6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential

Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 1

Essential Questions 1. HowcanIwriteliterary

essaysusingavarietyofessaystructures?

2. HowcanIextendmyuseofAcademicEnglishtoexpressmyopinions?

3. HowcanIthinkmorecriticallyabouttextsandtheworld?

LITERARY ESSAY

Unit Overview __________________________________________________________________________________

Thefollowinggrade6LiteraryEssayUnitisarevisionoftheSPPS2008LiteraryEssayUnitofStudy,aligningtheunitwiththe2010MinnesotaEnglishLanguageArtsstandardsforwritingarguments(opinionsforgradesK‐5).TherevisedunitisbasedonthegenrestudydevelopedbyLucyCalkinsinACurricularPlanfortheWritingWorkshopGrade6.Thisunitbuildsonstudents’priorexposuretowritingargument.InthefifthgradeLiteraryEssayUnitstudentsdraftentireessaysinaclassperiod,untiltheycanwritewithfluencyandstructure.InthesixthgradePersonalEssayUnit,studentsformedopinions,andextendedtheirwritingwithexamples.IntheResearch‐BasedArgumentUnit,studentswroteandsupportedthesisstatements.ThroughthesixthgradeLiteraryEssayUnit,sixthgradestudentsdevelopacommandofmorecomplexessaysstructures,anddemonstratedeeperanalyticthinking.Studentswilllearntousethethreeessaystructures.Oneofthesestructures,theclaimwithsupportfrompersonalexperience,foreshadowsthesortofwritingrequiredforcollegeentrancetestsandessays.Thisunitaskssixthgraderstoshowagreaterself‐relianceinanalyzingbooksattheirindependentreadinglevel,allowingstudentstodevelopthe“insightsthatmakeforstrongargument”(2011,p.111).Thisunitpreparesstudentsfortheseventhandeighthgradeexpectationsoftracingthedevelopmentofatheme,“todiscussnotjustwhatapieceoftextevidencedemonstratesbuthowitdoesso”(2011,p.111).Themostimportantpartofthiswork,however,istheopportunityforthesixthgraderstousewritingtoincreasetheircriticalthinkinganddeepanalysisoftextsandtheworld.Thisisimportant,notonlyforcollegeandcareer,butalsosoourstudentsbecome“thekindofpeople…whodon’tjustseethesurfaceofthings.Wedon’twanttotakeothersforgranted;wedon’twanttobelieveeverythingthatadvertisersorevenreporterstellus”(2011,p.110).Throughwriting,wecan“pushourthinkingtonewlevels…adeepunderstandingofliteraturewillalsohelpusthinkdifferentlyaboutourselvesandourworld”(2011,p.110).

Unit learning activity summary • Completeon‐demandwritingforassessmentatthebeginningoftheunit• LiteraryEssayOne‐‐exploringathemeoracharacterinasingletext• LiteraryEssayTwo‐‐includingexamplesfromthesecondtextandastudent’sownexperience• LiteraryEssayThree‐‐comparingthetwotexts,exploringdifferenttreatmentofsamethemes• Draft,reviseandedittheessay• Completefinalon‐demandassessmentattheendoftheunit• Reflectiononlearning

6


Appendix Textexamples Anchorcharts Blankboxandbulletoutline SampleBoxandbulletoutline Sampleessays

Stage I. Desired Results __________________________________________________________________________________

Standards SPPSunderliningdenotesrigoraddedforthisgradetowardmeetinganchorstandard

# Benchmark SPPSLearningTargets Prim

a

ry

Also

Reading: Literature 6.4.1.1 Citetextualevidencetosupportanalysisofwhatthe

textsaysexplicitlyaswellasinferencesdrawnfromthetext.

• IcanciteevidencefromthetextwhenIanalyzewhatthetextsays

• Icanciteevidencefromthetexttosupportmyinferences

X

6.4.2.2 Determineathemeorcentralideaofatextandhowitisconveyedthroughparticulardetails;provideasummaryofthetextdistinctfrompersonalopinionsorjudgments.

• Icandeterminethethemeorcentralideaofa

text

• Icanexplainhowtextdetailssupportatheme

orcentralidea

• Icansummarizeatextwithoutincludingmy

personalopinionsorjudgments

X

6.4.9.9 Compareandcontrasttextsindifferentformsorgenres,includingthosebyandaboutMinnesotaAmericanIndians(e.g.,storiesandpoems;historicalnovelsandfantasystories)intermsoftheirapproachestosimilarthemesandtopics.

• Icancompareandcontrasttexts(representingdifferentgenres,suchasstories,poems,historicalnovelsandfantasystories,includingthosebyandaboutMinnesotaAmericanIndians)bythinkingabouthowtheyapproachsimilarthemesandtopics.

X

Writing

6.7.1.1 Writeargumentstosupportclaimswithclearreasonsandrelevantevidence:

a. Introduceclaim(s)andorganizethereasonsandevidenceclearly.

b. Supportclaim(s)withclearreasonsandrelevantevidence,usingcrediblesourcesanddemonstratinganunderstandingofthetopicortext.

c. Usewords,phrases,andclausestoclarifytherelationshipsamongclaim(s)andreasons.

d. Establishandmaintainaformalstyle.

• Icanwriteaclaim• Icanidentifycrediblesourcesandusethemto

supportmyclaim• Icansupportaclaimwithreasonsand

appropriateevidence• Icanshowmyunderstandingofthetopicbymy

choiceofreasonsandevidence• Icanusebasicparagraph/essaystructures

(introduction,body,conclusion)whensupportingmyargument

• Icanusetransitionwordsandphrasestoclarifylinksbetweenandamongclaimsandreasoning

• Icanwriteinaformalstyle.

X


e. Provideaconcludingstatementorsectionthatfollowsfromtheargumentpresented.

6.7.4.4 Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.

• Icanunderstandmywritingtask• Icanunderstandthepurposeformywriting• Icanidentifytheaudienceformywriting• Icandevelopandorganizemyideasinawaythat

fitsmytask,purpose,andaudience• Icanwritemyideasclearlysotheymakesense• Icanwritemyideasinastylethatfitsmytask,

purpose,andaudience

X

6.7.5.5 Withsomeguidanceandsupportfrompeersandadults,useawritingprocesstodevelopandstrengthenwritingasneededbyplanning,drafting,revising,editing,rewriting,ortryinganewapproach.(EditingforconventionsshoulddemonstratecommandofLanguagestandards1‐3uptoandincludinggrade6.)

• Icanusethewritingprocesstodevelopandimprovemywriting:collectideas,plan,draft,revise,edit,rewrite,andpublish

• Icandevelopandimprovemywritingbytryingnewapproaches

• Icaneditmywritingusinggrade6languageconventions

• Icanworkwithpeersandadultstoimprovemywriting

X

6.7.9.9 Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch:

a. Applygrade6Readingstandardstoliterature.b. Applygrade6Readingstandardstoliterary

nonfiction

• Icanuseevidencefromtexttosupportmythinkingandresearch

• Icanapplysixthgradereadingstandardstohelpmeanalyze,reflect,andresearchwhenIamwriting

Language

6.11.1.1 DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.

a. Ensurethatpronounsareinthepropercase(subjective,objective,possessive).

b. Useintensivepronouns(e.g.,myself,ourselves).c. Recognizeandcorrectinappropriateshiftsin

pronounnumberandperson.d. Recognizeandcorrectvaguepronouns(i.e.,ones

withunclearorambiguousantecedents).e. RecognizevariationsfromstandardEnglishintheirownandothers'writingandspeaking,andidentifyandusestrategiestoimproveexpressioninconventionallanguage.

Underdevelopment X

6.11.2.2 Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,orlistening.

a. Varysentencepatternsformeaning,reader/listenerinterest,andstyle.

Maintainconsistencyinstyleandtone.b. Spell correctly.

