middle school literary essay
DESCRIPTION
slides for a professional learning workshop on a series of Common Core-aligned unitsTRANSCRIPT
Middle School Literary Essay Unit
Delia DeCourcy - Oakland Schools
ccssmiddleschoolliteraryessay.wikispaces.com
Introductions● Your Name
● Your Role
● What’s going on curricularly at the moment?
● Where are you headed next?
Goals & Burning QuestionsConcerning the Literary Essay Unit:● Consider how the previous units build on one
another● Understand the pedagogical approach of the
unit● Examine the forms of assessment in the unit● Experience key lessons and concepts● Access resources for future use
Write a question or concern you’d like addressed on the notecard.
What Precedes the Lit Essay?
●Launching● Independent Reading●Argument Paragraph●Narrative Reading
What Precedes the Lit Essay
Launching● develops a writing community in which
dialogue, feedback, process and revision are paramount
● study of a genre● students keep a writer’s notebookto generate ideas
What Precedes the Lit Essay?
Independent Reading● develops a community of readers● students build close reading skills● select books of interest● reading for both volume & understanding● students keep a reader’s notebook
What Precedes the Lit Essay?
Argument Paragraph● Students learn about the concepts of
o claimo evidenceo reasoning/analysis/commentary
● Generate and organize evidence and commentary to connect the claim to evidence (7th & 8th)
● Draft and revise to develop a coherent paragraph
What Precedes the Lit Essay?
Narrative Reading● Continuing to build the reading community● Continued use of the reader’s notebook● Arming students with knowledge about
narrative elements & practice with reading strategies
Learning Habits/Beliefs● Different ways of reading -- Close reading is an
active, analytical process supported by annotating and discussion. I can talk to the text.
● Talking about texts with peers helps me make meaning from them.
● I can make multiple interpretations about a text if I have the evidence to back them up.
Learning Habits/Beliefs● Writers use a multi-step process that involves
idea generation, drafting, and revision.● Writing is generative; I won’t use all the ideas
or material I come up with.● I have a voice and can express myself both
orally and in writing.● I am part of a reading & writing community
that I can lean on for support and feedback.
Starting w/ the End in Mind
Read the prompt for the post-unit assessment on p. 6 or 7 of your unit.
Starting with the End in Mind
● Notice & Note - 2 Draft Read
o #1 What is the essay about? - get the gist
o #2 What skills must a student marshall to write an essay like this one?
What Skills?In grade level groups
● make a list of the skills students need to write a satisfactory literary essay
● include both reading & writing skills
Which Standards?
Given the list of skills you generated, which standards will be key in the Lit
Essay unit?look at
READING LITERATUREWRITING
http://www.corestandards.org/ELA-Literacy/
Skills & Standards
Which skills map to which standards?
Skills & StandardsReading: Key Ideas & DetailsHow have students practiced/mastered these skills previously?
Writing: Developing an ArgumentHow will you scaffold these skills in the unit?
The AbstractWhile many literary analysis lessons assume that a student will regurgitate a literary critic or teacher’s thesis, these lessons ask student readers and writers to actively engage in theory-building, claim-making, selecting and organizing evidence, and revising and editing. This four-step process models the writer’s workshop philosophy. Classrooms that use the workshop model make explicit that the process of learning to read, write, and think are just as important as the finished essay.
(7th grade abstract)
ASSUMPTIONS
● Students read an “individual text” in the narrative reading unit○ book clubs○ independent read○ whole class novel
● Using an anchor text everyone knows that the teacher can use to model throughout the unit.
● Mentor texts are student and teacher-generated paragraphs or whole essays pulled from book or film reviews.
LESSON DESIGN: Gradual Release of Responsibility
● What?
● How?
● Why?
● Your examples?
BREAK
Overview p. 6 or 7Teaching Points: also known as learning targets or goals….CONCEPTUAL BENDS● share with students● assess what was learned at the end of
the lesson● re-teach if formative assessment
indicates a chunk of students didn’t get it
● Assessments
o Pre-assessment > from the narrative reading unit, to determine students’ ability to reading and analyze independently
o Mid-unit assessment > literary essay rough plan
o Daily - exit tickets, discussion, small group work
Overview - p. 6 or 7
● summative - evaluation of final producto students intro too academic vocabulary
● formative - process focused
How would you use each of these rubrics?
Rubric Study - p. 7-9
Audience● Who are your students writing for?● What audience will motivate and
engage them?● Who will inspire them to devise
interesting arguments?Ideas?
Anchor Texts6th - Character> “Scout’s Honor” by Avi
7th - Theme> “Thank You, Ma’am” by Langston Hughes
8th - Theme & Character> “The Gift of the Magi” by O’Henry
REVIEW of LITERARY ELEMENTS
5 Story Elements Rap
OR Theme Review - p. 11 in 7th and 8th grade units
Additional resources on wiki
● shifting between the student lens and the teacher lens
o experience lessonso read lessonso debrief lessons
Immersion in Unit
Session 1 - Theory BuildingTeaching Point:Literary essayists write and talk about a text to develop theories about a story’s characters (6th), themes (7th) or characters & themes (8th).
Theory vs. Claim?Discuss with your neighbor.
Theories are initial ideas or hunches.
Claims are refined theories that have evidence for support.
Let’s Read & Annotate Our Anchor Text
Your reading agenda...● Put an I next to
any big ideas you see
● Put an S next to any emotional shifts
● Put a C next to moments of high conflict
THINKING PROMPTS● What’s the character’s
problem?
● Why are the characters in conflict?
● What did the character’s reaction reveal about him or her?
● What is the author trying to convey to the reader?
● What did the story get you thinking about?
What are the big ideas?Share...
My Theories● character: The boy acts out because
he feels abandoned in the world.● theme: Luella shows that compassion
is more effective in creating change than punishment.
