plot summary of a book most students have read for all to view.

In this unit, we will use Lois Lowry’s The Giver to model our work as most students have read that already. The students’ essays should be written about a book that fits with your course description and is at an appropriate complexity level according to the CCSS. Prepare copies of the “Reading on Multiple Levels” handout.

Suggested Materials Teacher novel used for modeling that is different from student novels.Essential Question What are the multiple themes writers portray in their novels? How are these themes

developed?Connection In the last unit, students read a play or novel. They practiced good reading strategies and

explored elements of fiction. In this unit, they will learn to analyze and write about longer pieces of fiction.

Teaching Point Literary essayists read on multiple levels. They read for both plot and meaning.

TEACHER MODEL AND THINK-ALOUD Show the summary of the book or play you selected to use as a model. (This is ideally a

book or play with which most students are familiar, but with the summary, all students should be able to figure out main plot events.)

Do a think-aloud as you read the summary. Identify two or three events from The Giver and record them on the events/plot section of handout Reading on Multiple Levels. See the model below.

Continue the think-aloud as you complete the feelings/meaning section of the handout, modeling its use with The Giver.

Active Engagement 1 Turn-and-Talk: Students offer two or three events from The Giver to complete the events/plot section of the model handout.

Independent Practice 1 Mini-task: Students use their own novel to fill in the events/plot section of the handout Reading on Multiple Levels

Share 1 TURN-AND-TALKStudents share the events/plot section of the handout with a classmate.

Independent Practice 2 Students complete the feelings/meaning section of handout Reading on Multiple Levels.

Share 2 TURN-AND-TALK Students share the feelings/meaning section of the handout Reading on Multiple Levels

with a classmate. Together, they complete the sentences at the bottom of the handout:

On one level, this story is about__________________. On another level, this story is about_________________.

Exit Slip Collect collaborative response to the Share Prompt.Assessment N/A


Literary Essay 10: Session 1Reading on Multiple Levels

EVENTS/ PLOT

As you read the novel, record events from the plot in the boxes below.

PLOT

FEELINGS/ MEANING

As you read the novel, record the character’s feelings in the boxes below.

MEANING

On one level this story is about _____________________________________________. (plot)

On another level, this story is about __________________________________________.(meaning)


Literary Essay 10: Session 1

Reading on Multiple LevelsMODEL- The Giver


Planning a Thesis Paragraph Session 2

Concept Theory Building and Creating ClaimsPreparation Write a 3—5 sentence summary of The Giver or the story you chose to use as a model.

Prepare copies of the “Building a Thesis Paragraph” handout. Complete the “Building a Thesis Paragraph” handout to use as your model.

Essential Question What are the multiple themes writers portray in their novels? How are these themes developed?

Connection In the last session, students examined the novel on both the plot and meaning level. In this session, they will explore the deeper meaning as they write thesis paragraphs.

Teaching Point Literary essayists understand the structure of a thesis paragraph.

TEACHER MODEL AND THINK-ALOUD Review The Giver (or other novel you chose to model in the last session) you modeled in

the last session and the handout Reading on Multiple Levels. What is the plot? Think-aloud and model a 3—5 sentence summary of the plot.

Active Engagement 1 Preparation Task: Students notice what kinds of details are left out in such a short summary (e.g., detailed descriptions, dialogue, adjectives).Turn-and-Talk: They decide what kinds of details are vital to summarizing the plot (e.g., character names, important events, the resolution).

Independent Practice 1 Students write a 7-10 sentence summary of their novels in their Reader’s/ Writer’s Notebooks.Share 1 TURN-AND-TALK

Students share the summaries with a classmate. What details did the writer leave out? Which details did the writer feel were essential to include?

Independent Practice 2 TEACHER MODEL AND THINK-ALOUD Return to the handout Reading on Multiple Levels. What is a meaning found in The Giver

that you identified in the last session? Distribute copies of the handout Building a Thesis Statement. Review the first section of the handout: Contents. Highlight that the paragraphs are quite

different in their style and interpretations. Emphasize the fact that we write literary essays to prove claims about our interpretations.

Mini-Task: Students complete the second section of the handout: Identifying the Parts.Share 2 TURN-AND-TALK

Students briefly share their responses with a classmate.Independent Practice 3 TEACHER MODEL AND THINK-ALOUD

Refer students to the last section of the handout: Different Interpretations. The table shows two different claims about The Giver. Think aloud as you fill in the columns. Offer a few examples from the text that support the claim.

Students review their Collecting Text bookmarks to begin forming a claim about their independent novels. They jot down some ideas of claims they could make.

Assessment Points may be given for a completed handout.


Literary Essay 10: Session 2Building a Thesis Paragraph

I. CONTENTS

A thesis paragraph must include the following:

o Text Reference: the title and author of the novel or play.o Plot Summary: a brief review of the most significant events in the story.o Claim or Thesis Statement: what you believe is the meaning of the story. (This should be disputable. In other words,

different people will have a different interpretation of the story’s meaning.)o Evidence: how you will prove the claim and what content you will use to provide it. For example, you will provide

examples using one character’s actions or you will provide examples using several characters’ actions.