X


Enduring Understandings • Writerswriteliteraryessaysusingavarietyofessaystructures.• WritersuseAcademicEnglishtomoreeffectivelyexpresstheiropinions.• Writersusewritinginordertothinkmorecriticallyabouttextsandtheworld.

Essential Questions • Howdowritersstructuretheiressays?• HowcanIusespecificlanguagetoeffectivelyexpressmyopinion?• HowcanIthinkmorecriticallyabouttextsandtheworld?

Stage II. Assessment Evidence __________________________________________________________________________________

Performance Tasks • On‐demandwritingforassessment• LiteraryEssaysexploringathemeoracharacterinasingletext• LiteraryEssayincludingexamplesfromthetextandastudent’sexperience• PolishedLiteraryEssaycomparingtwotextsthatexploresthedifferenttreatmentofsimilar

themes• Completedself/peerevaluationrubricandediting/revisionchecklist• Completefinalon‐demandassessmentattheendoftheunit• Reflectiononlearning

Other Evidence • EntriesintheWriter’sNotebook:notesabouttexts,Post‐Itnotes,BoxandBulletoutlines,

potentialthesisstatements• Notesfromstudentconferences• Anecdotalnotes

Resources in Support of Assessment


Learning Target Checklist Grade 6 Literary Essay Name: Date

Icanwriteaclaim.

Icansupportaclaimwithreasonsandappropriateevidence.

Icanusebasicparagraph/essaystructures(introduction,body,conclusion)when

supportingmyargument.

Icanusetransitionwordsandphrasestoclarifylinksbetweenandamongclaimsand

reasoning.

Icanwriteinaformalstyle.

Icanwritemyideasinastylethatfitsmytask,purpose,andaudience.

Icandevelopandimprovemywritingbytryingnewapproaches.

IcaneditmywritingusingGrade6languageconventions.

IcanciteevidencefromthetextwhenIanalyzewhatthetextsays.

Icandeterminethethemeorcentralideaofatext.

Icancompareandcontrasttexts.


Product or Performance Rubric Grade 6 Literary Essay StudentName:_______________________ Date:__________ Beginning Developing Proficient Exceptional

Conten

t

___Doesnotstateanopinionthatrelatestothethemeofthetext

___Doesnotsupporttheopinionwithreasons

___Doesnotidentifyevidencefromthetexttosupportthereasons

___Statesanopinionthatsomewhatrelatestothethemeofthetext

___Supportstheopinionwithreasons

___Identifiessomeevidencefromthetexttosupportthereasons

___Statesanopinionthatrelatestothethemeofthetext

___Supportstheopinionwithlogicalreasons

___Identifiesevidencefromthetexttosupportthereasons

___Statesanopinionaboutthethemeofthetext,goingdeeperinthinking

___Supportstheopinionwithsignificantreasons

___Identifiesspecificevidencetofullysupportreasons,usingmultipleexamples

Organ

ization

___Doesnothaveanintroduction

___Doesnotorganizereasonsandevidenceintoparagraphs

___Doesnoteuselinkingwordsandphrasestoconnectopinions,reasons,andparagraphs

___Doesnothaveaconclusion

___Hasanintroductionthatstatestheopinion

___Organizessomereasonsandevidenceintoparagraphs

___Usessomelinkingwordsandphrasestoconnectopinions,reasons,orparagraphs

___Hasaconclusion

___Hasanintroductionthatprovidesacontextandstatestheopinion

___Organizesreasonsandevidenceintoparagraphsinalogicalorder

___Useslinkingwordsandphrasestoconnectopinions,reasons,andparagraphs

___Hasaconclusionthatrelatestheopiniontoanimportantidea

___Hasanintroductionthatprovidesadeepercontextandstatestheopinioncompellingly

___Organizesreasonsandevidenceintoparagraphsinamorethoughtfulsequence

___Usescreativelinkingwordsandphrasestoconnectopinions,reasons,andparagraphs

___Hasaninsightfulconclusion,relatingopiniontobroadermessage

Process

___Madefewchangestooriginaldrafttoimproveessay

___Didlittleeditingonownorwithpeers

___Didnotwriteclearfinaldraft

___Madesomechangestooriginaldrafttoimproveessay

___Didsomeeditingonownandwithfrompeers

___Wrotefinaldraft

___Madesignificantchangestooriginaldrafttoimproveessayincludingusingstudiedtechniques

___Editedonownandwithhelpfrompeers

___Createdpolishedfinaldraft

___Madeextensivechangestooriginaldrafttoimproveessayincludingusingstudiedtechniques

___Editedonownandwithhelpfrompeers

___Createdpolished,(typed)finaldraft

Mecha

nics

___ContainsmanyerrorsinstandardEnglishcapitalization,punctuation,andspelling

___UsesstandardEnglishcapitalization,punctuation,andspelling,hasseveralage‐appropriateerrors

___UsesstandardEnglishcapitalization,punctuation,andspelling,mayhaveafewage‐appropriateerrors

__UsesstandardEnglishcapitalization,punctuation,andspelling,noerrors


Partner Revising and Editing Checklist Grade 6 Literary Essay Name Date

Didwe… Partner1 Partner2

Introducethetopicclearly? Yes________

Revisedit________

Yes________

Revisedit________

Stateanopinion? Yes________

Revisedit________

Yes________

Revisedit________

Organizeideasinalogicalstructurethatfitsthepurpose(usingbasicparagraph/essaystructures:introduction;body;conclusionsupportingargument)?

Yes________

Revisedit________

Yes________

Revisedit________

Givereasonsforopinion,andsupportreasonswithfactsanddetails?

Yes________

Revisedit________

Yes________

Revisedit________

Writereasonsinalogicalorder? Yes________

Revisedit________

Yes________

Revisedit________

Usetransitionwordsandphrasestolinkopinionandreasons?

Yes________

Revisedit________

Yes________

Revisedit________

Writeaninsightfulconclusion,thatrelatestoabroadermessage?

Yes________

Revisedit________

Yes________

Revisedit________

Use6thgradeconventionsofgrammar,spelling,capitalization,andpunctuation?

Yes________

Editedit________

Yes________

Editedit________


Stage III. Learning Plan __________________________________________________________________________________

Pacing Adjustlessonstomeettheassessedneedsofstudents.SeeMini‐lessonsuggestionsbelowformoredetailedinformation.

Week1:Essentialquestions1,3

On‐DemandAssessment

QuickWritestoExploreThinkingaboutOneText

EssayOne:CraftingThesisSentences

EssayOne:BoxandBulletPlans

EssayOne:MiningtheTextforRelevantEvidence

Week2:EQ1,3

EssayTwo:CraftingThesisStatementsandBoxandBulletPlans

EssayTwo:DevelopingBodyParagraphs

EssayThree:CraftingThesisStatementsforThemesthatCutAcrossTexts

EssayThree:DevelopingBodyParagraphsFirstApproach

EssayThree:DevelopingBodyParagraphsSecondApproach

Week3:EQ2,3

EssayThree:RevisionforElaboration

RevisingforCoherence,Flow,andEffect

RevisingforCraft

Revisingforcounter‐arguments

RevisionofIntroductionsandconclusions

Week4:EQ3

EditingforCitation

EditingforPronounsandTenses;Finaledit/partnerEdit

Copyortypefinalpublishedversion

On‐DemandWritingAssessment

Reflection/Celebration/Share

Before the Unit Begins • Collecttextswithrichthemesfromclassroom,school,andcitylibraries.Includetexts“squarely

withintheindependentreadinglevel”(2011,p.111)ofeachstudent.

• Throughconferences inReader’sWorkshop,booktalks,and introductions inbookgroups,helpstudents select two independent textswith similar themes to focuson for thedurationof thisunit.

• Make sure students are taking notes about their thinking about theme, character, and plotstructure for these books. Notes could be taken on Post‐It Notes, orwritten in their Reader’sNotebook (with page numbers noted, could additionally be flagged with Post‐It Flags), pagenumbersmarkedwithPost‐ItFlags,orpassagescopiedontowell‐organizedindexcards.

