writers workshop unit of study 8th grade literary...

Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.

Writers Workshop Unit of Study 8th Grade – Literary Essay

ELA Common Core Standards


Writers Workshop Unit of Study 8th Grade – Literary Essay Table of Contents

Preface Learning Progression, Grades 6-12 ............................................................................................... 1 Background Section Abstract ......................................................................................................................................................... 3

Standards ..................................................................................................................................................... .5

Overview of Sessions – Teaching Points and Unit Assessments ................................................................... 6

Literary Process Rubric………………………………………………………………………………………………………………………………8

Literary Essay Rubric…………………………………………………………………………………………………………………………….……9

Resource Materials Section Session 1...................................................................................................................................................... 10

Session 2...................................................................................................................................................... 14

Session 3...................................................................................................................................................... 15

Session 4...................................................................................................................................................... 19

Session 5...................................................................................................................................................... 22

Session 6...................................................................................................................................................... 24

Session 7...................................................................................................................................................... 26

Session 8...................................................................................................................................................... 28

Session 9...................................................................................................................................................... 30

Sessions 10 .................................................................................................................................................. 33

Sessions 11-14 ............................................................................................................................................. 35


Writers Workshop Unit of Study 8th Grade – Literary Essay 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. Michigan Association of

Intermediate School Administrators (MAISA) 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. 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 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 Kristine Butcher and Monica Phillips, 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 © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools. Page 1

Essay Units Progression Chart Grades 6 - 12

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

Choice of Genre Character

Choice of Genre Theme

Choice of Genre Character & Theme

Short Fiction Theme Novel Theme

Multiple Genres Author’s Craft

Drama Multiple Interpretations

Theory Building and Creating a Claim

Use prompts to push thinking

Elaborate on ideas and theories

Identify supporting evidence

Analyze and evaluate evidence (actions, thoughts, and dialogue)

Use theories to create a claim

Use prompts to push thinking

Elaborate on ideas and theories

Identify and evaluate supporting evidence

Analyze author’s decisions

Test 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, which develop the theme

Test and revise theories to create a claim

Read on multiple-levels: plot and meaning

Make connections across a short text

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

Read on multiple-levels: plot and meaning

Make connections across a long text

Analyze decisions writers use to develop themes

Evaluate 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 an 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

Organize evidence in chronological or priority order

Use direct quotes and paraphrasing as evidence

Organize evidence in chronological, priority, or categorical order

Use direct quotes, paraphrasing, and summary as evidence

Connect examples in a paragraph

Support a claim with analysis of an author’s decisions

Choose effective order: cause-effect and compare-contrast

Use extended and connected example paragraphs

Choose and connect evidence to create a claim

Draft and select a variety of body paragraphs: extended example, connected example, and summary


Draft and select a variety of body paragraphs: extended example, connected example, summary, and literary device

Identify deeper meaning through rereading


Draft and select a variety of body paragraphs

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

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


Draft and select a variety of body paragraphs

Identify a relationship and line of reasoning that will be developed for 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

Use commas 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 format and work-cited format to reference text

Use peer reviewers to identify strengths and set goals for revisions

Use commas, ellipses, 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

Select and organize valid evidence

Examine and upgrade word choice

Revise for meaning at the sentence level

Respond to common grammar, mechanics, and spelling errors



Revise for meaning at the sentence level




Revise for meaning at the sentence and paragraph level




Revise for meaning at the sentence and paragraph level



Writers Workshop Unit of Study 8th Grade – Literary Essay

Abstract WHAT IS A LITERARY ESSAY UNIT?

In a literary essay unit, students engage in theory-building, claim-making, and selecting and organizing supporting evidence.

Students also build fluency, flexibility, and decision-making skills in essay writing.

The 6-8 grade units are scaffolded by complexity of topic and types and presentation of evidence.

Sixth grade focuses: Developing and proving a theory as a claim about a character, using direct quotes and paraphrased examples as evidence. Students explain evidence by focusing on key words. Seventh grade focuses: Developing and proving a theory as a claim about a text’s theme, using direct quotes, paraphrased examples, and the author’s decisions as evidence. Students introduce key evidence and explain evidence by connecting it back to the claim. Eighth grade focuses: Developing and proving a theory as a claim about the relationship between the analyzed text’s theme and character development. Students use direct quotes, paraphrased examples, key words, summaries of key events, and authorial decisions as evidence. In this unit, students are introduced to the writing of an extended body paragraph and a connected body paragraph, both of which scaffold into the high school literary essay units.

ASSESSMENT

Working 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 OUTCOMES

The 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.

Students develop a repertoire of strategies for analyzing character development, the author’s purpose, craft, and thematic

development within and across texts and/or genres.

Students practice a variety of writing methods that establish a line of reasoning.

Students engage with quality, grade-level texts, gaining in complexity.

Students 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 IMPLEMENTATION This unit serves as a single model of a literary essay unit. The unit is designed to follow the Narrative Reading 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. Each session was designed for approximately a 50-minute class period. Use your discretion if students need extra time to both see a strategy modeled multiple times and/or practice the strategy. Throughout the unit the short story “Gift of the Magi,” by O. Henry, is the text referenced as the anchor text in teacher examples. A version can be found at: http://www.auburn.edu/~vestmon/Gift_of_the_Magi.html Consider whether your students have a common story or text that you can apply to the lessons for class modeling. Teachers could read Chapter 6 of Thinking Through Genre to guide their reading lessons and to help scaffold into this work. If your class read a short story or whole-class novel earlier, use the common text for modeling the writing of the essay. If this has not occurred, consider inserting time here to read a short text together to use for modeling. Consider making the charts referenced in the lesson below to hang up in the classroom. These charts will prompt students’ thinking and remind students of the important clues the author of the text provides to help identify themes in the text. Likely, they will have many of these moments tagged with sticky notes or mentioned in reading journal entries.