Order. Rules. Structure. These words describe the futuristic society found in Lois

Lowry’s novel The Giver. At first, we see that the society runs smoothly. But, we soon learn that the

(author) (title)

people have little individuality or say in their own lives. Members of the society willingly accept the

jobs, spouses, and even children that the Elders select for them. Adults take medication to suppress any

emotions that might lead them to question their controlled existence. Jonas, the main character,

(plot summary)

has the unique role of receiving the memories of humanity. He suffers pain that the others do not, but,

through a series of events, also learns about the beauty and power of love. He proves that

(evidence)

the power of love is worth the cost of pain and suffering.

(claim)


Tips for Strong Claims: There is no right answer. Strong claims should be debatable. But, the thesis paragraph must include the parts listed to the left. Notice that the models they are constructed quite differently, but they each include the necessary parts and state claims that can be disputed.

II. IDENTIFYING THE PARTS

Directions: Underline the parts of the thesis paragraph below. Write the name of each part underneath.

Lois Lowry, in her novel The Giver, proves that our memory allows us to experience true

happiness. In this futuristic society, people no longer have the power of memory. Memory

caused people to suffer pain as they recalled war, famine, poverty, and despair. So, the society

manufactured a pain-free, memory-free world where people were civil and polite, but had no say about

their wants and desires. The main character, Jonas, is different from the others in his society, as he is

expected to receive the memories of the past. His mentor, The Giver, passes along human history to Jonas.

While Jonas is shocked by the pain he experiences, he, ultimately, comes to believe that memory allows for

happiness, a state of being worth striving for.

III. DIFFERENT INTERPRETATIONSMODEL- The Giver

Claim #1Memory links us together as humans.

Claim #2Pleasure is not possible without pain.


Writing a Thesis Paragraph

Session 3

Concept Theory Building and Creating a ClaimPreparation Prepare more copies of the Session 2 “Building a Thesis Paragraph” handout.Essential Question What are the multiple themes writers portray in their novels? How are these themes developed?Connection In the last session, students examined the structure of a thesis paragraph. In this session, they

will review their novels and apply their understanding of the structure of the thesis paragraph to write their own.

Teaching Point Literary essayists use the deeper meaning to identify the thesis. They use a thinking frame to make a claim.

TEACHER MODEL AND THINK-ALOUD Distribute the handout Building a Thesis Paragraph. Think aloud as you review a completed Building a Thesis Paragraph handout. Consider 2 or

3 possible claims you might make about The Giver (or another model).Active Engagement 1 Students review their novels and their Collecting Text bookmarks to discover a claim about

which they would like to write.Independent Practice 1 Students fill out the handout Building a Thesis Paragraph.Share 1 Students share their responses from the handout Building a Thesis Paragraph with a partner.

They discuss their answers, being sure to share the claims they make.Independent Practice 2 Mini-Task: Remind students that they will need to use their text to write a good thesis

paragraph. They will need to include the four steps identified in the handout Building a Thesis Paragraph. Students write their own thesis paragraphs, including the four steps they identified earlier

and stating a claim they believe they can prove in the essay that will follow. Students write their claim on a notecard or piece of paper as an exit slip. The teacher can

then quickly assess the quality of the claim. (It should be debatable, supportable, and clear.)Share 2 Students share their thesis paragraphs with a partner. The partner should be able to identify the

four parts: text reference (author and title), plot summary (a brief review of the most significant events in the story), claim/thesis (deeper meaning of the story), and evidence (how they will support the claim).

Assessment Collect thesis paragraphs. Sort the paragraphs to determine if students are developing clear and arguable claims. Reteach thesis paragraphs to address confusions that will inhibit writing of body paragraphs.


Collecting and Evaluating Evidence Session 4

Concept Organizing Evidence to Develop a Line of Reasoning and Support a ClaimPreparation Prepare a copy of one of the two model thesis paragraphs from the” Building a Thesis

Paragraph” handout that the students can all see at once. Find key lines from the model text to use for modeling. (Our model will use lines from The

Giver.) Prepare copies of the Collecting and Evaluating Evidence handout. Prepare a copy of the Collecting and Evaluating Evidence handout that all students can see

at once. Prepare copies of the model thesis paragraph written about The Giver. See model below.

Essential Question How are these themes developed?Connection In the last session, students used a thinking frame to create a claim. In this session, they will

collect evidence to support the claim.Teaching Point Literary essayists re-read to organize and connect evidence to support their claim.

TEACHER MODEL AND THINK-ALOUD Read aloud one of the two thesis paragraphs from the handout Building a Thesis Paragraph.

Identify the claim. Refer students to section 3: Different Interpretations of the Building a Thesis Paragraph

handout. Review the evidence from the claim you have chosen. Think aloud as you select key lines from The Giver that seem to best support the claim from

the thesis paragraph you have selected. Write the key lines in the Quotations column of the handout Collecting and Evaluating Evidence.

In the left-hand column, rank the lines to determine which line is the best example of the claim. See the model below.

Active Engagement Preparation Task: Students review their thesis paragraphs to remember the claim about their novel.

Turn-and-Talk: Students identify key lines from the text that support the claim. (They can use sticky notes, underline, or write the lines in their Reader’s/ Writer’s Notebooks.)

Independent Practice Mini-Task: Students prioritize their key lines. Which lines are the strongest pieces of evidence? Students choose the best key lines from the story to support the claim and write them in the

first column of the handout Collecting and Evaluating Evidence. Students complete the handout Collecting and Evaluating Evidence to help them consider

which key lines offer the best support for the claim. Students review the Collecting and Evaluating Evidence handout to rank which evidence is

strongest.Share TURN-AND-TALK: Students share their key line selections with a partner. They discuss the

reasons for their choices. Why do you think your choices best support your claim?Homework/ Extension Students finish their Collecting and Evaluating Evidence handout, if not done during class.