• InReader’sWorkshop,especiallyinsmallgroups,begintodiscussthedifferentwaystwobooksmightpresentthesametheme.

• Collect multiple copies of two familiar, rich fiction texts for the beginning and endingassessments.


• Select an additional two familiar, rich texts that can be used for modeling during the mini‐lessons.

• GatherchartsfrompreviousWriter’sandReader’sWorkshopunits:Themechart(Listofthemesinyoungadultliterature.SeetheAppendixforexamples).

• Ifcomputersareavailableinyourbuilding,considerschedulingtime.IfEssay1and2aretyped,Essay3couldbecreatedmuchmorequickly.

Mini-Lesson Options

• Usedatacollectedfromtheinitialon‐demandwritingassessmenttodeterminehowyourclasswillproceedthroughthemini‐lessonoptionslistedbelow.Themini‐lessonsamplesbelowareadaptedfromLucyCalkins’ACurricularPlanforWriter’sWorkshop,Grade5(2011),andCalkinsandMedeaMcEvoy,LiteraryEssaysGrades3‐5:WritingAboutReading(2006).Pleaseseethereferencedpagesformorespecificlessondetails,worksamples,andconferringnotes.Adjustthepacingandsequencingoflessonstomeettheassessedneedsofyourstudents.

Week1QuickDraftofFirstEssay LearningTargets

OnDemandBenchmarkAssessment(see2011,p.139)

• Givestudentsanessaypromptbasedonarichpieceofchildren’sliteraturethatthewholeclassknowswell,andhasmultiplecopiesreadilyavailable.Havestudentsdecideonthethemeormessageofthebook,andtouseexamplestosupportthattheme.Example:

o We’vereadandtalkedabout(‘OntheBridge’)alot.Rightnow,writealiteraryessayinwhichyoutellreadersanideathatyouhaveabout(‘OntheBridge’)andthenshowevidencethatsupportstheidea,drawingondetailsfromthetext(2011,p.113).

o Youhavefortyminutestoplanandwriteyouressayo Ijustwanttoknowwhatyoualreadyknow.Ican’thelp(orprompt)you

onthisactivity• Analyzeyouron‐demandwritingtodeterminewhichwritingandrevision

strategiesthelargegroupwillneed,andwhichrevisionstrategiessmallergroupsmayneed.Canthestudentidentify/discussanopinionbasedonatheme?Writereasonstosupportit?Useaboxesandbulletoutlinetoplan?Onwhichconventionsmighttheyneedinstruction?

QuickWritestoExploreThinkingaboutOneText

• RevisitconversationsfromReader’sWorkshop,extendingthethinkingstudentsaredoingabouttheirreading,remindingthemofthemanyinterpretations.UsearichtextfromReader’sWorkshopthatstudentsknowwellasanexample.

o In(title)youhadreallydifferentideaseventhoughyouallheardthesamestory:(Listthedifferentideasaboutthemestudentshad).

o Someofyousaid(themesfromstudents).There’snorightanswerhere—alloftheseideascanbeconnectedbacktothesameshortstory.”(2011,p.114)

• Icandeterminethethemeorcentralideaofatext

• Icanapplysixthgradereadingstandardstohelpmeanalyze,reflect,andresearchwhenIamwriting


• ModelhowyouwouldwriteaboutatextinyourWriter’sNotebooktoexploretheme,character,evidence,andthelargermessagesofyourtext.

WorkTime

• InWriter’sNotebookquick‐writes,studentsexplorethefirstselectedtext:o Writersoftentryrehearsingafewideas…byjottingourideasandthen

listing,retelling,andanalyzingthepivotalmomentsinthestorythatsupportsouridea.Aswelookatourideasandevidence,wekeepaskingourselves:(2011,p.126)

• Present“ExtendingourThinking”ChartfromAppendix.

EssayOne:CraftingThesisSentences

• ModelhowyoumightuseyourQuickWritenotesfromthepreviousdaytodraftpossiblethesisstatementsinyourWriter’sNotebook.

• Showhowyoucanfocusonavarietyofideas,andavarietyofwaystophrasethethesissentence.

• PresentthefollowingtheThesisStartersfromtheThesisStartersChartinAppendix:(Additionalexamplesfrom2006,p.96‐99).

• Modelatleastoneexampleinwhichthethemeisn’tapparentuntiltheendofthetext,andwhereevidenceisnotbespreadthroughoutthetext.Directstudentstothesentencestem:“Atfirstitseemsthisisastoryabout…,butbytheendofthestorywelearnthat(theme)….“(See2011p.114‐115forexamples).

WorkTime• StudentsformatleastthreepossiblethesisstatementsintheirWriter’sNotebook.

• Icanwriteaclaim

EssayOne:BoxandBulletPlans

• EachstudenthastheWriter’sNotebookduringthemini‐lesson.• Modelselectingyourstrongestthesisstatement.• Modelaskingyourself:

o Ifyoucareaboutthethesisstatement?o Ifyoucansupportitwithtextevidenceacrossthetext

• Studentsquicklyselectthethesisstatementtheywouldliketousefortheirfirstessay,answeringbothquestions.

• ModelextendingyourselectedthesisstatementintoaBoxandBulletOutline.(SeeCalkins2011p.115forexamples)

[ClaimorIdeainbox(2011p.127)]

• Supportfromoneplaceinthetext• Supportfromanotherplaceinthetext• Supportfromathirdplaceinthetext• Reflection/insight/realization

WorkTime• StudentsextendtheirthesesintoBoxandBulletoutlines.

• Icansupportaclaimwithreasonsandappropriateevidence

• Icanuseevidencefromtexttosupportmythinkingandresearch


EssayOne:MiningtheTextforRelevantEvidence(from2011,p.115)

• Quicklymodelhowyouefficientlysearchforappropriateevidence,especiallyinlongertexts.ShowhowyouusePost‐Itflags,Post‐Itnotes,andnotesyouhavewritteninyourReader’sNotebook.Showhowyouuseyourknowledgeofstorystructure,memoryofwhensomethingtookplace,andchaptertitlestofindevidencemorequickly.

• Modelhowyouwouldstartwritingatleasttwobodyparagraphs,withacleartopicsentencerestatingthethesisstatementandthetopicofthebodyparagraph.

WorkTime• Studentsefficientlyfindsufficientevidencefortheirthesis.• Studentswriteatleasttwobodyparagraphs,(withacleartopicsentencerestating

thethesisstatementandthetopicofthebodyparagraph).• Remindstudentstowritevolumes–fiveorsixminutesperpageofwriting.Have

studentssetagoalforlengthofwriting.(Calkins,2011,p.118)Mid‐Workshop:PartnerSupport• Inpartners,havestudentstryoutpossibleevidence.• Havestudentsasktheirpartner:

o Doesthisreallygetattheideathatyouarewritingabout?o Doesitseemtrulyconnected?o I’mnotsureIseehowthisfits.Canyousaymoreaboutwhythisscene

showshow(Katnissputsherownneedsaside?”)• Whilepartnersdiscussevidence,theyshouldmakebriefnotesaboutwhichpieces

ofevidencefit,whichneedtobeexplained,andwhichshouldbecrossedoutinordertofindmorerelevantexamples.

• Icanshowmyunderstandingofthetopicbymychoiceofreasonsandevidence

• Icanusebasicparagraph/essaystructures(introduction,body,conclusion)whensupportingmyargument

WeekTwoEssaystwoandthree,additionalorganizationalapproaches

EssayTwo:CraftingThesisStatementsandBoxandBulletPlans(2011,p.116)

• Studentsselectsecondtext.• Explainthatincollegepreparationclasses,collegeentranceexams,andsome

collegeclasses,studentsaresometimesexpectedtousesupportingevidencefromthetextandfromtheessaywriter’slife.