Definition of an “inference”: “An inference is a logical conclusion not directly confirmed by the author. It is based on clues from the text and personal connections made by the reader. Inferences are sometimes hard to make because the author doesn’t come right out and confirm the reader’s conclusions.” Pg 101, Tovani, I Read It, But I Don’t Get It

(Students may be familiar with thesis statements. A thesis statement is usually broader than a claim [it may contain the

reason or explanation for why the author thinks the claim, or statement, is true] but for consistency and alignment with the

Core Standards, a claim and thesis are roughly the same.)

UNIT ORGANIZATION

The unit is divided into four parts:

Theory building and creating a claim

Organizing evidence to develop a line of reasoning and to support a claim

Drafting and managing types of evidence

Revising and editing

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. 4. 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.

http://www.auburn.edu/~vestmon/Gift_of_the_Magi.html


Standards

Common Core Standards: Narrative: The following College and Career Readiness (CCR) anchor standards apply to reading and writing in narrative template tasks. Refer to the 6-12 standards for grade-appropriate specifics that fit each task and module being developed. The standards numbers and general content remain the same across all grades, but details vary.

Number CCR Anchor Standards for Reading

1 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.

3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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.

6 Assess how point of view or purpose shapes the content and style of a text.

10 Read and comprehend complex literary and informational texts independently and proficiently.

CCR Anchor Standards for Writing Narrative

1 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.

6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

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 Assessments TEACHING POINTS:

Building Theories 1. Literary essayists write and talk about a text in order to draw inferences between a story’s characters and its themes. 2.1 Literary essayists test their theories by looking for examples from the text that serve as evidence. They look closely at character development, key words, pivotal moments in the plot, and figurative language.

2.2 They read and reread to identify connections in the text that confirm or disconfirm their theories, and may change their theories based on the further evidence they identify and connect. 3.1 Literary essayists review their evidence and create a claim about a theme that can be supported by the evidence they have collected.

3.2 They read and reread to identify connections in the text that confirm or disconfirm their theories. They alter their theories based on the evidence they identify and connect. Organizing Evidence to Support Claims 4.1 Literary essayists identify reasons and examples to explain and support the claim.

4.2 They evaluate their examples to identify which examples best support and explain their claim. 5. Literary essayists reread to find additional evidence to support the reasons and the claim.

Mid-Unit Assessment Task

Students will complete the “Literary Essay: Rough Plan” handout as a mid-unit assessment.

Drafting and Managing Types of Evidence 6. Literary essayists consider the impact of presenting evidence through an extended example. 7. Literary essayists connect examples to make a key point that shows the relationship between ideas. 8. Literary essayists select and organize their evidence to create a plan for drafting. They organize the reasons that explain the claim in a way that logically builds their argument. 9. Literary essayists introduce their essay by connecting to readers, including a short summary of the text, and presenting the argument through a claim statement. 10. Literary essayists reread their first draft (introduction and body paragraphs); then they determine the type of concluding paragraph to write. Revising and Editing 11. Literary essayists use peer reviewers to identify strengths and set revision goals. 12. Literary essayists study grammar usage rules commonly used in essays: commas, ellipses, and dashes to indicate a pause, break or omission. They use this knowledge to edit their essay.

Pre-Unit Assessment Task

Use the post-unit assessment from the previous reading unit on literature. Use the assessment to gauge students’ abilities to analyze literary texts. The prompt for that unit was: Students will embody a character from the novel NightJohn and create a historical

journal. Students will need to include characterization, details, and scenes to make the entries believable and realistic

for the time period. The entries will demonstrate a student’s understanding of the complexities involved in historical

fiction and the juggling of storytelling, entertainment, and historical accuracy.


13. Literary essayists make decisions in a final draft to maintain formality and cohesion: a title, citation of evidence, and formatting. 14. Literary essayists reflect on their writing decisions and the impact of those decisions.

Post-Unit Assessment Task

Use students’ self-reflection responses and final essays as the post-unit assessment. Rubrics are included.

The prompt for the final essay is: After reading a text, study and consider the themes presented by the author

throughout the text. After making inferences about what the author wanted readers to understand, determine how

the author reveals a theme through character development. Then, determine a relationship between theme and

character development to create an arguable claim about the theme. Use textual evidence to support the claim(s) as

you construct a literary essay. Utilize the writing process, especially drafting, revision and conferencing, in order to

create a cohesive argument worthy of sharing with others.


Use this rubric to formatively assess students as they move through the corresponding sections of the unit.

PROCESS RUBRIC Exemplary Proficient Developing

DEVELOPING THEORIES

● Demonstration evident of trying multiple different theories on theme.

● Demonstration of a variety of textual evidence gathering.

● Demonstration of altering theories based on textual evidence.

● Demonstration evident of trying a few different theories on theme.

● Demonstration of textual evidence gathering.

● Some demonstration of altering theories based on textual evidence.

● Little or no demonstration of trying different theories on theme.

● Little or no demonstration of textual evidence gathering.

● Little or no demonstration of altering theories based on textual evidence.

ORGANIZING EVIDENCE TO SUPPORT CLAIMS

● Claim created directly connects to the theory building and evidence gathered.

● Sorting and sifting to find most relevant supporting evidence is demonstrated.

● Planning of reasons and evidence is clearly demonstrated.

● Plans demonstrate new and revised evidence.

● Claim created has connection to the theory building and evidence gathered.

● Sorting and sifting to find most relevant evidence is attempted.

● Some planning of reasons and evidence is demonstrated.

● Plans demonstrate some new evidence.

● Claim created does not connect to theory building and/or evidence gathering.

● Sorting and Sifting of evidence is evident, but not logically demonstrated.

● Planning of evidence needs improvement.

● No new evidence is introduced.

DRAFTING AND MANAGING TYPES OF

EVIDENCE

● Planning and organization of evidence in a logical manner that fits the argument is presented.

● Multiple drafts of body paragraphs utilizing different approaches to presenting evidence is demonstrated.

● Cohesion between intro, body, and conclusion is demonstrated with key words and transitions.

● Planning and organization of evidence is presented.

● A draft of each body paragraph trying different approaches to presenting evidence is demonstrated.

● Key words are used to create a connection between intro, body, and conclusion paragraphs.

● Little or no planning or organization of evidence is presented.

● Little drafting of body paragraphs is demonstrated.