Assessment Points may be given for the completed Collecting and Evaluating Evidence handout.



Collecting and Evaluating Evidence* Model- The GiverWhat is your claim in your thesis paragraph? T he power of love is worth the cost of pain and suffering.

*Modified from Carol Jago’s Writing About Literature


Rank ¶ type

Quotations (Key phrase or sentence) Put it in your own words (Paraphrase) How it supports the claim(Interpretation)

*Modified from Carol Jago’s Writing About Literature


Rank ¶ type



Collecting and Evaluating Evidence* Model- The GiverRank ¶

typeQuotations (Key phrase or sentence) Put it in your own words (Paraphrase) How it supports the claim

(Interpretation)

4“ATTENTION. A REMINDER THAT STIRRINGS MUST BE REPORTED IN ORDER FOR TREATMENT TO TAKE PLACE.”p. 37

The society reminds people to get medicated if they begin to have strong emotions. They believe these feelings can lead to unnecessary pain.

Jonas is different than his society as he thinks emotions should be experienced.

5“It’s like going downhill through deep snow on a sled…At first it’s exhilarating: the speed; the sharp, clean air, but then the snow accumulates, builds up on the runners, and you slow, you have to push hard to keep going…” p. 78

Receiving memories is thrilling at first, but it becomes a difficult task after a while.

The process of receiving memories is both exciting and scary. Jonas is naïve about the pain involved when dealing with memory.

6“ It was as if a hatchet lay lodged in his leg, slicing though each nerve like a hot blade.” p. 109

Jonas’ first experience with pain is agonizing.

Jonas endures the pain and comes to believe that it’s worth it to be able to have memories.

2“’I like the feeling of love,’ he confessed…’Of course,’ he added quickly, ‘I do understand that it wouldn’t work very well. And that it’s much better to be organized the way we are now. I can see that it was a dangerous way to live.’” p. 126

Jonas begins to learn about the beauty of love, but still thinks his society’s attempt to shield people from the pain makes it ok that they do not experience love either.

He doesn’t fully know that the “dangers” associated with pain are far outweighed by the power of love. Even though he begins to see how wonderful love is, he still buys into his society’s reasoning that the risks associated with emotion are too great.

1“He wept because he was afraid now that he could not save Gabriel. He no longer cared about himself.” p. 173

Jonas is starving, freezing, and lonely, but none of it is as important as his love for Gabriel.

The physical and psychological hardships are less meaningful than the love Jonas feels.

3“Where families created and kept memories, where they celebrated love...with certainty and joy” p. 178

Jonas gets to elsewhere and he knows that these people cherish their memories and are allowed to feel love.

Jonas knows that he and Gabriel will be accepted and loved in this new place and his journey was worth it.

What is your claim in your thesis paragraph? T he power of love is worth the cost of pain and suffering .



Collecting and Evaluating Evidence* Model - The Giver* including paragraph typeWhat is your claim in your thesis paragraph? T he power of love is worth the cost of pain and suffering.

*Modified from Carol Jago’s Writing About Literature.


Rank ¶ type


4 S“ATTENTION. A REMINDER THAT STIRRINGS MUST BE REPORTED IN ORDER FOR TREATMENT TO TAKE PLACE.”p. 37

The society reminds people to get medicated if they begin to have strong emotions. They believe these feelings can lead to unnecessary pain.

Jonas is different than his society as he thinks emotions should be experienced.

5 LD“It’s like going downhill through deep snow on a sled…At first it’s exhilarating: the speed; the sharp, clean air, but then the snow accumulates, builds up on the runners, and you slow, you have to push hard to keep going…” p. 78

Receiving memories is thrilling at first, but it becomes a difficult task after a while.

The process of receiving memories is both exciting and scary. Jonas is naïve about the pain involved when dealing with memory.

6 LD“ It was as if a hatchet lay lodged in his leg, slicing though each nerve like a hot blade.” p. 109

Jonas’ first experience with pain is agonizing.

Jonas endures the pain and comes to believe that it’s worth it to be able to have memories.

2 CE“’I like the feeling of love,’ he confessed…’Of course,’ he added quickly, ‘I do understand that it wouldn’t work very well. And that it’s much better to be organized the way we are now. I can see that it was a dangerous way to live.’” p. 126

Jonas begins to learn about the beauty of love, but still thinks his society’s attempt to shield people from the pain makes it ok that they do not experience love either.

He doesn’t fully know that the “dangers” associated with pain are far outweighed by the power of love. Even though he begins to see how wonderful love is, he still buys into his society’s reasoning that the risks associated with emotion are too great.

1 EE“He wept because he was afraid now that he could not save Gabriel. He no longer cared about himself.” p. 173

Jonas is starving, freezing, and lonely, but none of it is as important as his love for Gabriel.

The physical and psychological hardships are less meaningful than the love Jonas feels.

3 CE“Where families created and kept memories, where they celebrated love...with certainty and joy” p. 178

Jonas gets to elsewhere and he knows that these people cherish their memories and are allowed to feel love.