• ModelhowtoquicklywriteseveralpossiblethesisstatementsintheWriter’sNotebookthatallowstudentstodrawexamplesfromthetextinthefirstparagraphandfollowwithrelatedexamplesfromtheessayist’sownlifeinthesecondbodyparagraph.(SeeCalkins2011,p.115forexamples.)

o Aswerehearseideasaboutcharacters,lessons,issues,orthemes,wemayalsowritemomentsinourliveswhenwehavelearnedasimilarlessonorthatillustratethesameidea,issue,ortheme.(2011,p.126)

o Wewillcompareamomentinastorytoamomentinourlife,tosupportanideathatfeelstrueinthestoryandourlife.Todothat,wemaydraftinthisstructure(2011,p.127):

• IcanciteevidencefromthetextwhenIanalyzewhatthetextsays

• Icanciteevidencefromthetexttosupportmyinferences


[ClaimorIdeainbox] Amomentfromthetextthatevokesthisidea Amomentfromourlifethatevokesthisidea Reflection/insight/realization

SendOff• Studentswriteatleastthreethesisstatementsrelatingtothetextandtheessay

writer’slife.• Studentsselectthestrongestthesisstatement,andcreateaBoxandBulletPlanfor

secondessay.

EssayTwo:DevelopingBodyParagraphs

• ModelhowtodevelopBodyparagraphs,miningthetextandyourlifeforrelevantevidencefordraft.

• Remindstudentshowtoefficientlysearchthetextforappropriateevidence.• Modelhowyouwouldstartwritingatleasttwobodyparagraphs,withacleartopic

sentencerestatingthethesisstatementandthetopicofthebodyparagraph.

SendOff• Studentsefficientlyfindsufficientevidencefortheirthesis.• Studentswriteatleasttwobodyparagraphs,(withacleartopicsentencerestating

thethesisstatementandthetopicofthebodyparagraph).

Mid‐Workshop:PartnerSupport• Inpartners,havestudentstryoutpossibleevidence.• Havestudentsasktheirpartner:

o Doesthisreallygetattheideathatyouarewritingabout?o Doesitseemtrulyconnected?o I’mnotsureIseehowthisfits.Canyousaymoreaboutwhythisscene

showshow<Katnissputsherownneedsaside?”>• Whilepartnersdiscussevidence,theyshouldmakebriefnotesaboutwhichpieces

ofevidencefit,whichneedtobeexplained,andwhichshouldbecrossedoutinordertofindmorerelevantexamples.

• Icandevelopandorganizemyideasinawaythatfitsmytask,purpose,andaudience

EssayThree:CraftingThesisStatementsforThemesthatCutAcrossTexts

• Explainthatstudentsarenowgoingtowriteessaysthatcomparetwoormoretexts.Selecttwofamiliarstorieswiththesame(orsimilar)theme.

o Howisthethemetreateddifferentlyinthetwostories?o Isthereadifferenceintone?(Isoneisdarkerthananother)?o Isthereadifferenceinimplications(oneadvocatesforchange,whereas

theotherseemsresignedtothingsastheyare)?o Isthereadifferenceinintendedaudience(Isonegearedtoayoungerage

group)?(Calkins2011,p.119)• Inpartners,discussthedifferencesbetweenthetwotexts.• ModelhowtobrainstormideasusingaVennDiagram,sketchingoutthe

similaritiesanddifferencesbetweenthetwotexts,focusingontheme.SendOff

• StudentscreateaVenndiagramofsimilaritiesanddifferencebetweenthetexts.

Icancompareandcontrasttexts(representingdifferentgenres,suchasstories,poems,historicalnovelsandfantasystories,includingthosebyandaboutMinnesotaAmericanIndians)bythinkingabouthowtheyapproachsimilarthemesand


MidWorkshop

• ModelselectingasharedthemefromcenteroftheVenndiagram.

topics.

EssayThree:DevelopingBodyParagraphsFirstApproach

• Re‐readthecommonthemefromthetwobooks.• Modeltakingnotesonthedifferenttreatmentofthisthemeintwofamiliar

texts.• Doyounoticedifferencesin(from2011,p.119):

Tone(isonedarkerthantheother)?o Implications(doesoneadvocateforchange,whereastheotherseems

resignedtothingsastheyare)?o Differenceinintendedaudience(isonegearedtoayoungeragegroup)?

• Extendthesenotesintoapotentialthesisstatement.Example:o Assoonaswehaveanideathatistrueinmorethanonetext,webegin

toexplorehowdifferentauthorsinterpretthatidea.Forinstance,ratherthansaying,‘TheHungerGamesandThirteenReasonsWhyarebothaboutgrowingup,’wemightsay,‘TheHungerGamesandThirteenReasonsWhyofferdifferentinterpretationsofwhatitmeanstogrowup.SuzanneCollins,inTheHungerGames,suggeststhattogrowup,wemustlearntosometimessacrificeourownwishes.JayAsher,inThirteenReasonsWhy,leavesuswiththeideathatgrowingupmeansrealizinghowmuchouractionsaffectothers.(2011,p.128)

SendOff• Studentstakenotesonthedifferenttreatmentofathemebetweenthetwo

texts.• Studentsusethesenotestowriteatleastthreepotentialthesisstatements.

MidWorkshop–ExtendingtoaBoxandBulletPlanforEssayThree,ApproachOne• Modelhowtoselectthestrongestthesisstatement.• ModeltheorganizationalBoxandBulletOutlinebelow.• StudentscreateaBoxandBulletPlan,selectingevidencefromeachtextina

separateparagraph(2011,p.128).

[ClaimorIdeainbox]

Howonetextevokesthisidea Howadifferenttextevokesthisideainadifferentway Reflection/realization/insight

• Icancompareandcontrasttexts(representingdifferentgenres,suchasstories,poems,historicalnovelsandfantasystories,includingthosebyandaboutMinnesotaAmericanIndians)bythinkingabouthowtheyapproachsimilarthemesandtopics.

EssayThree:DevelopingBodyParagraphsSecondApproach

• Demonstratethatthesameevidenceandthesisstatementcanbeused,butorganizeddifferently.

• Insteadofhavingseparateparagraphsforeachtext,therecanbeaparagraphforsimilarities,andaparagraphfordifferences,andinsightsorreflectionscouldbeinafinalparagraph.

• BoxandBulletPlan:Studentswillre‐organizetheirinformation,groupingsimilar

• Icanidentifycrediblesourcesandusethemtosupportmyclaim

• Icansupportaclaimwithreasonsandappropriate


elementsfrombothtextsintooneparagraphandcontrastingelementsintoasecondparagraph.

• TheBoxandBulletPlanwouldlooklike:(2011,p.129).

[ClaimorIdeainbox]

• Howtwotextsaresimilarintheirtreatmentofthisidea• Howthetextsaredifferentintheirtreatment• Reflection/realization/insight

Mid‐Workshop

• ThestudentwillquicklydecideonanorganizationalapproachandselectthatBoxandBulletOutline(Approach1,paragraphsbytext,orApproachTwo,paragraphsbysimilarities/differences).

• ItmaybebesttoselectApproach1ifthetextsaremorealikethandifferent,andApproach2iftheyaremoredifferentthanalike.

• ThestudentwillwritetheessayusingtheselectedBoxandBulletPlan.Ifthestudentshastypedthefirsttwoessays,therearesentencesandparagraphsthatcouldbecopiedandpasted.Ifthestudenthasahand‐writtendraft,aphotocopy,scissors,andtapecouldbeusedtosavetimeonpartsthatcanbeborrowedfromtheoriginalfirstdrafts.

evidence

WeekThreeRevisingforCraft

EssayThree:RevisionforElaboration

• Teachermodelsrevisingtextformoreskillfulelaborationofevidence(2011,p.120):

o Clearcitationso Transitionsbetweentexts(seeTransitionsChartinAppendix)o Elaborateon/explaininghowevidencesupportsthesiso Writingforpeoplelessfamiliarwithyourtext:retellingenoughtoexplain

thecontextofasymbolormotif,andexplaininghowitdemonstratesthistheme(2011,p.123)

• Icanusetransitionwordsandphrasestoclarifylinksbetweenandamongclaimsandreasoning

RevisingforCoherence,Flow,andEffect(2011,p.121‐123)

• Modelquietlyrereadingaloudtoyourselfandtoaskingyourself:o What’smissing?o Whereisthereaholeinmyargument?o Whereisthereapieceofevidencethatjustdoesn’tfit?

