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| Overarching Question How do we find meaning in stories beyond the plot? Enduring Understandings Literary essayists read for both plot and meaning. They track ideas, structures, and effects across a text to gather key details as they read. They create theories about the text. They understand that there are multiple types of body paragraphs to support their claims. They make decisions about which types of paragraphs best support their claims. They reread to find deeper meaning in a text. |
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| Students read a range of short fiction for plot and meaning. Students state a claim and collect textual evidence to support that position. They follow steps to write a compelling thesis paragraph and three different types of body paragraphs that support the stated claim. They write insightful conclusions that come from rereading the end of the stories. They revise to make choices about how best to support their claim. They edit their work to be sure that they comply with the conventions of a literary analysis essay. |
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| MI: English Language Arts 6-12 Key Ideas and Details
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. RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. RL.9-10.10. By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Range of Writing
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. W.9-10.10. 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. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference. What is Universal Design for Learning (UDL)? UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.
Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)
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| - In what ways does rereading change our understanding of stories?
- How do we read stories on multiple levels?
- How do we find evidence to support a claim?
- How do we provide support for a claim in a body paragraph?
| body paragraph claim conclusion connected-example paragraph evidence extended-example paragraph meaning plot summary paragraph thesis paragraph topic sentence transition |
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| 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: How is a novel from the literary canon still relevant for a reader in today's world? After reading a novel from the literary canon, create a collage that addresses the essential question and analyzes the novel from the canon, providing examples to illustrate and clarify your analysis. What conclusions or implications can you draw? Include a bibliography of your sources. Mid-Unit Formative Assessment Task Formative Assessment options: - Annotated reading(s)
- Collection of theories
- Creating a thesis including claim(s)
- Collection of evidence
- Sifting and sorting for most useful evidence
- Drafts of body paragraphs practicing various writing strategies
- Revision and editing copies of the literary essay
Post-Unit Summative Assessment Task Use students’ final essays as the post-unit assessment. The prompt for the final essay is: After reading a series of short stories, write an analytical essay that makes a claim and supports your position with evidence from the text. Students will need to state a claim and collect textual evidence to support that position. They will follow steps to write a compelling thesis paragraph and three different types of body paragraphs that support the stated position. Students will write insightful conclusions that come from re-reading the end of the stories. They will revise to make choices about how best to support their position. They will edit their work to be sure that they comply with the conventions of literary analysis essay. Metacognitive Write: Students reflect back upon what they have learned by writing their essays. They think about how these skills might transfer to other learning experiences. | Collecting evidence to support a claim Determining the most appropriate type of body paragraph to support the claim Evaluating evidence to determine which evidence provides the best support Interpreting the meaning of a text Reading on multiple levels |
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| | Print Resources Bailey, Richard, and Linda Denstaedt. Going Places. New York: McGraw-Hill, 2009. Print. Calkins, Lucy and Medea Mcevoy. Literary Essays: Writing About Reading. Portsmouth: Heinemann, 2006. Print. Hillocks, Jr, George. Teaching Argument Writing, Grades 6-12: Supporting Claims with Relevant Evidence and Clear Reasoning. Portsmouth, Heinemann. 2011. Print. Jago, Carol. Come to Class: Lessons for High School Writers (Writing About Literature). Portsmouth: Heinemann, 2008. Print. Kirszner, Laurie, Mandell, Stephen. Patterns for College Writing: A Rhetorical Reader and Guide. St. Martin's Press, 1992. Print. Lunsford, Andrea, John Ruszkiewicz, and Keith Walters. Everything’s an Argument. Bedford/St.Martin’s, 2010. Print. |
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