● Connections between intro, body, and conclusion paragraphs need improvement.

REVISING AND EDITING

● Conferring, revision and editing work is clearly demonstrated on draft work and evident in final copy.

● Focused effort on following comma usage rules is clear in drafts and final copy.

● Style and format are formal in nature.

● (Reflection) Writer demonstrates strong awareness of the impact his/her writing decisions have on the reader.

● Conferring, revision and editing work is demonstrated on draft work and mostly carried over to final copy.

● Some effort on following comma usage rules is evident in drafts and final copy.

● Style and format are mostly formal in nature.

● (Reflection) Writer demonstrates some awareness of the impact of his/her writing decisions.

● Little conferring, revision and editing work is demonstrated on draft work; final copy looks a lot like initial draft.

● Improvement needed on following comma usage rules.

● Style and format are casual in nature.

● (Reflection) Writer does not demonstrate much awareness of the impact of his/her writing decisions.


Literary Essay Rubric

Meets Expectations Developing Basic

Introduction & Claim

-Introduction cohesively includes: connection, summary, claim. -Thesis statement clearly presents claim(s) to be proven.

- Introduction includes: connection, summary, claim. -Introduction presents theory (ies) as claim(s) to be proven.

-Has only a claim statement to open the paper. -Paragraph does not clearly present claim(s) to be proven.

Incomplete/ Missing

Body Paragraphs:

Content (weighted)

Claim: -all paragraphs have a clear focus from the claim, using key words. Evidence: -Examples support claims in various ways (quoted, paraphrased).

Connections: -Statements are positioned around all examples to connect the examples to the claim.

Claim: -some paragraphs could be more clear about the focus from the claim. Evidence: -Examples support claims, but lack variety in presentation. Connections: -Statements are positioned around some examples to connect the examples to the claim.

Claim: - paragraphs still need to stay focused on claim. Evidence: -Many examples weakly support the claim and are not quoted or paraphrased correctly. Connections: - Many examples are missing statements to connect the examples to the claim.

Incomplete/ Missing

Organization -Evidence presents claim(s) in an effective, logical structure (chronologically or by priority). -Transition words are cohesive to the structure used.

-Evidence presents claim(s) in a logical structure (chronologically, or by priority). -Transition words are cohesive to the structure used.

-Evidence does not seem to be presented in a logical structure. -Transition words are unconnected or not used.

Incomplete/ Missing

Conventions -Evidence of editing for spelling, capitalization & punctuation (especially quotation marks and commas). -Uses formal vocabulary/word choice.

-Attempts were made to edit, but essay needs improvement. -Vocabulary/ word choice is casual.

-Lacking conventions; no evidence of editing. -Vocabulary/ word choice needs improvement to be clear.

Incomplete/ Missing


Session 1

Concept Responding to Character and Theorizing About a Theme

Teaching Point Literary essayists write and talk about a text in order to draw inferences between a story’s characters and its themes.

Preparation Copies of the following handouts, found after this session: (or prepare to project on an overhead)

Finding Support for Theories

Theme: the basics Prepare copies of ending of Gift of Magi or other anchor text. Prepare copies of teacher-created prompts to deepen student thinking about character and theme relationship

Suggested Materials Students’ individual texts, read in the previous unit, with notes, bookmarks, or Post-its.

Notebooks, or piece of paper to use as an “exit slip” for assessment purposes.

Anchor text.

Active Engagement TEACHER MODELS AND THINKS ALOUD

Review teaching point

Explain that readers develop theories about the author’s purpose by noticing author decisions about character, plot, and literary devices such as figurative language.

Readers connect these author decisions to draw an inference about its themes.

Point students to “The Gift of the Magi” or the alternative anchor text.

Ask students to name some “big ideas” that the story seems to be about. Ask for single-word, abstract concepts such as “sacrifice,” “love,” “selfishness.” Write these on the board.

In partnerships or small groups, ask students to look at the words on the board and form a theory about the story’s meaning (theme). The story’s characters and their actions, thoughts, and feelings should support the theory.

Have groups report out their theories on the board. Do not judge or rule out any theories at this point.

When finished, share two of your own theories about a theme from the anchor text.

Independent Practice

Direct students to take out their individual texts. Have them repeat what you modeled in Active Engagement: jot down three or four “big idea” words that their text seems to be about.

Next, using teacher-created prompts to deepen student thinking (prompts questioning significant events, major conflicts, big ideas, etc.), have students choose three or so prompts (or give them a time limit—perhaps 10 minutes, depending on their fluency) and write a response to each in their notebooks. The teacher should circulate to make sure the students are writing about their own texts, not the anchor text used by the teacher to model thinking.

Review Theme handout to remind students about the components of literary themes.

Now, ask students to spend time reviewing the responses (sticky notes, handouts, graphic organizers, etc.) to their texts they collected in the previous unit, as well as the new responses generated from the prompts that pushed student thinking, to create two or three theories about character and theme from their independent text.

Share Before the end of the session, ask a few students to share any “ah-ha” moments as they dug deeper into understanding their texts. You may encourage students to use oral prompts such as: “At first I thought my character …. but now I think…” or “I realized…”

Assessment/ Extension

Have students hand in one of their theories on piece of paper (an “exit slip”) that they must hand you on the way out the door.


Literary Essay 8: Session 1

THEME: The Basics

Theme is like the moral of the story. It’s the message or meaning.

Theme is bigger than just these characters and this story

Theme and subject are NOT the same thing. Theme is a debatable opinion about a

subject.

The abstract meaning in the book applies to the real world we live in. The ability to do

this is uniquely human.

Literary works can contain many themes as long as you are able to support your idea

with evidence.

The meaning belongs to you, not the author.

Ways to find the theme:

1. Looking for changes in the main character

2. Watching for clear statements of theme – what does the author write or say that

stands out as part of the message?

3. Examining the title

4. Looking at the main conflict – what is the character’s major struggle or conflict?

What message is sent from the way it is resolved or how they react to it?