• Modelrewritingtofilltheholes.• Modelcrossingoutirrelevantpassages.• Modelwritingasuspensefulretellingfromascene(fromtextorlives).• Generatealistofdifferentwaystosay:‘thetextsays,’andchangethesetomake

theessaysound“morenatural.”(2011,p.112).• Revisefortransitions.

SendOff

• Studentsrevisetheiressayforcoherence,flow,andeffect.

• Icanwritemyideasclearlysotheymakesense


• Draftshouldbemorefleshedoutandcompletebytheendofthehour.

RevisingforCraft(2011,p.129)

• Pointouthowreadinganessaycanchangeareader’sanalysisaboutabook.• Refertopreviouscraftcharts.Reviewexamplesofauthor’scraftfromother

units;howitappliestoliteraryessay:(using‘alive’words,usingdescriptivelanguage,andpacingtoallowthereadertovisualizethestory,howyoucouldusethistomakeavividandsuspensefulretellingofascene).

• Makingastrongclaim/thesis(eliminatewordslike‘kindof’or‘maybe’or‘alittle’).

• Couldpointoutwhatacharacterdidn’tsayordo,topointoutthesignificanceofwhatheorshediddo.

• Icanwritemyideasinastylethatfitsmytask,purpose,andaudience

RevisingforCounter‐Arguments(2011,p.122)

o Imagineyouweretryingtotalkyourfamilyintolettingyougetadog.Youwouldmakealistofreasonswhyyouthinkyoushouldbeallowedtohaveone:companionship,exercise,andresponsibility.Next,youimaginewhatargumentsyourfamilymightmakesothatyoucanblockthoseargumentsaheadoftime.Youmightthensay,“Iknowyouareafraidofthework,allergies,andcostassociatedwiththedog,butIhavealreadyfiguredthatout.Iwilldothefeeding,groomingandwalkingofthedogsoyoudon’thavetodoanything.Ihaveresearcheddogbreeds,andIevenknowadogthatyouwillnotbeallergicto.Iwillearnmoneyforthedog’sfoodbybabysittingourneighbor’skid.”Thisiscalled“ConsideringCounter‐Arguments.

• Essayistsconsidercounter‐arguments.Theyimaginehowpeoplemightdisagreewiththeirclaim,andwritesentencestoblockthesedisagreements.

• Modelthinkingaboutwaysinwhichsomeonecouldarguewithyourclaim.Modelusingthefollowingsentencestarterstomention,thenblocktheseclaims:

o “Othersmightclaimthat...”oro “Somepeoplemightarguethat...”oro “Anotherpossibleinterpretationis...”


RevisionofIntroductionsandConclusions(2011,p.122)

• Untilnow,thestudentsmayonlyhavesimple,bare‐bonesintroductionsandconclusions.

• Informstudentsthatintroductionsandconclusionsbothreachouttothereaderandhaveanimpact.Theintroductionsetsacontextfortheessayandtheclaim,theconclusiondrivesthepointshome,andmakesthereaderbelievetheclaimmatters(likeanopeningstatement,andclosingstatementincourtTVshows/movies).

• Remindstudentsofleadstrategiesfromotherwritingunits:o ActionLead:vividretellingfromthestorytosetthescene.o Dialoguelead:Aquotationfromthebookthatreallyreflectstheclaim

theauthorisgoingtomakeo Question:Aquestionthatgetsthereaderthinking,drawsthereaderino Personallead:theessaywritermayshareasmallpersonalexamplethat

relatestotheclaim



o Statistic:theessaywritermightshareastatisticifitrelatestotheclaim(I.e.astatisticabouthungerintheU.S.foranessayaboutsocialjusticethemesinTheHungerGames)

• Remindstudentsthatconclusionsmustleavereaderswithafeelingofcompletion.Essaywritersremindreadersoftheclaimandhowtheysupportedit.Theconclusionalsousuallyreflectsonwhythethemeisimportantandwhatlessonswemightlearnfromit.

WeekFourPolishingonepiece

EditingforCitation(2011,p.124)

• Showstudentswhentodirectlycitetext(whenthewordsclearlyrelatetotheclaim)andwhentoparaphrase(whentheeventsupportstheclaim).

• Showhowtociteandhowtoparaphrase.Refertocitation/paraphrasecheatsheetintheAppendix(orhaveModernLanguageAssociationorotherguidebookhandy).

• RemindstudentsoftheInteractiveEditingprocessforparaphrasing,ifnecessary:studentcrossesoutunimportantwordsinatextselection.Studentselectsandwritesdownthemostimportantkeywords.Studentcoverstext,andwritesnewsentences,usingonlyacouplekeywords.

• Studentsneedtomakesureeachexamplehaselaboration/explanationonhowitsupportstheclaim

• Icanexplainhowtextdetails

supportatheme

orcentralidea

EditingforPronounsandTenses(2011,p.122)

• InAcademicEnglish,writerseliminatemostusesofthepronoun“I.”o Writerssometimeschangethesentencetopassive(tokeepthefocuson

thetextandnotthereader)o Writerssometimesuse“themoreinclusivewe”or“thereader”

• InAcademicEnglish,writersarecarefulwiththeirverbtensestoensurethereadercanclearlyunderstandthewriting.

• Usuallyliteraryessayistsusuallywriteinpresenttense,butquotethetextinpasttense(2011,p.127).

MidWorkshop:Finaledit/partnerEdit• Usingtheeditingchecklist,haveeachstudentedit,stepbystep,foreachofthe

itemsonthelist.• Havethemassembleintopartnersandedit,sidebyside,workingthroughthe

partnereditingchecklist.

• Icanwriteinaformalstyle.

Copyortypefinalpublishedversion

• Iftechnologyallows,theteachermaywishtohavestudentstypethisessaytohelpstudentsmeetsixthgradestandardsfortyping.

• Icanusethewritingprocesstodevelopandimprovemywriting:collectideas,plan,draft,revise,edit,rewrite,andpublish

On‐DemandWritingAssessment

• Inordertoassesswhatstudentshavelearnedsincethefirstdayoftheunit,again


studentswillthinkaboutthethemeofabook,thenwriteforfortyminutesontheprompt.Donotgivethemanyreminders.Theteachermayselectonefamiliartextforthewholeclass,textsfromsmallgroupreading,orallowstudentstoselectatext:

o “Rightnow,youwillwritealiteraryessayinwhichyoutellreadersanideathatyouhaveaboutatextandthenshowevidencethatsupportstheidea,drawingondetailsfromthetext”(2011,p.139).

o Youhavefortyminutestoplanandwriteyouressay.

Reflection

• Handouttheon‐demandwritingfromthefirstday.• Askstudentstocomparetheirtwoessays,andwriteaboutwhattheyhave

learned.Celebration/Share• Strategicallyasktargetedstudentswhohavehad“aha”moments–thosewho

havetransformedtheirwritinginsomesmallorlargewaytosharetheirreflections.

• Ifpossible,showexamplesofthesetransformations(usingadocumentcamera,oroverheadtransparenciesofstudentwork).

• Haveallstudentssharetheircompletedessays(smallgroups,inamuseumwalk,orinpartners,etc.).