Jonas knows that he and Gabriel will be accepted and loved in this new place and his journey was worth it.

Evaluating EvidenceSession 5

Concept Identify and Research a TopicPreparation Prepare a copy of the model chart Collecting and Evaluating Evidence from Session 4 for all

to see. Prepare copies of the Evaluating and Organizing Evidence handout.

Essential Question How are these themes developed?Connection In the last session, students collected and ranked their evidence to support their claims. In this

session, they will evaluate their evidence and decide which types of paragraphs they will use. They will then decide how to order the paragraphs.

Teaching Point Literary essayists evaluate their evidence and decide which types of paragraphs they will use. They then decide how to order the paragraphs.

TEACHER MODEL AND THINK-ALOUD Distribute the handout Evaluating and Organizing Evidence. Think aloud as you review the model chart Collecting and Evaluating Evidence. Review the handout Evaluating and Organizing Evidence as you model how the key lines

seem to fit certain kinds of body paragraphs. Fill in the paragraph type column on the chart Collecting and Evaluating Evidence to show

students how each key line might be used to build body paragraphs.Active Engagement Turn-and-Talk: Students return the Collecting and Evaluating Evidence charts and consider which

key lines might be used in each body paragraph, following the coding system from the handout.Independent Practice Mini-Task: Students make decisions about ordering the paragraphs based on importance.Share TURN-AND-TALK

Students share their decisions with a partner who preferably has read the same book. They discuss their decision making and any differences in thinking they discover.

Homework/ Extension Students complete the handout Evaluating and Organizing Evidence if not done during class.Assessment Points may be given for a completed handout Evaluating and Organizing Evidence.

Literary Essay 10: Session 5Copyright 2012 Oakland Schools / Michigan Association of Intermediate School Administrators Page 25

Evaluating and Organizing Evidence

I. Evaluating

Review the chart you completed in the last session. Consider the following as you plan which evidence you will use in each type of paragraph.

Summary-Which examples show how the character changes or deals with conflict? You will need to find at least two examples that illustrate this. These examples give the reader the gist of the character. Put an S under the ¶ type column on your chart.

Extended Example-Which piece of evidence is a turning point or a key internal event for the character? Put an EE under ¶ type column on your chart. This example will likely be your first body paragraph since it is probably the most important example to support your claim.

Connected Examples- Which examples seem connected to one another and make a key point to prove the claim? You will need to find at least two examples that connect to one another. Put a CE under the ¶ type column on your chart.

Literary Device- Which example(s) includes a purposeful use of a literary device? The device may be found multiple times across the novel, or it might be found at a key turning point. Put an LD under the ¶ type column on your chart.

II. Organizing Review the types of body paragraphs you have started planning. Determine which order they will go in and write the types of paragraphs on the lines below. Remember: the strongest example will go first, which likely will be your Extended Example paragraph. Continue to rank them in order of importance.

1. ____________________________________________________________

2. ____________________________________________________________

3. ____________________________________________________________

4. ____________________________________________________________

Since your body paragraphs will be organized in order or importance, choose transition words from the following list to be included in your topic sentences: additionally, again, also, as well, besides, equally important, further, furthermore, in addition, moreover, and then.

Writing the Summary


Body Paragraph Session 6

Concept Organizing Evidence to Develop a Line of Reasoning and Support a ClaimPreparation Prepare a copy of the Summary Body Paragraph handout.

Prepare a copy of the Summary Body Paragraph handout that the students can all view at once.

Essential Question How are these themes developed?Connection In the last session, students learned how to write an extended example body paragraph. In this

session, they will learn how to write a summary body paragraph that uses their chosen evidence.Teaching Point Literary essayists use multiple types of body paragraphs to support their claims. One type is the

summary body paragraph.

TEACHER MODEL AND THINK-ALOUD Distribute the handout Summary Body Paragraph. Read aloud the steps for writing a summary body paragraph. Think aloud as you read the model summary body paragraph and identify which sentences fit

with each step.Active Engagement Turn-and Talk: Students underline and label the steps as they find them in the model paragraph and

list the key decisions they will use to write this paragraph.Independent Practice Mini-Task: Students review their thesis paragraph and their Evaluating Evidence handout. Students

follow the steps outlined on the handout Summary Body Paragraph to write a summary body paragraph that supports the claim they made in their thesis paragraph.

Share Preparation Task: Students exchange their paragraphs with a partner. Partners underline and label the steps that the writer followed to write their paragraph. Does the paragraph contain all of the steps? Partners answer the following questions on the paper: Does the paragraph make sense? Does the paragraph support the claim? Does it read smoothly or is it choppy? If the answer to any of the above questions is no, the partner should try to offer suggestions about how to improve.Turn-and-Talk: Students return the paragraphs to the writer and both work to clarify any questions that arise.

Assessment Points may be given for the completed summary body paragraph. If completed, these could be collected at the end of this session. If not, it could be collected at the beginning of the next session.



Summary Body ParagraphSummary—Several events from across the text that support the claim

In order to write a Summary body paragraph:

Write a topic sentence that identifies either how the character changes or deals with conflict over the course of the novel in order to support the claim.

Summarize the events. Connect the summaries with time-order transitions to indicate the sequence of the events. Explain (interpret) how the list of events connect to each other and support the claim.

Model- The Giver

CLAIM: The power of love is worth the cost of pain and suffering.