5. What “big ideas/subjects” does the story seem to be about?

6. Pivotal Moments – why is it significant?

Prompts to capture your thinking about theme:

I think the author is saying…

The character teaches/shows readers…

The story or scene really got me thinking about…

The biggest problem the character faced was…

The way the character solved/reacted to the problem shows me that…



Finding Support for THEORIES: Teacher Example

In partnerships or small groups, fill out the second row, considering the Gift of the Magi. Your theory should include the main characters in the story. Choose a theory that you feel you can find support from multiple places in the text and that perhaps has a larger meaning connected to life. Keep track of your findings in the chart below. You may bullet point your evidence (you will elaborate on the evidence at another time).

Possible Theory Initial Evidence from Text Larger Realization / Meaning?

EXAMPLE:

Theory #1

Dell and Jim both wanted

to give the other the best

present possible.

● “...something just a little bit

near to being worthy of the

honour of being owned by

Jim.”

● For there lay The Combs—

the set of combs, side and

back, that Della had

worshipped long in a

Broadway window.

Dell and Jim were thinking about the

other person. They were being

selfless and sacrificial.

YOUR GROUP:

Theory #2


Literary Essay 8: Session 1 Finding Support for Theories

Independently, select two theories you created about your own text. Name one that you feel you can find support from multiple places in the text and that perhaps has a larger meaning connected to life. Keep track of your findings in the chart below. You may bullet point your evidence (you will elaborate on the evidence at another time).

Possible Theory Initial Evidence from Text Larger Realization / Meaning?

Theory #1


BUILDING THEORIES Session 2

Concept Finding Support for Theories

Teaching Points Literary essayists test their theories by looking for examples from the text that serve as evidence. They look closely at character development, key words, pivotal moments in the plot, and figurative language. They read and reread to identify connections in the text that confirm or disconfirm their theories, and may change their theories based on the further evidence they identify and connect.

Preparation Exit slips with student theories, handed in from Session One. Hand back to students with your questions on them, prompting them to think deeper (one-word questions such as “Why?” or “How” can be effective).

Make copies of Finding Support for Theories handout found in Session One. Prepare to project the handout revealing only the first row of the examples from the anchor text filled in.

This session may take more than one class period.

Suggested Materials Students’ individual texts, read in the previous unit, with notes, bookmarks, or Post-Its. ™

Copy of anchor text.

Teaching Point 1 Literary essayists test their theories by looking for examples from the text that serve as evidence. They look closely at character development, key words, pivotal moments in the plot, and figurative language.


Review teaching point.

Projecting the handout “Finding Support for Theories—Teaching Example,” review the rows that you have filled out about your anchor text: the theory, the evidence, and the larger meaning (theme).

As a whole class on the overhead, complete the remaining row using the anchor text.

Independent Practice

Direct students to take out their individual texts.

Individually (or in partnerships or small groups, if students have read a common text), students fill out the Finding Support for Theories handout. Do not allow too much time for this—you will give them more time to complete it during the remainder of the session, or for homework.

Share Teacher asks two or three students to share a theory, one example, and the larger meaning.

Teaching Point 2 They read and reread to identify connections in the text that confirm or disconfirm their theories, and may change their theories based on the further evidence they identify and connect.


Review teaching point.

Tell them that, like scientists, we will test our theory by reviewing the evidence. If a theory sounds good but has very few examples throughout the text to support it, they may need to change their theory.

Projecting the handout “Finding Support for Theories—Teaching Example,” think aloud about which theory you think could best be supported.

Discuss changes you could make to your theory to strengthen it.

Independent Practice 2 Using their individual texts, have students complete the Finding Support for Theories in small groups or individually. They should complete it before Session 3.

Share Ask for volunteers to share an example of a theory that they changed, and why they changed it.


Session 3

Concept From Theory to Claim

Teaching Points Literary essayists review their evidence and create a claim about a theme that can be supported by the evidence they have collected. They read and reread to identify connections in the text that confirm or disconfirm their theories. They alter their theories based on the evidence they identify and connect.

Preparation Handouts, included after this session, to have copied:

Collecting Evidence for Claims handout, or projected. Sample answers provided for “Gift of the Magi.”

Collecting Evidence: Independent Text handout (blank, for students).

Suggested Materials Students’ individual texts, read in the previous unit, with notes, bookmarks, or Post-Its.

Anchor text.

Teaching Point 1 Literary essayists review their evidence and create a claim about a theme that can be supported by the evidence they have collected.

Active Engagement 1 TEACHER MODELS AND THINKS ALOUD


Define a claim as a statement that expresses the theory the writer will try to prove. A theory is a question; a claim is a stand, one that will be argued in the rest of the essay

Using the teacher-created theories about the anchor text, think aloud how you might connect theories or big ideas to create a claim.

For example: “Jim and Della demonstrate their love through selfless acts.”

Partner students and give them about five minutes to come up with a different claim about the anchor text. Encourage them to come up with claims that explore different themes or meanings than the one you modeled. Themes about poverty and innocence could be explored in “The Gift of the Magi,” for example.

When completed, ask for volunteers to write their claim on the board.

Discuss the claims written on the board. Can they be supported by the way the characters are developed in the text? Are they arguable? Have inferences been made?

Independent Practice 1

Using their individual texts, students generate two claims about theme and character in their individual texts, based on “Finding Support for Theories” handout completed in Session Two and on any additional thinking they have done.

Teaching Point 2 Literary essayists read and reread to identify connections in the text that confirm or disconfirm their theories. They alter their theories based on the evidence they identify and connect.



Project or hand out “Collecting Evidence (Teacher Example)” you have filled out on the anchor text.

Model how you gathered a variety of types of evidence to support the claim. Think aloud as you discuss how the claim is or is not supported by the examples.

If possible, alter the claim to reflect the examples. Have students form partnerships or small groups. Hand out a blank copy of Collecting Evidence on Claims: The Gift of the Magi. Ask small groups to come up with a different claim than the one you modeled and then have them collect supporting evidence for it.

Assessment/Extension For homework, have students complete “Collecting Evidence to Support a Claim—Individual Texts”.



Collecting Evidence for Claims

Reread “Gift of the Magi” to find textual evidence to help prove a claim.

