Tags: Cosmetic Testing Animals EssaySolving Quadratic Equations By Factoring Word ProblemsEssay Japanese CuisineSkeletal System EssayJunior Certificate History EssaysEssay About FreedomEssay Ads MagazineSales Manager Business Plan ExampleThe Bluest Eye Symbolism EssaySpring Coursework
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. As many of you know, I have written numerous posts on how to teach literary analysis writing HERE.
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.
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.
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.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.You can also find an array of useful tools on the TLC “Analyzing Literature,” “Literary Response Paper Guide,” and “PARCC Prep” pages, among others.*** Following is a sample lesson cycle for teaching the PARCC Literary Analysis Writing Task.It familiarizes students with that genre of writing and builds needed reading and writing skills.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).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. 99% of the time, the prompt is not worded as a question and it does not end with a question mark.If you don’t know what the question is, you probably won’t answer it!