Jonas goes from accepting the ordered, emotionless life his Elders have created, to questioning it, to

finally rejecting it all together. At first, Jonas willingly takes his medication to curb his “Stirrings,” accepting

that it is for the best that he not experience emotions. Later, when the Giver explains that the Elders want to

protect people from their emotions, Jonas begins to feel angry. Finally, as he leaves the society, we see his

total rejection of this ordered life. To him, life is not worth living unless it includes love. Although he is forced

to endure pain, he is happy to have found what he was looking for: love.


Some examples of time-order transitions are:

First…Initially…Next…Then…Finally…After…Before…Previously…Lastly…

Writing the Extended Example Body Paragraph Session 7

Concept Organizing Evidence to Develop a Line of Reasoning and Support a ClaimPreparation Prepare a copy of the Extended Example Body Paragraph handout.

Prepare a copy of the Extended Example Body Paragraph handout that the students can view at once.

Essential Question How are these themes developed?Connection In the last session, students made decisions about which types of paragraphs they wanted to use.

They then chose the best order to use them in to support their claims. In this session, they will learn how to write an extended example body paragraph that uses their chosen evidence.

Teaching Point Literary essayists use multiple types of body paragraphs to support their claim. One type is the extended example body paragraph.

TEACHER MODEL AND THINK-ALOUD Distribute the handout Extended Example Body Paragraph. Read aloud the steps for writing an extended example body paragraph. Think aloud as you read the model of the extended example body paragraph and identify

which sentences fit with each step. Students underline and label the steps as they find them in the model paragraph.

Active Engagement Turn-and-Talk: Students review the thesis paragraph they wrote about their novels and their Evaluating Evidence handout and summarize the key decisions they will use to write this paragraph.

Independent Practice Mini-Task: Students follow the steps outlined on the handout Extended Example Body Paragraph to write an extended example body paragraph that supports the claim they took in their thesis paragraph.

Share Preparation Task: Students exchange their paragraphs with a partner. Partners underline and label the steps that the writer followed to write their extended

example body paragraph. Does the paragraph contain all of the steps? Partners answer the following questions on paper: Does the paragraph make sense?

Does the paragraph support the claim? Does it read smoothly or is it choppy? If the answer to any of the above questions is no, the partner should try to offer suggestions about how to improve.

Turn-and-Talk: Students return the paragraphs to the writer and both work to clarify any questions that arise.

Homework/ Extension Students use the feedback from the partners to revise their summary body paragraph.Assessment Points may be given for the completed extended example body paragraph. If completed, these

could be collected at the end of this session. If not, it could be collected at the beginning of the next session.



Extended Example Body ParagraphExtended Example—Key event that supports the claim

In order to write an Extended Example body paragraph:

Write a topic sentence that identifies a turning point or a key internal event for the character in the story that supports the claim.

Use exact words from the text. (Lift a key phrase, sentence, or short passage.) Briefly summarize the context for this moment in the sequence of the story. Explain (interpret) how the line is connected to other details in the moment to illustrate the

claim. Repeat key words from the topic sentence to connect and explain the important moment.

Model-The Giver


When Jonas flees on his bicycle to save Gabriel from “release” and himself from a solitary and

burdened life, he is met with overwhelming obstacles. He is exhausted from riding his bike every night and

hiding Gabriel during the day. He has little food and lacks proper clothing for the elements he is finding on his

way. Jonas is starving, freezing, and lonely, but none of it is as important as his love for Gabriel. “He wept

because he was afraid now that he could not save Gabriel. He no longer cared about himself” (173). The

physical and psychological hardships are less meaningful than the love Jonas feels. The obstacles he faces as

he takes flight on the bike are the price he pays for love.


Writing the Connected Examples Body Paragraph

Session 8

Concept Organizing Evidence to Develop a Line of Reasoning and Support a ClaimPreparation Prepare a copy of the Connected Examples Body Paragraph handout.

Prepare a copy of the Connected Examples Body Paragraph handout that the students can all view at once.

Essential Question How are these themes developed?Connection In the last session, students learned how to write a extended example body paragraph. In this

session, they will learn how to write a connected examples body paragraph that uses their chosen evidence.

Teaching Point Literary essayists use multiple types of body paragraphs to support their claim. One type is the Connected Examples body paragraph.

Teacher Model and Think-Aloud: Distribute the handout Connected Examples Body Paragraph. Read aloud the steps for writing a connected examples body paragraph. Think aloud as you read the model connected examples paragraph and identify which

sentences fit with each step.Active Engagement Turn-and-Talk: Students underline and label the steps as they find them in the model connected

examples paragraph and list the key decisions they will use to write this paragraph.Independent Practice Mini-Task: Students review their thesis paragraph and their Evaluating Evidence handout.

Students follow the steps outlined on the handout Extended Example Body Paragraph to write a connected examples body paragraph that supports the claim they took in their thesis paragraph.

Share Preparation Task: Students exchange their paragraphs with a partner. Partners underline and label the steps that the writer followed to write their paragraph.

Does the paragraph contain all of the steps? Partners answer the following questions on the paper: Does the paragraph make sense?

Does the paragraph support the claim? Does it read smoothly or is it choppy? If the answer to any of the above questions is no, the partner should try to offer suggestions about how to improve.

Turn-and-Talk: Students return the paragraphs to the writer and both work to clarify any questions that arise.