Claim There is no greater gift than love. (Possible Examples)

_____________________________________________________________________

DIRECT

QUOTE(S)

Pg.

“But in a last word to the wise of these days let it be said that of all who give

gifts these two were the wisest. O all who give and receive gifts, such as they

are wisest.”

“I don't think there's anything in the way of a haircut or a shave or a shampoo

that could make me like my girl any less.”

KEY WORDS

Pg.

…but nobody could ever count my love for you.

“And here I have lamely related to you the uneventful chronicle of two foolish

children in a flat who most unwisely sacrificed for each other the greatest

treasures of their house.”

SUMMARY of

Key Event

Pg.

After they opened each other’s presents, Jim suggested that they put their gifts

away. They were too precious and they had sacrificed so much to please the

other. Unfortunately, neither one of them could use the thoughtful gifts. By

putting the gifts away, they can focus on the gesture, the thoughtfulness of the

idea instead of harping on not being able to use the fob and combs.

AUTHOR’S

DECISION(S)

Pg.

The author emphasizes the two possessions that James and Della held with

pride – his watch and her hair. In paragraph #9, it explains their pride for

these things shows the reader both irony and a bit of foreshadowing.

The author capitalized “The Watch” in paragraph 19, which suggests to the

reader the importance of Jim’s golden watch.



Collecting Evidence for Claims Reread “Gift of the Magi” to find textual evidence to help prove a claim.

Claim: _____________________________________________________________________

DIRECT

QUOTE(S)

Pg.

KEY WORDS

Pg.

SUMMARY of

Key Event

Pg.

AUTHOR’S

DECISION(S)

Pg.



Collecting Evidence: Independent Text Reread to find textual evidence to help prove your claim.

Claim: _____________________________________________________________________

DIRECT

QUOTE(S)

Pg.

KEY WORDS

Pg.

SUMMARY

Pg.

AUTHOR’S

DECISION(S)

Pg.


Session 4

Concept Identifying Reasons and Evaluating Evidence

Teaching Points Literary essayists identify reasons and examples to explain and support the claim. They evaluate their examples to identify which examples best support and explain their claim.

Preparation Copies of Identifying Reasons to Support a Claim handout, attached after this session.

Two, student-completed Collecting Evidence for Claims—Individual Texts (collected at the beginning of Session 4 or end of Session 3).

Suggested Materials Individual texts

Anchor text

Teaching Point 1 Literary essayists identify reasons and examples to explain and support the claim.



Project Identifying Reasons to Support a Claim handout. Using the anchor text, talk through your thinking about each of the three questions.

The goal is to push thinking to explain why the claim is true. Each explanation becomes a reason, which could serve as the topic sentence of each body paragraph.

Independent Practice 1 Hand out Identifying Reasons to Support a Claim. Ask students to complete it individually, then share responses with a partner to help them generate three reasons that could support their claim.

Share Ask for a few volunteers to share their claim and their three reasons. Talk through their reasons, and whether they are broad enough. Often students struggle to find a reason that is not an example, or they just restate their claim in a different way.

Teaching Point 2 They evaluate their examples to identify which examples best support and explain their claim.



Project a student “Collecting Evidence” handout, collected from students at end of Session 3/beginning of this session 4. Talk through the student’s evidence. Is it the best example of what the student is trying to prove in the claim? Are there additional examples that could be used to support it? Are there a variety of types of examples (key words, events, direct quotes, literary devices) used to support it?

Hand out Collecting Evidence—student sample #2 (not provided: see preparation notes above), with student name removed, if desired. In pairs, ask students to evaluate the evidence and to highlight or underline the two pieces of evidence that best support the claim.

Discuss as a whole class. Ask if some examples should be eliminated or replaced, and/or if they need to be supported with additional examples to prove the claim.

Point out that good evidence comes from 1) throughout the text, and is not found in just one place; and 2) comes from a variety of types of evidence.

Assessment Have students turn in their Identifying Reasons to Support a Claim sheet that they completed today in class. Before the next session, assess whether students are grasping the concept of a reason in support of a claim.



Identifying Reasons to Support a Claim: TEACHER Write a response to all three questions. Push your thinking based on what you know about how the characters

develop toward your chosen theme. Consider how he/she/they act, speaks to other characters, and think. You

may reread your text to help you with your responses.

Claim: There is no greater gift than love

1. How are certain characters or situations most influential to the theme you are writing about?

Both Jim and Della play into the theme when, after opening the gifts that are now unusable, they put

them away and simply enjoy the rest of the day together, Jim telling Stella to go ahead with their special

dinner, making readers believe that he treasures their time together.

2. How does a character’s change point out the theme?

At the end of the story when Jim and Della exchange their gifts and have the realization that now, the

gifts have no purpose, they each see the other’s desire to express their love for one another and this love is

what they have left as their gifts are meaningless now and they are content with this.

3. How do the important events of the story seem to work together toward the theme?

The author introduces the characters to us by describing their shrunken income and Della crying about

it, yet how they were both so eager to buy something special for the other for Christmas. As each goes out

to sell something they normally cherish, this shows sacrifice. Later, as mentioned above, when they see

that each has sold something precious, and their gifts have no purpose now, they don’t fret over the

money spent or the fact that they can’t use the gifts they received. They focus on what each has done for

one another and know that someday, they can use the material goods, but for today, they have each other.

Share your response with a partner or small group. Now, connect your thinking to your claim to come up

with reasons you’ll use to support your claim about theme.

1. The gifts the two gave to each other were symbolic of their love for another.

2. They sacrificed their most treasured items to gain an item for the other.

3. Material items come and go, but their desire to want to give something unique to the other is what’s

important

Teacher note:

If you feel your students would benefit from a mini lesson about revising their claim,

you could push them to question whether the key words in the reasons match up with

key words in the claim.



Identifying Reasons to Support a Claim Write a response to all three questions. Push your thinking based on what you know about the character and

how he or she acts, speaks to other characters, and thinks. You may re-read your text to help you with your

responses.

What people or situations have influenced the character I’m writing about?

Why does he or she change?

What will continue to hold him or her back?

Share your response with a partner or small group. Connect your thinking to come up with three reasons

to support your claim about your character.

1.

2.

3.


Session 5

Concept Rereading to Find Evidence for Reasons

Teaching Point Literary essayists re-read to find additional evidence to support the reasons and the claim.

Preparation Assessed handout students passed in at conclusion of Session 4 (Identifying Reasons to Support a Claim). Write a comment or two on each one, giving guidance and suggestions for their reasons. Select (and prepare to project) some strong examples of claims and supporting reasons. Select (and prepare to project) two examples that could be improved.

Literary Essay: Rough Plan handout, one for each student. Handout is included after this session.


Teaching Point Literary essayists reread to find additional evidence to support the reasons and the claim.

Independent Practice TEACHER MODELS AND THINKS ALOUD


Pass back students’ work from Session 4 (Identifying Reasons…)

Project strong student examples of good claim and supporting reasons, and discuss their good features. You may choose to keep the student writer anonymous.

Project student examples that could be improved. You may choose to keep anonymous. Think aloud about how the supporting reasons could be improved.

Remind students that they have found and evaluated evidence to support their claims; now they need to reread to find the best examples that support their reasons.

Distribute Literary Essay: Rough Plan handout.

Explain that this will serve as the mid-unit assessment, and that students should complete. You may choose to grade this work.

Assessment (Use the Rough Plan handout as a mid-unit assessment.) Conference with students over their claim, reasons, and examples. Expect that articulating reasons why the claim is true will be the most difficult for students.


Literary Essay 8: Session 5 LITERARY ESSAY ROUGH PLAN

Reason:

Supporting Example 1 [direct quotation or important events]


Reason:



Claim:


Session 6

Concept Extended Examples as Evidence

Teaching Point Literary essayists consider the impact of presenting evidence through an extended example.

Preparation Extended-Example Body Paragraph handout, which follows this session.


Anchor text


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.

Distribute second Extended Example paragraph.

Ask students to underline and label the steps as they find them in the model paragraph.

Report out their thinking.

Independent Practice Students follow the steps outlined on the handout Extended-Example Body Paragraph to write an extended-example body paragraph that supports their claim.

Active Engagement and Share

Students pair up.

Partners underline and label the steps that the student followed to write his/her extended-example body 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.

Students return the paragraphs to the writer and both work to clarify any questions that arise.

Assessment Conference with students who have found that perhaps the paragraph does not make sense, the paragraph does not truly support the claim or is choppy. You may also want to confer with partners who are struggling to give suggestions of improvement. Optional collection of paragraphs to review before the next session


Literary Essay 8: Session 6 Extended Example—Key event that supports the claim

To write an Extended-Example body paragraph:

Write a topic sentence that identifies a turning point or a key internal event

for the character, and 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-Gift of the Magi

CLAIM: There is no greater gift than love.

Della’s most prized possession was her hair, while Jim’s was his gold

pocket watch. Since they are poor, Della sells her hair to get Jim a fob for his pocket watch since he

keeps it on a leather strap. Jim sells his watch to get Della the tortoise shell combs for her hair that she

had been admiring for some time. Both characters unwisely sacrificed their greatest treasures for the

other and now both gifts are seemingly useless. Yet, the narrator says, “But in a last word to the wise of

these days let it be said that of all who give gifts these two were the wisest. O all who give and receive

gifts, such as they are wisest.” The gifts that the two loving spouses give each other become symbols of

the love that they feel for each other and that will never be extinguished by their poverty. The couple

have given and received the wisest and most precious gift - that of love.


Session 7

Concept Constructing Body Paragraphs: Connected Examples

Teaching Point Literary essayists connect examples to make a key point that shows the relationship between ideas.

Preparation Mentor essays to analyze format decisions.

Connected Examples handout, included after this session.

Create a Transition Word Ideas chart if needed, like:

Suggested Materials Anchor text

Individual text


Display handout that contains a connected-example body paragraph.

Pose the question: How can I tell these examples are connected?

Think aloud as you read the model of the connected-example body paragraph, naming and noticing the different examples, transition words used, and clarification statements that show the relationship between the examples.

Hand out the Connected Examples handout.

In partnerships, students now look at a paragraph on the handout and underline and label the components that make the examples a connected paragraph.

Conference with students to assess and reinforce the teaching point.

Independent Practice Students review their own evidence and determine which pieces will be used to draft a connected-example paragraph. Have students follow the steps outlined on the handout to write a connected-example body paragraph that supports their claim.

Share

Students exchange their paragraphs with a partner writing about the same text.

Partners underline and label the components of the connected-example paragraphs. Does the paragraph seem to have all the parts of a connected example paragraph?

Students work with each other to clarify relationships among the examples or any questions that arise about clarity.

Assessment Conference with students who, after working with a partner, need to add components to a connected-example paragraph. Optional collection of paragraphs to review before the next session.

comparison/contrast

transitions:

On the other hand, …

But …

However, …

Both …

Each…

Either …

Neither…

cause/effect

transitions:

Because…

As a result, …

So …

Since…



Connected-Example Paragraph: Multiple events from the text that support the same claim

Components of a Connected-Example body paragraph:

Topic sentence: Clearly presents the claim to be discussed.

Evidence: 2-3 events/details from across the text. Use exact words from the text (key phrase, sentence, or short passage)

Relationships between examples: Compare/Contrast, Cause/Effect, etc.

Transitional Words: Connects the examples or shows the relationship between examples (see chart).

Brief Summaries: give context for each moment in the sequence of the story

Clarification: Explain the connections to each other and to the claim.

Model-Gift of the Magi CLAIM: There is no greater gift than love. In the beginning of the story, Della’s most prized possession was her hair, while Jim’s was his gold pocket

watch. Although the Dillingham’s are poor, they both wanted to purchase an extraordinary gift for their

spouse. Since they didn’t have the money to buy amazing gifts, Della sold her hair to get Jim a fob for his

pocket watch since he kept it on a leather strap. Similarly, Jim sold his watch to get Della the tortoise shell

combs for her hair that she had been admiring for some time. Because both characters unwisely sacrificed

their greatest treasures for the other, now both gifts are seemingly useless. Jim consoles Della after realizing

their error by saying, “‘Nobody could ever count my love for you.’” The gifts that the two loving spouses gave

each other became symbols of the love that they felt for each other. Neither gift is as important as the

thoughtfulness and loving gesture offered. Material items may come and go, but their passion for each other

can never be extinguished by their poverty. The couple have given and received the wisest and most precious

gift: that of love.