● character & theme: Luella is both strict and nurturing, illustrating that kindness has more than one incarnation.
What are your theories?With your group, in your WNB, jot down as many theories as you can about “Thank You, Ma’am.” FOCUS:● 6th - character development● 7th - theme● 8th - character and theme[Develop theories about your individual text using your notes and annotations.]
Session 2 - Finding Support for Theories
Teaching Point:Literary essayists test their theories by looking for examples from the text.
Session 2 - Finding Support for Theories
Possible Theory on Character
Evidence from Text
Evidence gets me thinking about...
The boy acts out because he feels abandoned in the world.
“There’s nobody at my house,” said the boy.
How having a family makes people feel like they below. If you don’t have this, you feel like an outsider and may take more risks.
Session 2 - Finding Support for Theories
In your group, find evidence for 3 of your theories using the
Finding Support of Theories Handout.
[In your individual text, find evidence to support 2-3 of your theories.]
LUNCH
Session 2 - Finding Support for Theories
Teaching Point:Literary essayists reread in order to test their theories. They may change their theories after discovering new evidence.
Session 2 - Revising a TheoryOriginal: The boy acts out because he feels abandoned in the world.Revised: Interacting with a kind and generous person can help us see the error in our ways. The boys isn’t initially ashamed but after his time with Luella he realizes he was wrong. Revise one of your theories due to lack of or contradictory evidence in the text. SHARE[Revise one or many of your theories about your individual text.]
Unit Reading TimeReview sessions one and two
in your grade level packet.
Debrief● How does the unit scaffold students
into building complex theories and supporting and revising them?
● What adjustments might you make for your students?
● Questions?
Session 3 Teaching Point: Literary essayists review their evidence and create a supportable claim about theme.
Drafting & Supporting Claims
Drafting ClaimsMy Theories:
● Luella shows that compassion is more effective in creating change than punishment.
● Luella is both strict and nurturing, illustrating that kindness has more than one incarnation.
● Interacting with a kind and generous person can help us see the error in our ways. The boys isn’t initially ashamed but after his time with Luella he realizes he was wrong.
Drafting ClaimsMy Claim:
Kindness, nurturing and generosity are forces that are most likely to inspire
a change in behavior.
Drafting ClaimsWith a partner, turn your theories
into a debatable claim.6th - character
7th - theme8th - character and theme
SHARE[Study your theories about your individual text and
devise or select a debatable claim.]
Supporting ClaimsSession 4 Teaching Point:Literary essayists identify reasons and examples to explain and support the claim.
Supporting ClaimsKindness, nurturing & generosity are forces most likely to inspire a change in
behavior.
Types of Evidence: Direct Quotes, Character Action, Thoughts, Dialogue, Key Events, Author’s Device
Type of Evidence Page Number
Textual Evidence Relevance to Claim or Reasons
direct quote 1 “No’m,” said the being dragged boy. “I just want you to turn me loose.”
After Luella has shaken the boy and physically restrained him, he apologizes but just wants to get away. No real change.
character action 3 Luella feeds the boy and gives him ten dollars to buy shoes--acts of kindness; the boy is speechless as he leaves her house.
The boy was once eager to run away but is now hesitant to leave the house because he feels connected to this stranger--and grateful.
Supporting ClaimsWith a partner, complete
Collecting Evidence for Claims(8th grade, consider using
7th grade’s graphic organizer)
Identifying Reasons (6th -2 pages, 7th - modify 8th grade)
[Collect evidence and identify reasons in your WNB for the claim about your individual text.]
BREAK
Mid-Unit AssessmentComplete Your Rough Plan
[for your individual text]LEAD WITH YOUR REASONS
Conference with another pair to get feedback on:● how well your reasons connect to your
claim● how your evidence connects to your
reasons● how well your reasons connect to each
other
Unit Reading Time
Review sessions 3, 4, and 5 in your grade level packet.(3 & 4 for Grade 6)
Debrief● How does the unit scaffold students
into drafting & supporting claims with reasons and examples?
● What adjustments might you make for your students?
● Questions?
Drafting & Managing Types of Evidence
Session 7 Teaching Point: Literary essayists draft body paragraphs by presenting evidence through paraphrase and direct quotes.
● quoting vs. paraphrasing (6th & 7th)● setting up the paraphrase or quote
within a paragraph (6th)
Drafting & Managing Evidence Types
Drafting Body Paragraphs - Sessions 6 & 8● 7th grade - Introducing & Connecting
Evidence handout● 8th grade - Extended & Connected
Examples handout
Drafting Paragraphsdraft - feedback - revision - self-reflection
- revision - feedback - revision
How the paragraphs● support the claim● connect to one another● move the argument along
Unit Reading Time
Review sessions 6th grade: 5-77th & 8th grade: 6-8
Debrief● How does the unit scaffold students
into drafting their essay?
● What adjustments might you make for your students?
● Questions?
Final Lessons● Introductory & Concluding Paragraphs
● Peer Review & Revision
● Editing and Publishing
● Reflection (Metacognition)
Peer Review● Training students to make substantive
comments that are helpful to another writer.● The Challenges?
○ kids unsure of what to do○ kids wanting to be “nice”○ kids on auto pilot○ differing skill levels○ others?
● Let’s watch a video!
Peer Review1.Model by thinking aloud through a
piece of student work (old).2.Give students sentence stems/starters.3.Let the students critique your
paragraph or essay.4.Give more scaffolding at first and less
as they become more practiced.5.Use throughout units - not just at the
end.
SAMPLES ON THE WIKI
Your Metacognitive Task● In your WNB
○ What did you learn today? How did you learn it?
○ Which learning was most challenging?
○ What do you anticipate will be the toughest part about teaching this unit?