Homework/ Extension Students use the feedback from the partner to revise their connected examples body paragraph.

Assessment Points may be given for the completed connected examples body paragraph. If completed, these could be collected at the end of this session. If not, it could be collected at the beginning of the next session.


Literary Essay 10: Session 8Connected Examples Body Paragraph

Connected Examples—Several events from across the text that connect to support the claim

In order to write a Connected Example body paragraph:

Write a topic sentence that connects 2-3 events/details from across the text that support the claim. Look for moments that show how the characters change or the story shifts.

Use exact words from the text. (Lift a phrase or sentence.) Determine the relationship of the examples (comparison/contrast or cause/effect). Use transitional words

to connect the examples and/or indicate the sequence of the events. Briefly summarize the context for each moment in the sequence of the story. Explain (interpret) how the line(s) connect to each other and support the claim.

MODEL- The Giver


From the time Jonas first learns about love from the Giver, to the end, where he looks onto a home

where a family’s holiday is being celebrated, Jonas’ attitude about love changes drastically. Originally, Jonas

likes the feeling of love, but reluctantly agrees that his Elders are probably right to keep people away from it.

“’I like the feeling of love,’ he confessed… ‘Of course,’ he added quickly, ‘I do understand that it wouldn’t work

very well. And that it’s much better to be organized the way we are now. I can see that it was a dangerous way

to live’” (126). However, by the end, he sees no reason for his society’s lack of love. At the end of his journey,

he recognizes a place “where families created and kept memories, where they celebrated love” (178). He

knows “with certainty and joy” they are waiting for Gabriel and him. The need for love becomes obvious to

Jonas as he learns to see its power.


Some examples of comparison/contrast transitions are:On the other hand, …But … However, …Both …Each…Either …Neither…

Some examples of cause/effect transitions are:Because…As a result, …So …Since…

Writing the Literary Device Body Paragraph Session 9

Concept Organizing Evidence to Develop a Line of Reasoning and Support a ClaimPreparation Prepare a copy of the Literary Device Body Paragraph handout.

Prepare a copy of the Literary Device Body Paragraph handout that the students can all see at once.

Essential Question How are these themes developed?Connection In the last session, students learned how to write a connected example body paragraph. In this

session, they will learn how to write a literary device body paragraph that uses their chosen evidence.

Teaching Point Literary essayists use multiple types of body paragraphs to support their claim. One type is the Literary Device body paragraph.

TEACHER MODEL AND THINK-ALOUD Distribute the handout Literary Device Body Paragraph. Read aloud the steps for writing a literary device body paragraph. Think aloud as you read the model literary device body paragraph and identify which

sentences fit with each step.Active Engagement Students underline and label the steps as they find them in the model literary device paragraph.

Independent Practice Mini-Task: Students review their thesis paragraph and their Evaluating Evidence handout. Students follow the steps outlined on the handout Literary Device Paragraph to write a

literary device body paragraph that supports the claim they took in their thesis paragraph.Share Preparation Task: Students exchange their paragraphs with a partner. Partners underline and

label the steps that the writer followed to write their paragraph. Does the paragraph contain all of the steps? Partners answer the following questions on the paper: Does the paragraph make sense? Does the paragraph support the claim? Does it read smoothly or is it choppy? If the answer to any of the above questions is no, the partner should try to offer suggestions about how to improve.TURN-AND-TALK: Students return the paragraphs to the writer and both work to clarify any questions that arise.

Homework/ Extension Students use the feedback from the partner to revise their literary device body paragraphs.Assessment Points may be given for the completed Literary Device body paragraph. If completed, these

could be collected at the end of this session. If not, it could be collected at the beginning of the next session.


Literary Essay 10: Session 9Literary Device Body Paragraph

Literary—Key event that supports the claim

In order to write a Literary Device body paragraph:

Write a topic sentence that identifies a choice the writer makes in his/her writing (e.g., use of motifs, symbols, repetition, metaphors, similes, flashbacks) that supports the claim.

Use exact words from the text that are examples of this choice. Repeat key words from the topic sentence to connect and explain the writer’s choice.

Model-The Giver


Lowry uses the sled as a symbol of Jonas’ journey to understanding the world of color and emotions.

The Giver says that carrying the memories is like riding a sled. “‘It’s like going downhill through deep snow on

a sled…At first it’s exhilarating: the speed; the sharp, clear air, but then the snow accumulates, builds up on

the runners, and you slow, you have to push hard to keep it going…’” (78). Like riding a sled, learning about a

world filled with emotions is thrilling for Jonas, but learning about pain and suffering is difficult. It is fitting that

Jonas’ first memory of extreme pain comes from an accident on the sled. “It was as if a hatchet lay lodged in

his leg, slicing through each nerve with a hot blade” (109). The sled, the symbol of Jonas’ journey, causes both

good and bad experiences, but in the end, the sled carries Jonas to a place of love and comfort.


Writing an Insightful Conclusion Session 10

Concept Organizing Evidence to Develop a Line of Reasoning and Support a ClaimPreparation Prepare copies of the Re-reading for Clarity handout .

Prepare a copy of the model Re-reading for Clarity that all students can see at once. Prepare copies of the Writing the Conclusion handout . Prepare a copy of the model Writing the Conclusion that all students can see at once.