Session 8

Concept Logically Organizing the Essay

Teaching Point Literary essayists select and organize their evidence to create a plan for drafting. They organize the reasons that explain the claim in a way that logically builds their argument.

Preparation Mentor Essays: Published (a book review, for example) or strong student examples (not provided here), projected and copied on handouts

Completed student “Collecting Evidence” handout (from Session 4) and “Literary Essay—Rough Plan” (from Session 5).

Prepare copies of the Exit Slip, provided after this session


Individual text


Ask students what they know about organizing structures for essays. Chronological order, priority order, compare/contrast, cause/effect might be some of their responses. Remind students of the some of the transitions used in the organizational structures.

Project a mentor essay and talk through its organizational structure. Point out transitional words that clue you into the essay’s structure.

Point out the ways in which the evidence is presented. Look for quoted, paraphrased and summarized examples, clarifying statements, evidence that connects, evidence related to conflict, evidence related to pivotal moments, literary devices, etc.

Have students underline and annotate the transitional words and types of evidence as you think aloud.

Pass out second mentor essay.

In pairs or small groups, ask students to read the mentor essay and annotate the evidence and the transitions. Push them to identify quoted, paraphrased and summarized examples, clarifying statements, evidence that connects, evidence related to conflict, evidence related to pivotal moments, literary devices, etc.

Ask the students to determine how the essay is organized. What organizational structure did the literary essayist use? How does the essay’s organization build the argument and support the claim?

Share Report out and discuss their responses.

Independent Practice Using their competed “Collecting Evidence” handout, their individual annotated texts, and their “Literary Essay—Rough Plan” handout, have them decide how best to organize their evidence to build their argument. Remind them to delete evidence that might weaken their argument. Conference with them as they do this.

Assessment Have students hand in an “Exit Slip,” where they write down the type of structure they will use, and a sentence explaining why they chose that structure.



Name _______________________________ Hour______

Exit Slip

What is your argument? List 3-5 pieces of evidence that you feel can be angled to support your argument. List their order of importance to your argument:

1.

2.

3.

4.

5.


Session 9

Concept Drafting an Introductory Paragraph

Teaching Point Literary essayists introduce their essay by connecting to readers, including a short summary of the text, and presenting the argument through a claim statement.

Preparation Make copies of the following handouts, which are attached after this session

Sample Introductory Paragraphs

Introductory Paragraph


Individual text


Project Handout: Sample Introductory Paragraphs.

Think Aloud what you notice about each introduction sample. An introductory paragraph should include the following:

Text Reference: the title and author of the novel or play.

Plot Summary: a brief review of the most significant events in the story.

Claim: 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.)

Evidence: how you will prove the claim and what content you will use to prove it. For example, you will provide examples using one character’s actions or you will provide examples using several characters’ actions.

Use sample introductory paragraph and student essay samples to have small groups notice and label how the introduction begins broadly, talking about big topics, and then funnels down to the claim.

Have students use Think Marks (invite students to create a symbol/picture for each) to label where the writers introduce their literary essay by (1) connecting to readers, (2) including a short summary of the text, and (3) presenting the argument through a claim.

Think Mark Examples:

Students might draw a chain of links when they see the writer CONNECTS to readers.

Students might draw a book when the writer includes a short summary of the text.

Students might draw a light bulb as the writer presents the argument.

Share Students share their think marks with a partner. A few pairs can report out their think marks.

Independent Practice Students draft their own introductory paragraphs, including the four steps they identified earlier and stating their claim.

Assessment Conference with students to check progress of introductory paragraphs. Optional collection of paragraphs to review before the next session.



Sample Introductory Paragraph from Student Essay

In “The Gift of the Magi” by O. Henry, Della and her husband, Jim, live difficult lives in poverty. With

barely any money, and Christmas the next day, Della and Jim are in desperate need for more money to be able

to buy their spouse a wonderful present. Through the story’s admirable characters, hardships they face, and

the strength of their love, readers understand that O. Henry is expressing the idea that the wisest gifts are

those from the heart.

-------------------------------------------------------------------------------------------------------------------------------------------------

In “The Gift of the Magi” by O. Henry, Della and her husband, Jim, live difficult lives in poverty.

(title and author) (summary)

With barely any money, and Christmas the next day, Della and Jim are in desperate need for more money to

be able to buy their spouse a wonderful present. Through the story’s admirable

(evidence)

characters, description of hardships they face, and a beautiful picture of the strength of their love, reader’s

understand that O. Henry is expressing the idea that the wisest gifts are those from the heart.

(claim)



Introductory Paragraph An introductory paragraph could include the following:

Text Reference: the title and author of the novel or play. Plot Summary: a brief review of the most significant events in the story that are important to your claim . Claim or Thesis Statement: the theory you’ve decided to turn into a claim to prove; the meaning of the story you are presenting. (This should be disputable. In other words, different people could have a different interpretation of the story.) Evidence: how you will prove the claim and what content you will use. For example, you will provide examples using one character’s actions or you will provide examples using the author’s use of certain devices.

Example:

“‘Nobody could ever count my love for you,’” James Dillingham Young proclaims to the love of his life, Della, in

the short story “Gift of the Magi” by O.Henry. Christmas is quickly approaching and both James and Della

(title and author) (summary) want to buy something extraordinary for the other, despite the fact they struggle financially. Each of them

had one precious item to their name they took great pride in: James’ gold watch that had been handed down

from his grandfather and Della’s beautiful hair. In the end, they both, perhaps unwisely, sacrificed their prized

possessions to afford a beautiful gift for the other. Neither ended up being able to use the present, but

ultimately showed us from the strength of their relationship that there is no greater gift than love.

(evidence) (claim)


Session 10

Concept Drafting a Concluding Paragraph

Teaching Point Literary essayists reread their first draft (introduction and body paragraphs); then they determine the type of concluding paragraph to write.

Preparation Prepare copies of the attached handout, Possible Concluding Paragraph Samples


Individual text


Project handout: Concluding Paragraph Samples

Read the introduction and think aloud about how each conclusion sample connects to the introduction.

Using the sample concluding paragraphs, have small groups notice the components and effects of each type of conclusion.

CONCLUSION COMPONENTS:

Echoing Intro: same story scene as intro, providing new understanding.

Challenging: makes readers think, makes reader consider action, application to life. Questioning: presents an idea to ponder, brings main ideas together and pushes for a new perspective.

Share Students share their thinking as a class. Consider filling in the projected handout together to identify the components and effects.

Independent Practice Students draft their own concluding paragraph, including the components of the type of paragraph chosen for their essay.

Assessment As an exit slip, have students write their claim (or entire introduction) and conclusion. Look them over to see that the two are connected.



Possible Concluding Paragraphs Introduction:

In “The Gift of the Magi” by O. Henry, Della and her husband, Jim, live difficult lives in poverty. With barely any money, and

Christmas the next day, Della and Jim are in desperate need for more money to be able to buy their spouse a wonderful present.

Through the story’s admirable characters, hardships they face, and the strength of their love, readers understand that O. Henry is

expressing the idea that the wisest gifts are those from the heart.

Echoing Intro O. Henry uses Della and Jim to show readers what truly is important: love. On Christmas day, Della and Jim both sacrificed

special possessions in a need for money. It is admirable to give up something special for someone else, but it is even more

admirable to see the strength of Della and Jim’s love in doing so. Della and Jim show that the wisest gifts are unselfish acts

expressed through love.

Components… Effects on Reader…

Challenging

O. Henry uses Della and Jim to show readers what truly is important. On Christmas day, Della and Jim both sacrificed special

possessions in a need for money. Both showed unselfishness to the one they love. It is admirable to give up something special for

someone else, but is it admirable to express love through gifts and possessions? Della and Jim show that unselfishness for the one

you love is truly important, but maybe sacrificing possessions for gifts isn’t the best expression of that love.


Questioning Through O. Henry’s depiction of Jim and Della’s hardships and unending love for one another, he reminds us that the wisest

gifts are unselfish acts. One could save their money for months or years on end to buy something luxurious for the one they love,

but material items come and go. They break, become out of style and are typically replaced with the latest and greatest. An

unselfish act, an act of love, will be remembered and treasured for eternity. Instead of showering a loved one with objects to show

your love, what are you willing to sacrifice for them?


*The following sessions are ideas on how to complete the writing process within the literary essay. Some samples are given under resources, but not all lessons are provided.


*Session 11

Peer Conferencing

Teaching Point Literary essayists use peer reviewers to identify strengths and set revision goals.

Preparation Prepare copies of the Peer Conferencing handout, included after this session.

*Session 12 Editing

Teaching Point Literary essayists study grammar usage rules commonly used in essays: commas, ellipses, and dashes to indicate a pause, break or omission. They use this knowledge to edit their essay.

*Session 13

Teaching Point Literary essayists make decisions in a final draft to maintain formality and cohesion: a title, citation of evidence, and formatting.

*Session 14

Teaching Point Literary essayists reflect on their writing decisions and the impact of those decisions.

Preparation Prepare copies of the Self-Reflection handout, included after this session. Review the Celebration handout, too, for ideas about a post-unit celebration.

Assessment Use students’ self-reflection responses and final essays as the post-unit assessment. Rubrics are included.


Literary Essay 8: Session 11 Peer Conferencing

Writer _________________________ Reader (s) _____________________________________

Tell what you liked: 1.

2.

3

Ask Questions: 1.

2.

3.

Give Advice: 1.

2.

3.

Writer’s Plan 1.

_________________________________________________________________________________________

_____________________________________________________________________________

2.

_________________________________________________________________________________________

_____________________________________________________________________________

3.

_________________________________________________________________________________________

_____________________________________________________________________________



SAMPLE Self-Reflection Literary Essay Writing

During the process of generating ideas from “Gift of the Magi” toward writing a literary essay, reflect on the decisions that you made to organize and craft your essay to include a strong claim statement with supporting paragraphs. Reflect on the process you used to connect each paragraph back to the claim and what decisions you made regarding the type of evidence you used and how you presented your evidence.

1. (ANCHOR TEXT) Name something that you admired that was imitated in your own writing from the mentor essays studied. Consider the effect it had on you as the reader. Lift an example from the text. (2pts)

2. What strategies did you use that were helpful in generating a claim statement? Give an example of how this planning had an effect on your essay. (3 pts.)

3. (YOUR OWN WRITING) What did you purposely decide to put into your draft to improve your essay writing? Share two different examples, lifting exact words/lines from your own writing. Name the decision used and the effect you wanted to have on the reader. Example 1: (2 pts.) Example 2: (2 pts.)


Suggestions for Celebrating Publication

Author’s Gallery: Students leave their final piece on their desk with a piece of paper that says “Compliments.” Students walk around and quietly read peer essays, leaving positive notes on the writer’s “Compliment” paper. Author Stations: Set up several stations including students reading aloud their essay, others open to for visitors to silently read. Perhaps some essays are accompanied by illustrations of the book/story discussed or a visual character analysis. Hang a string of tissue paper flags with students' discoveries about writing literary essays written on them as decoration.

Field Trip to Another Class: Visit a class that would be interested in the same level texts and share student pieces in small groups. Moving Circle: Sit in two big concentric circles. The inside circle would move around while the outside circle stayed. Small Groups: Sit in groups of four or five and share the pieces. It helps if there is one leader per group facilitating the discussion and reflection. Invite parents: Give them a compliment sheet to fill out after the celebration to give to their child or to another student in the class. Students love compliments! Class Book: Type an anthology of their work to send home or post on your website at the end of the unit.

writers workshop unit of study 8th grade literary...

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