Appendix __________________________________________________________________________________

TextExamplesUsedbyCalkins

• Stories‘Carrots’and“MySideoftheStory”byAdamBagdasarianfromFirstFrenchKissandOtherTraumas

• “OntheBridge”byToddStrasser,fromVisions:19ShortStoriesbyOutstandingWritersforYoungAdults,editedbyDonaldR.Gallo,1987.(AvailableonToddStrasser’sWebsite:http://www.toddstrasser.com/html/OnABridge.htm)

• ThirteenReasonsWhybyJayAsher• FeedbyMTAnderson• HungerGamesbySuzanneCollins

OtherTextExamples

*BelowgradeleveltextsEvil/Injustice

• TheGiverbyLoisLowry• TheHungerGamesbySuzanneCollins• HarryPotterseriesbyJ.K.Rowling• PercyJacksonSeriesbyRickRiordan• NumbertheStarsbyLoisLowry• AWrinkleinTimebyMadelineL’Engle• “TheLottery”shortstorybyShirleyJackson.

http://www.d.umn.edu/~csigler/PDF%20files/jackson_lottery.pdfSocialInequality

• TheMostBeautifulPlaceintheWorld*byAnnCameron• TheHungerGamesbySuzanneCollins• EsperanzaRisingbyPamMuñozRyan• TheTrueConfessionsofCharlotteDoylebyAvi• TheWatsonsGotoBirmingham–1963byChristopherPaulCurtis

Identity

• American‐BornChinese(graphicnovel)byGeneLueneYang• BecomingNaomiLeonPamMuñozRyan

Families

• JoeyPigzaSwallowedtheKeybyJackGantos• BecomingNaomiLeonbyPamMuñozRyan• TheMostBeautifulPlaceintheWorld*byAnnCameron• AfternoonoftheElvesbyJanetTaylorLisle

• SadieandRatz*bySonyaHartnett• Superfudge*byJudyBloom


• JacobHaveILovedbyKatherinePatterson• JakeandLily*byJerrySpinelli• MatildabyRoaldDahl

Outsiders/FittingIn

• American‐BornChinesebyGeneLueneYang• JoeyPigzaSwallowedtheKeybyJackGantos• PercyJacksonSeriesbyRickRiordan• AWrinkleinTimebyMadelineL’Engle• TheMisfitsbyJamesHowe• AfternoonoftheElvesbyJanetTaylorLisle

Isolation/Survival

• HatchetbyGaryPaulsen• IslandoftheBlueDolphinsbyScottO’Dell• IAmtheIceWormbyMaryAnnEasley• MySideoftheMountainbyJeanCraigheadGeorge• SarahBishopbyScottO’Dell• JulieoftheWolvesbyJeanCraigheadGeorge

Anchor Charts

ExtendingourThinkingChart(2011p.114,and126)o Thismakesmerealize...o Istillwonder...o Ontheotherhand...o Anotherwaytosaythismightbe...o Thisremindsmeof,inmylife,amomentwhen...o Whatdoesthismomentreallymean?o Whatisitteachingthecharacterorme?o What does this book have to say about…<themes from themechart>

ThesisStarterso (Title)isthestoryof…o Inthestory(title)by(author),(character)learns…o WhenIfirstread(author)’sstory(title),Ithoughtitwasabout…,butnowIrealizeitisabout…o Somepeoplethink(author)’sstory(title)isabout…,butIthinkitisreallyabout…o Afirstreadof(author)’sstory(title)mightsuggestitisabout…;acarefulre‐read,

however,showsitisreallyabout…o Manypeopleread(author)’sstory(title)andthinkitisabout…,butIthinkitisabout…o Atfirstitseemsthisisastoryabout…,butbytheendofthestorywelearnthat(theme)….


SampleThemesinYoungAdultLiterature(developedfrombooksread,andaddedtoallyear)o Growingupo Lossofinnocenceo Sacrificingselfforfamilyorcommunityo Natureo Fightingforthecommongoodo Societyo Findingyourownidentityo Familydifficultieso Siblingrivalryo Beingdifferento Isolationo Honesty/deception

TransitionCharto Forexampleo Nexto Thisisrelatedtoo Thisshowsthato Becauseo Foronethingo Incontrasto Especiallyo Whenaparagraphendswithanidea/wordandthatisechoedinthenextparagraph,but

inanewway


SupportingYourClaimWithEvidence

Citing/Quoting:

• Usewhenauthor’swordsarebeautiful,concise(short),andreallysupportyourclaim• Usetheauthor’snameinthesentencethefirsttime“quotationmarks”(pagenumber).

o “Minnieandme,waisthigh,holdinghandsandwaitingtomarch”(5).o InATasteofColoredWater,byMattFaulknerLuluandJellyrealizedthatthe“wheelsof

fatewereturning”(6).Paraphrasing:

• Puttingthestoryintoyourownwords.Toparaphrase,selectoneortwokeywords,coverthetext,thenwriteyourownsentence

• Usewhenaneventinthestorysupportsyourclaim• Therearen’texactwordsthatsupportyourclaim• Useauthor’snameinthesentencethefirsttime(pagenumber).

o Inthebeginning,Minnieandtheprotagoniststarttonoticethescentofrosesbeckoningthemthroughthewindow(1).


Boxes and Bullets Graphic Organizer Name:____________

• ____________________________________________________________________________________________________________________

• ____________________________________________________________________________________________________________________

• ____________________________________________________________________________________________________________________

• ____________________________________________________________________________________________________________________


EssayandBoxandBulletOutlineSample#1:EsperanzaRising

AfirstreadofPamMuñozRyan’sEsperanzaRising,mightsuggestitisaboutthetragedyofagirlgoingfromrichestorags.Acarefulre‐read,however,showsitisreallyaboutthepowerofpeopleworkingtogethertoovercomeadversityinhardtimes.

Mamagaveuprichesandpowertokeepherfamily

together,togotoanewland.

WhenMamabecamesick,Esperanzatransformedintoahardworkingbreadwinner

Reflection/insight/realization:Notonlycanwetogethergetthroughthehardtimes,butwealsocreateabetterlifeforourselves


EssayOneSampleTheHopeofRisingTogether

“Nohayrosassinespinas.Thereisnorosewithoutthorns”(MuñozRyan,14).InthebookEsperanzaRisingbyPamMuñoz,wemeetEsperanza.Thirteenyear‐oldEsperanzalivedafairytalelifeonaplantationinMexicoin1930.Shehadbigparties,beautifulchinadolls,servants,anadoringMamaandPapa,andaspunkygrandma,Abuelita.Butjustasthereisnorosewithoutthorns,thereisalsonolifewithoutdifficulty.Onenight,Esperanza’slifechangedforever.Shelosthermoneyandherhope;leavingthefamilywithonlyhardchoices.AfirstreadofEsperanzaRisingmightsuggestitisaboutthereversefairytaleofagirlgoingfromrichestorags;acarefulre‐read,however,showsitisreallyaboutthepowerofpeopleworkingtogethertoovercomeadversityinhardtimes.

Onenight,Papawaskilledbybandits.Sincelandcouldnotbelefttowomenatthattime,the

landwaslefttothe“devious,dangerous”(33)TíoLuis,Papa’sstepbrother.Mamahadadifficultchoice:marrytherichTíoLuis(sendingEsperanzatoboardingschool)orleavethecountry.Mamachosetogiveuprichesandpowertokeepherfamilytogether.MamatellsEsperanzato“remember,wearegoingtoaplacethatwillbebetterthanlivingwithTíoLuisandatleastwewillbetogether”(67).MamaandEsperanzaescapedtoAmericawithherformerservantstobecomefarmworkers.Inthistwistoffate,theservants“arenolongerourservants.Weareindebtedtothemforourfinancesandfuture”(52‐3).Mamasacrificedservantsandpowertokeepthefamilytogether.TheyallworkedhardtogetherwiththeirformerservantstoescapeTíoLuis,andgetthroughthehardtimestogether.