Connection In the last session, students learned how to write a literary device body paragraph. In this session, they will learn how to write an insightful conclusion by evaluating evidence from the story and re-examining the end of the story to find information about the deeper meaning.

Teaching Point Literary essayists re-read looking for a deeper meaning. They closely examine the end of a story, especially the last line, in order to write more insightful conclusions.

TEACHER MODEL AND THINK-ALOUD Begin by saying that in a first read of The Giver, the reader would understand how Jonas

rejects his society, but a second or third read that closely examines the ending reveals even more.

Re-read the last four paragraphs of The Giver and have students highlight their copies for any words or lines they think reveal important information. Do a think-aloud as you highlight on a copy all can see.

Think-aloud as you model how to complete the handout Re-reading for Clarity to show students how a deeper meaning can be found through careful re-reading and connecting the story to one’s own life. A teacher model has been provided below.

Active Engagement 1 Students re-read their selected stories, closely examining them for clues about meaning. They pay special attention to the last paragraph, especially the last line.

Independent Practice 1 Mini-Task: Students use sticky notes or highlighters to mark any words or lines that they think reveal important information. Students complete the sentence Now, after collecting evidence and re-reading the end, I

think…Share 1 TURN-AND-TALK

Students share the lines they marked with a partner who read the same story. They talk about what meaning was revealed in the end of the story and how they completed the last sentence, Now, after collecting evidence and re-reading the end, I think…

Report Out: Volunteers could report out their notices to the whole class.Independent Practice 2 Mini-Task: Refer students to the handout Writing the Conclusion. Review the contents of an

insightful conclusion. Think-aloud as you read the model conclusion. Label the parts of the model as you read it. Be

sure to point out that a literary essayist doesn’t use the first-person in their essay, even when discussing the conclusions that they personally came to.

Students write a conclusion to their literary essay.Share 2 TURN-AND-TALK

Students share their conclusions with a partner who has read the same story. Partners underline and label the three parts of the conclusion. Partners give feedback about the clarity of the conclusion. Does the conclusion make sense?

Is it convincing? Is it accurate? Does it flow or is it choppy?Homework/ Extension Students should finish their conclusions if needed.Assessment Points could be given for the completed handouts Re-reading for Clarity and Writing the

Conclusion.



Writing Insightful ConclusionsRe-reading to Clarify

Title of my novel: _____________________________________________________

Clarifying Thinking

In what ways does this novel connect to your life?

In what ways does the message in the novel apply to you?

Now, after collecting evidence and re-reading the end, I think


Literary Essay 10: Session 10Writing Insightful Conclusions- MODEL

Re-reading to Clarify

Title of my novel: The Giver

*excerpt of the last four paragraphs

Jonas felt himself losing consciousness and with his whole being willed himself to stay upright atop the sled, clutching Gabriel, keeping him safe. The runners sliced through the snow and the wind whipped at his face as they sped in a straight lone through the incision that seemed to lead to the final destination. The place that he had always felt was waiting, the Elsewhere that held their future and their past.

He forced his eyes open as they went downward, downward, sliding, and all at once he could see lights, and he recognized them now. He knew they were shining through the windows of rooms, that they were red, blue, and yellow lights that twinkled from trees in places where families created and kept memories, where they celebrated love.

Downward, downward, faster and faster. Suddenly he was aware with certainty and joy that below, ahead, they were waiting for him; and that they were waiting, too, for the baby. For the first time, he heard something that he knew to be music. He heard people singing.

Behind him, across vast distances of space and time, from the place he had left, he thought he heard some music too. But perhaps it was only an echo.

Clarifying Thinking

In what ways does this novel connect to your life? Sometimes I don’t like it that I have unhappy memories, but I know they make me a stronger, smarter. For example, I still feel sad about breaking up with my boyfriend, but I know that I learned a lot about relationships from the experience. I’ll be smarter the next time.

In what ways does the message in the novel apply to you?

I know that the joy of the relationship is worth the pain of the break-up.

Now, after collecting evidence and re-reading the end, I think

Lowry is really saying that pain and pleasure are linked. You can’t have one without the other.


Literary Essay 10: Session 10Writing Insightful Conclusions

Writing the Conclusion

Title of my novel: _____________________________________________________

In order to write an insightful conclusion:

Write a topic sentence that restates the claim. Describe the deeper meaning you came to after collecting evidence and re-reading the end. (See the

handout Re-reading to Clarify.) Add a comment that connects the story with the deeper meaning.

MODEL- The Giver


The Giver proves that love is worth the cost of pain and suffering. Lowry is really saying that pain and

pleasure and pain are linked. You can’t have one without the other. Jonas’ journey to Elsewhere is painful and

dangerous. It’s worthwhile in the end because he will be able to experience real joy.

Now write a conclusion to your literary essay, using your selected story.


Reviewing and RevisingSession 11

Concept IDENTIFY AND RESEARCH A TOPICPreparation Prepare copies of the Reviewing and Revising handout .

Prepare copies of the rubric. Be sure to have model body paragraphs on hand.

Connection In the last session, students learned how to write an insightful conclusion. In this session, they will review the claim of the essay and the conclusion and make decisions about which body paragraphs work best. They will revise the essay to make it read smoothly.

Teaching Point Researches draw upon prior knowledge to make decisions about topic of interest to study.

TEACHER MODEL AND THINK-ALOUD Distribute the scoring rubric. Show students how a strong emphasis of the rubric is on how effectively the claim is

supported. Review and rank the model body paragraphs that were used in earlier sessions. Which two

best support the claim? Could a different paragraph be written that would work better? Think aloud as you make decisions about which model body paragraphs work best with the claim taken.

Active Engagement Students review their own paragraphs and consider which three body paragraphs work best. They may decide to re-work one or more or to write entirely different ones, following the steps outlined for body paragraphs.

Independent Practice Students make the necessary changes to their paragraphs. They assemble the parts of the essay in order to share with a partner.

Share TURN-AND-TALK Students share their essays with a partner. Partners use the handout Reviewing and Revising to review the steps for writing each

paragraph and help each other decide if the paragraphs followed all of the steps. They re-examine the claim the student took and assess how effectively the student argued the

claim. Partners give any advice they have about making the essay as strong as it can be.

*If time allows, students may meet with another partner to seek more feedback.Homework/ Extension Students revise their essays.Assessment Points can be given for the revision work.

Literary Essay RubricCopyright 2012 Oakland Schools / Michigan Association of Intermediate School Administrators Page 39

High Medium LowFluency The essay includes at

least five, well-developed paragraphs. The sentences are easy to follow and help to make the essay understandable.

The essay includes five paragraphs, but they are not well-developed or the language is choppy.

The essay does not include five paragraphs or the choppiness of the language distracts from the meaning.

Development The essay includes a clear claim. It includes specific, well-chosen evidence from the text that supports that claim. The interpretation makes sense and clearly supports the claim.

The essay includes a relatively clear claim. Some pieces of evidence support the claim. The interpretation may not make sense or does not clearly support the claim.

The essay lacks a clear claim. It lacks evidence or does not support the claim at all. The interpretation does not make sense and does not support the claim.

Organization The essay includes the types of body paragraphs that best support the claim. The transitions between examples and paragraphs make for smooth reading

The essay includes at least one of the best types of body paragraph to provide basic support for the claim. The transitions might make the essay easier to read.

The essay does not include the best types of body paragraphs to provide enough support for the claim.The transitions between examples and between paragraphs are choppy and distract from meaning.

Editing/ Correctness

The essay is essentially error free. There is a sense of careful editing. Appropriate format for literary essay is used.

The essay includes occasional errors. Some sense of editing is obvious. Some errors in formatting a literary essay are present.

The essay includes multiple errors. Little or no sense of editing is present. Rules for formatting a literary essay are not followed.



Reviewing and Revising

Writer: _________________________________________________

Editor: __________________________________________________

Claim: ________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Is the claim clear and easy to find? _____ yes _____ no

What types of body paragraphs has the writer decided to use?

1. _____________________________________________________

2. ______________________________________________________

3. ______________________________________________________

4. (optional)______________________________________________

Review the directions for each type of paragraph and then rate your partner’s paragraphs 1--5 on the following categories.

Follows all the steps Effectively supports the claim

Reads smoothly/ Is easy to understand

Thesis paragraph N/A

Body paragraph #1

Body paragraph #2

Body paragraph #3Body paragraph #4(optional)Conclusion

If you rated any of the boxes less than 5, explain how the writer could improve the paragraph.

Formatting and Editing a


Literary Analysis Essay Session 12

Preparation Prepare copies of the Formatting and Editing a Literary Analysis Essay handout.Connection In the last session, students learned how to review the claim of the essay and the conclusion to

make decisions about which body paragraphs worked best. They revised the essay to make it read smoothly. In this session, they will learn how to edit their essays to be sure that they follow the conventions of a literary essay to eliminate errors that make the essay hard to read.

Teaching Point Literary essayists edit their essays to be sure that they follow the conventions of a literary essay to eliminate errors that make the essay hard to read.

TEACHER MODEL AND THINK-ALOUD

Distribute copies of the handout Formatting and Editing a Literary Analysis Essay. Review the criteria from the checklist. Explain that students will individually edit their essays

first. Then, they will peer edit.Independent Practice Students complete the checklist, using their own essays, and make necessary corrections.

Share TURN-AND-TALKStudents exchange essays with a partner to compete the checklist. They discuss the necessary editing changes.

Homework/ Extension Students polish essays, which will be collected in the next session.Assessment Points may be given for the editing work. A rubric is provided for the final essay.


Literary Essay 10: Session 12Formatting and Editing a Literary Analysis Essay

Name _________________________________________________

Editor ________________________________________________

Please put a check in the box if the writer has done the following:

Writer Editor

Is the title of the novel italicized in the thesis paragraph?

Is the author’s name included in the thesis paragraph and is it capitalized?

Are there transition words (e.g., However, Both, Neither, As a result, So, Since, First, Next, then, Before) found in the body paragraphs?

Is each new paragraph indented?

Are there capital letters at the start of each sentence?

Is the entire essay told from third-person (does not use “I,” “me,” or “my”)?

Is the essay written in present tense?

Is the essay at least five paragraphs in length?

Does each paragraph have paragraphs of at least three sentences?

Re-read the essay and indicate any places where words are spelled incorrectly, where it’s hard to understand or is choppy, where the writer goes off on a tangent, or where other errors are found.


Works Cited

Jago, Carol. Writing About Literature. Portsmouth: Heinemann, 2008. Print.

Lowry, Lois. The Giver. New York: Dell Laurel-Leaf, 1993. Print.


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