Lesson: Using the T-chart you have been working on, model how and why to put checkmarks next to notes that show similarities between both texts.Consider providing a pre-completed T-chart on some other topic and have students insert checkmarks for practice.
Lesson: Using the T-chart you have been working on, model how and why to put checkmarks next to notes that show similarities between both texts.Consider providing a pre-completed T-chart on some other topic and have students insert checkmarks for practice.Tags: Essay On Responsibility And AuthorityThesis Theme Framework V1.8.2 WpPurpose Of A Dissertation ConclusionFacts About Spain For HomeworkEssays On Marriage Is A Private AffairEssayist'S Pen NamePolitical Thought And History Essays On Theory And MethodMaster'S Thesis On
You can also find one file with all of the updated Literary Analysis Prompts on the Question: How do the structural elements in “Emergency on the Mountain” differ from the structural elements in the poem “Mountains”? Write an essay explaining the impact of the point of view on events in each text.
Create a handout with prompts from various grades (so students can practice turning them into questions). Continue reading paragraph by paragraph (or stanza by stanza).
Our purpose here is not just to get better at PARCC writing but to get better at writing, period.
College and high school lecturers give students the task to write literary analysis essays in order to check students’ ability to examine, analyze, and sometimes evaluate a work of literature.
If you have any questions, comments, or suggestions, please chime in!
Thanks, ST As we prepare for PARCC, the MOST IMPORTANT thing you need to be able to do is what we are working on today: turning the prompt into a question.● Draft a punchy conclusion sentence in order to complete the essay effectively.Time Frame: 40-50 minutes Intro: Lesson: Body #3 = what they have in common (This needs to be modeled: Instead of drafting this on the spot, show them a completed version, then explain it.) Last sentence = punchy conclusion sentence that DOES NOT restate the thesis (needs to be modeled; there is not one “right answer”), e.g., “Ultimately, both texts help us realize that __________________.” Objective: SWBAT analyze PARCC-released items in order to evaluate them through the lens of the PARCC writing rubric. Going forward, you will of course want to revisit skills that students need more practice on.Time Frame: 60 minutes Material: Laptops (see note below*), blank paper Intro: (NOTE: Skip a day after Lesson #8 so students who were absent can make up the practice timed test.) Objective: SWBAT revise their Literary Analysis timed essay response in order to improve their writing. Time Frame: 40-60 minutes Material: Laptops Intro: Today we’re going to see how we did and look at ways to improve. We’ll look at some models and use a revision checklist to strengthen our writing. You will have time to revise your work and meet with me if you have any questions. Lesson: The overall structure of the essay will be: ● Paragraph 1: Thesis statement (see Lesson #4) ● Paragraph 2: Body paragraph dealing with Text 1 ● Paragraph 3: Body paragraph dealing with Text 2 ● Paragraph 4: Body paragraph dealing with similarities ● Paragraph 5: One-sentence punchy conclusion Objective: SWBAT: ● Pull ideas from notes in order to draft body paragraph #3.● Identify what both texts have in common in order to write a body paragraph explaining these similarities.Follow “I Do,” “We Do,” then “You Do.” Students practice turning given prompts into questions. Objective: SWBAT close read text #2 in response to the unpacked prompt, in order to take notes for an essay response (untimed).NOTE: If prompts require students to infer theme, check out this helpful post on how to infer themes. Model taking notes on ONLY information that relates to the prompt in the first two paragraphs/stanzas (first column). Partners read and discuss what should be placed in the notes in next paragraph. Share out ideas; check for understanding that information is most relevant. Time Frame: 40-50 minutes Intro: [Do Now: 1) Practice turning a prompt (PROVIDE THE PROMPT) into a question.