Atthebeginningofthestory,Esperanzadidn’tknowhowtocontributetothegroup.Herfirst

task,sweeping,wasadisaster.Shetookthebroom,and“Itswungwildly.Themotionseemedawkwardandthefinedirtonthewoodenplanksliftedintoacloud”(116).WiththehelpofMamaandfriends,Esperanzalearnedhowtowork.Shelearnedhowtosweep,todolaundry,andtocarefortheirfriend’sbabies,helpingthegroupsurvive.WhenMamabecameseriouslyill,Esperanzatransformedfromalittlequeentoahardworkingbreadwinner.Sheworkedwithherfriendsfromsunuptosundown,cuttingpotatoeyes,tyinggrapevines,andpickingasparagus.Thelittlequeen’shandsbecamethehandsofaworker,and“shenolongerrecognizedthemasherown.Cutandscarred,swollenandstiff,theylookedlikethehandsofaveryoldman”(180).Thesehardworkinghandshelpedpayfornecessities.Thesehard‐workinghandsearnedmoneytobringAbuelitatotheUnitedStates,completingthefamily.Esperanzalearnedthatbyperformingbackbreakingworkwithfamilyandfriends,shecouldgetthroughthehardtimes.

Atthebeginning,Esperanzabelievedthatlifewasafairytale,andthatthingswouldalwaysbebeautifulandeasy.Latershelearnedthatfancythingsarejustthat:things.Shelearnedthattheimportantthinginlifeisthattherearenoroseswithoutthorns,andthatlifeisn’tlifewithoutdifficulties.Shelearnedthatyoumustworkhard,sacrifice,andtogetheryoucansurviveyourdifficulties.Thestoryendsonahopefulnote.Esperanza“Soaredwiththeanticipationofdreamssheneverknewshecouldhave,oflearningEnglish,ofsupportingherfamily,ofsomedaybuyingatinyhouse”(250).Throughthishopefulending,Irealized,thatsurvivinghardtimesisnotenough.Byworkingtogether,wecanmakeabetterlifeforourselvesandforourfamilies.


EssayandBoxandBulletOutlineSample#2:TheHungerGames

Katniss,inTheHungerGamesbySuzanneCollins,teachesustheimportanceofsacrificingforyourlovedones.

Shebecameheadofhouseholdtosavethefamily.Shevolunteeredtosavehersister’slife.

Shesacrificedforafriend,riskingherlifetosavePeeta.

Mydadworkedtwojobstoaffordmetheopportunitieshedidnothave.


EssayTwo(Sample) Howfarareyouwillingtogotohelpyourfamily?TheHungerGamesbySuzanneCollinsisadisturbingtaleaboutapossiblefuturefeaturingtheHungerGames,anannualrealityTVeventpittingteenstogetherinabattlefordeath.KatnissEverdeen,asixteenyear‐oldgirl,poachedanimalstotakecareofherwidowedmotherand12year‐oldsisterPrimrose.Everyyearshehopedtoavoidbeingchoseninthedrawingas“Tribute”fortheHungerGames.Katnisswasfacedwithmanyhardchoices,andconsistentlychosesacrificetohelpherfamily.TheHungerGamessupportsmybeliefthatitisimportanttosacrificeforyourlovedones. Katnisswaswillingtosacrificeherchildhoodandherlifeforfamilyandforfriends.Whenherfatherdiedinaminingaccident,Katniss’smotherwas“lockedinsomedarkworldofsadness”(27).Elevenyear‐oldKatnisswasfacedwithachoice:beplacedinafostercarecommunityhomeortakeoverasheadofhousehold.Shefedandclothedhermotherandsister.Katnisssneakedintothewoodstohunt,although“trespassinginthewoodsisillegalandpoachingcarriestheseverestofpenalties”(5).NotonlywasKatnisswillingtosacrificeherchildhood,shewasalsowillingtosacrificeherlife.WhenthegovernmentselectedPrimrosetofighttothedeathfortheamusementofthenation,Katniss,hadahardchoice:followthetraditionandallowhersistertofacecertaindeath,orvolunteer.Katnissagainchosethepathofself‐sacrificetosaveherdelicatesister.Katnissshouted,“IvolunteerasTribute”(22).Thiswasaboldmove.Katnissexplained,“Familydevotiononlygoessofarformostpeopleonreapingday.WhatIdidwastheradicalthing”(26). Katnissalsoriskedsacrificingherlifeforherfriends.IntheHungerGames,Katnisswasanablecompetitor,capableandwillingtokillherfellowtributeswhennecessary,butnotherclassmatePeeta.KatnisscaredaboutPeeta,becauseheoncesavedherlife(32).WhenPeetawasneardeathfromaleginfection,Katnissriskedherlifetogetmedicine.Withouthispermission,sheembarkedonadangerousmissiontogetthemedicinethatwouldsavehislife(274).Ibelieveitisimportanttosacrificeforfamily.Althoughnooneinmyfamilyfaceddeathtosacrificeforourfamily,theysacrificeinsmallerwayseveryday.WhenIwassmall,mymotherstayedhomewithuskidsinsteadofworking.Withonlyoneincome,wewereverypoor.Irememberthehushedwhispersbetweenmyparentsthatalwaysmeanttheywerediscussingmoney.Mymomsacrificedmoneyfortimewithus.Inordertomakeendsmeet,mydadsacrificedhistimetodoextrajobswheneverhecould.Inadditiontohisfull‐timejob,heworkedatagrocerystoreforextramoney.Whenwewerealittlebigger,mymomwenttowork.Evenwithtwoincomes,hesacrificedhistimeforasecondjob.Heusedsomeofthemoneytogiveusopportunitiesthatheneverhad.Hepaidforpianolessons,androadtripstovisitfamilyinTexas.Becauseofthissacrifice,wegottolearnaboutmusicandseetheworldalittle.Iamthankfulforthissacrifice.SomedayIhopeIwillbeabletohelpmyfamilyinthewaythattheyhavehelpedme.IhopeIneverhavetoriskmylifelikeKatnissdidforherfamilyinTheHungerGames.


EssayThree,BoxandBulletOutline(EssayThree,ApproachOne)

BothTheHungerGamesbySuzanneCollinsandEsperanzaRisingbyPamMuñozRyan,showustheimportanceofsacrificingtohelpyourlovedonesthrive.

InEsperanzaRising,Esperanzasacrificedhertime(andhandstokeepthefamilytogether

InTheHungerGames,Katnisssacrificedherchildhoodandriskedherlifetosavehersister.

Bothtextsshowedustheimportanceandrisk)ofsacrificetohelplovedonesthrive.


SampleEssayThree–ApproachOne

Yourunasfastasyoucan.Theyareafteryou,andtheywanttokillyou.Youmustkillthemfirst.ThisscaryscenarioisfromTheHungerGames,adystopianbookaboutadisturbingpossiblefuture.Onfirstglance,EsperanzaRisingbyPamMuñozRyanandTheHungerGamesbySuzanneCollinsareverydifferentbooks.UnlikeTheHungerGames,EsperanzaRisingisahistoricalfictionbookaboutariches‐to‐ragsfarmworkerinCalifornia.Despitethedifferences,bothbooksshowustheimportanceofsacrificingtohelpyourlovedonesthrive.InthebookEsperanzaRisingbyPamMuñoz,thirteenyear‐oldEsperanzalivedafairytalelifeonaplantationinMexicoin1930.Onenight,Esperanza’slifechangedforever,leavingherwithnomoneyandnohope.TheHungerGamesbySuzanneCollins,ontheotherhand,isadisturbingtaleaboutapossiblefuturefeaturingtheHungerGames,anannualrealityTVeventpittingteensagainsteachotherinabattlefordeath.KatnissEverdeen,asixteenyear‐oldgirl,poachedanimalsandtookcareofherwidowedmotherand12year‐oldsisterPrimrose.Everyyearshehopedtoavoidbeingchoseninthedrawingas“Tribute”fortheHungerGames.Bothbooksshowthatitisimportanttosacrificeforyourlovedones,buttheydifferinthelevelofsacrificedepicted.

InEsperanzaRising,Esperanzasacrificedhertime(andhands!)tohelpherfamily.Atthebeginningofthestory,whenEsperanzafirstwentfromrichestorags,shedidn’tknowhowtowork,andcouldn’tcontributetothewelfareofthegroup.Whenhermotherbecameseriouslyill,Esperanzatransformedfromalittlequeentoahardworkingbreadwinner.Esperanzaworkedwithherfriendsfromsunuptosundown,cuttingpotatoeyes,tyinggrapevines,andpickingasparagus.Thelittlequeen’shandsbecamethehandsofaworker,and“shenolongerrecognizedthemasherown.Cutandscarred,swollenandstiff,theylookedlikethehandsofaveryoldman”(180).Thesehardworkinghandshelpedpayfornecessities.Thesehard‐workinghandsearnedmoneytobringhergrandmatotheUnitedStates,completingthefamily.Esperanzalearnedthatbysacrificingherselftobackbreakingwork,youcouldhelpyourfamilythrive.

TheHungerGamesbroughtsacrificeforyourfamilytoadifferentlevel.Inthebeginningofthebook,Katniss’ssacrificeresembledEsperanza’ssacrifice.Katnisssacrificedherchildhoodandherlifeforfamilyandforfriends.EsperanzaandKatnisseachlostafather,plungingbothofthemintopoverty.WhenKatniss’sfatherdiedinaminingaccident,Katnisswasforcedtotakeoverasheadofhousehold.Shefedandclothedhermotherandsister.Shesneakedintothewoodstohunt,although“trespassinginthewoodsisillegalandpoachingcarriestheseverestofpenalties”(5).Notonlydidshesacrificeherchildhood,shealsowaswillingtosacrificeherlife,takingtheideaofsacrificeforfamilytoanewlevel.WhentheyselectedPrimrosefighttothedeathfortheamusementofthenation,Katnissagainchosethepathofself‐sacrificetosaveherdelicatesister.Katnissshouted,“IvolunteerasTribute”(22).Thiswasaboldmove.Katnisssaid,“Familydevotiononlygoessofarformostpeopleonreapingday.WhatIdidwastheradicalthing”(26).Thisradicalthingwassacrificetoletyourfamilythrive. Bothtextsshowusthatfamiliesoftensacrificetohelptheirlovedonesthrive.Sacrificingtime,energy,andhardworkareimportanttohelpfamilymembersgetthroughhardtimes.Thereissomerisk,though,tosacrificingyourselfforyourfamily.Eventoday,somepeopleareinthissituation.Somepeoplejointhemilitarytotakecareoftheirfamiliesandservetheircountry,eventhoughtheycouldgotowar.Otherparentshaveriskedtheirlivestoescapetheircountrytocreateanewlifefortheirchildren.Mostpeoplehavetosacrificetheirtimeandenergytohelptheirfamilyorcommunitythrive.ItisfarrarertosacrificeyourlifeasKatnissdid.Bothtextsshowthenecessityofthiskindofsacrifice,butinTheHungerGames,itwaschillinganddramatic.


EssayThree,ApproachTwo:

BothTheHungerGamesbySuzanneCollinsandEsperanzaRisingbyPamMuñozRyanshowustheimportanceofsacrificingtohelpyourlovedonesthrive,butdifferintheoptimismtheyshowfortheworld.

Bothcharactersendurepovertyafterlosingtheirfathersandsacrificedforlovedones

EsperanzaRisingshowsanoptimisticviewofhumanityandlife,butTheHungerGamesshowsamorepessimisticviewofhumanityandlife.

IrealizetheworldisamixoftheonefromEsperanzaRisingandinTheHungerGames.


SampleEssayThree–ApproachTwo

Istheglasshalfemptyorhalffull?Onfirstglance,EsperanzaRisingbyPamMuñozRyanandTheHungerGamesbySuzanneCollinsareverydifferentbooks.EsperanzaRisingisahistoricalfictionbookaboutariches‐to‐ragsfarmworkerinCalifornia,butTheHungerGamesisadystopianbookaboutadisturbingpossiblefuture.InthebookEsperanzaRisingbyPamMuñoz,wemeetEsperanza.Thirteenyear‐oldEsperanzalivedafairytalelifeonaplantationinMexicoin1930.Onenight,Esperanza’slifechangedforever,leavingherwithnomoneyandnohope.TheHungerGamesbySuzanneCollins,ontheotherhand,isadisturbingtaleaboutapossiblefuturefeaturingtheHungerGames,anannualrealityTVeventpittingteensagainsteachotherinabattlefordeath.KatnissEverdeen,asixteenyear‐oldgirl,poachedanimalsandtookcareofherwidowedmotherand12year‐oldsisterPrimrose.Everyyearshehopedtoavoidbeingchoseninthedrawingas“Tribute”fortheHungerGames.Despitethedifferencesinsettingandgenre,bothbooksshowustheimportanceofsacrificingtohelpyourlovedonesthrive,butdifferintheamountofoptimismtheyshowtowardtheworld. BothKatnissandEsperanzasufferedpovertyafterlosingtheirfatherstragically.Bothwereforcedtosacrificetheirchildhoodstohelptakecareofthefamily.InEsperanzaRising,Esperanzasacrificedhertimetohelpherfamily,becomingtransformedfromalittlequeentoahardworkingbreadwinner.Esperanzaworkedwithherfriendsinthefieldsfromsunuptosundown,cuttingpotatoeyes,tyinggrapevines,andpickingasparagus.InTheHungerGames,Katnisssacrificedherchildhoodtobecomeheadofhousehold,andherlifetosavehersister.WhenKatniss’sfatherdiedinaminingaccident,Katnisswasforcedtotakeoverasheadofhousehold.Shefedandclothedhermotherandsister.Katnisssneakedintothewoodstohunt,although“trespassinginthewoodsisillegalandpoachingcarriestheseverestofpenalties”(5).Bothtextstalkabouttheimportanceandnecessityforpeopletosacrificeforfamily. EsperanzaRisingshowsusthesadworldinwhichweoncelived,butTheHungerGamesshowsanevenscarierworldwemayonedaysee.InEsperanza’sworld,thecharacterswerepooranddiscriminatedagainstbecauseoftheirnationality.Theyhadtosacrificejusttogetby,buttheirsacrificesdidn’tinvolvedeath.InKatniss’sworldwasdifferent.WhenKatniss’ssisterPrimrosewaschosenforthegames,Katnisschosetopotentiallysacrificeherlifetosaveherdelicatesister.Thissacrificewas“radical”(26),buttheonlykindofsacrificethatmatteredinherscaryworld.TheendingsalsoshowCollins’srelativepessimism.EsperanzaRisingendswithdreamsof“learningEnglish,ofsupportingherfamily,ofsomedaybuyingatinyhouse”(250),andthepromiseoflove.EsperanzaRising,ontheotherhand,endswithKatnissindanger,becausesheoutsmartedtheGamemakers.Sheendsthebooktryingtododamagecontrolas“themostdangerouspartofthehungergamesisabouttobegin”(359).TheHungerGamesisamuchmorepessimisticviewoftheworld,oneinwhichamuchmoredrasticformofsacrificeisrequired. Irealizedourworldisaworldinwhichtheglassishalfemptyandhalffull.ItissometimessimilartotheoptimisticworldofEsperanzaRisingandthepessimisticworldofTheHungerGames.Bothtextsshowusthatfamiliesoftensacrificetohelptheirlovedonesthrive.Thisofteninvolvessacrificingtimeandenergy,butsometimesrequiresbeingwillingtosacrificeyourlife,asinpeoplewhoserveinthemilitary,orescapeacountryasrefugees.Inreallife,therearesometimeshappyendings,andsometimesthereareendingsinwhichthefutureisstillscaryandmorechallengesawait.

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6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential