3+-+Literary+Analysis

L.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. L.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Students will understand that… -character traits, how they change -setting (when, where, environment/atmosphere) -conflict (inner/outer, different types) -plot structure -theme -compare/contrast strategies -stages of the writing process -how to talk about literature in lit circles -voice - text evidence strengthens writing -cue words for sequence of events and compare/contrast || **Students will be able to…** -apply the steps of the writing process to their work -run their own literature circles -use leads and other elements of voice in their writing -how to effectively use text evidence -how to use cue words for comparing/contrasting || - literary essay (differentiated) || **Other Evidence:** -pre-test -post-test - vocabulary tests ||
 * **Title: Subject/Course:**
 * Topic: Grade:**
 * Designer(s):** ||
 * **Stage 1 – Desired Results** ||
 * **Established Goals:**
 * R.6.1. ** Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * R.6.2. ** Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
 * R.6.3 ** . Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
 * R.6.4 ** . Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
 * W.6.1 ** . Write arguments to support claims with clear reasons and relevant evidence.
 * evidence, using credible sources and demonstrating an understanding of the topic or text. Introduce claim(s) and organize the reasons and evidence clearly.
 * Support claim(s) with clear reasons and relevant
 * Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
 * Establish and maintain a formal style.
 * Provide a concluding statement or section that follows from the argument presented.
 * W.6.4 ** . Produce clear and coherent writing in which the development, organization, and style are appropriate task, purpose, and audience.
 * W.6.5. ** With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
 * S.L.6.1 ** . Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
 * Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
 * Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
 * L.6.1 ** . Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
 * Recognize variations from Standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
 * L.6.2 ** . Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
 * Spell correctly.
 * Spell correctly.
 * Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
 * Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
 * Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
 * Interpret figures of speech (e.g., personification) in context.
 * Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. ||
 * **Understandings:**
 * Students will understand that not all information is explicitly stated and we read a text just as we read the world by drawing inferences, making predictions, and questioning as they read.
 * Students will understand that all texts teach and understanding the author’s meaning behind the text is as important as understanding the text itself.
 * Students will recognize that fiction is developed through various elements that interact, including plot and character.
 * Students will understand that all writing has structure based on the logical organization of ideas and details
 * Students will understand that when speaking, it is important to explain oneself fully with evidence, listen to others, and respond to other ideas appropriately.
 * Students will understand the importance of language and grammar when communicating to an audience in writing.
 * Students understand they can look for the meaning of a word or phrase in the surrounding sentences, within the word or phrase itself, and in outside sources. || **Essential Questions:** ||
 * **Students will know…**
 * Identify and analyze literary elements (focusing on character traits)
 * Identify and analyze the parts of a story
 * Write a formal comparative essay with an appropriate structure
 * Embed quotations from the novel to develop an essay
 * Use textual evidence to support opinions in discussions and in writing
 * How to peer-revise
 * Independently apply reading support strategies
 * Effectively use cue words to transition between comparable ideas and contrasting ideas
 * **Stage 2 – Assessment Evidence** ||
 * **Performance Tasks:**
 * **Stage 3 – Learning Plan** ||
 * **Learning Activities:**


 * W =** Previously, students have been coached in reading support strategies. Now, they will use these strategies as a foundation on which to build as they identify and analyze the use of literary elements in a whole-class novel, and write a comprehensive essay demonstrating knowledge of those elements in the novel. Students will be guided through the literary elements, as well as the parts of a story, will practice these with the whole-class novel, and then will use them on their own with the independent reading book. Students will be shown a sample essay and rubric at the beginning of the unit to use as a mentor text for their own differentiated essay. Students will write their own essay which will be differentiated in structure based on student ability and the teacher will support students based on their individual needs. Finally, students will set SMART goals for themselves.


 * H =** Teachers will hook the students by using an anticipation guide to activate prior knowledge about themes in the novels and spark interest. Teachers will hold students’ attention in the unit by using a variety of student-centered and student-driven strategies such as a jigsaw and discussion groups, so that students become the teachers and directors, and take responsibility for their learning.


 * E =** Throughout the unit, the teacher will model strategies and expect students to then apply those strategies on their own in the whole-class novel and their independent reading novel. These skills will be scaffolded throughout the unit so that there is both rigor and support in the unit. Furthermore, students will engage in reflection on the essential question at multiple times during the unit.


 * R =** Students will have the opportunity to rethink and revise their ideas consistently throughout the unit. By discussing their ideas about the novel with the class and in small groups, students’ thinking will be challenged. They will also go through the process of peer-revising and be forced to consider the suggestions made by their peers.


 * E =** Students will have the chance to evaluate their understanding of the strategies that have been taught peer-revision. They will have multiple opportunities to reflect on the essential question throughout the unit and at the end see how their understanding of the question and its implications has grown.


 * T =** The unit will be differentiated so that there are multiple entry points for students. Students will be grouped for mixed ability so that higher-achieving students can support lower-achieving students. Each student will be reading an independent book at their individual reading level to practice the strategies on their own. The essay will be differentiated for students based on their individual writing needs and ability so that the most advanced students are consistently pushed and the students who need more support receive it. In order to support students during the writing phrase of the unit, students will be in groups with students with the same needs. Additionally, the teacher will be supporting the students as they work towards their individual SMART goals.


 * O =** The unit will be organized so that the reading of the whole class novel will take place largely in class and when students finish the assignment for the day, they will continue practicing the day’s strategy with their independent novel. The teacher will pull vocabulary from the novel and engage the class in whole-class conversations and activities based around literal comprehension of the novel and, more importantly, higher-level thinking about the novel. In addition to analyzing the literary elements as they appear throughout the novel, students will track the parts of a story and analyze story structure. Nearing the end of the novel, students will be introduced to the writing project and begin collecting information. They will take the formal essay through the writing process and formally publish the piece by sharing it with their class and other classes in the 6th grade. ||


 * __Guiding Questions__**
 * //What is fiction and how do we read it?//
 * //What format do fictional stories take?//
 * //What literary elements define fiction?//
 * //How do the elements of fiction interact and affect each other? (How characters are affected by plot?)//
 * //How do I draw inferences and read so that I know more than what is specifically stated?//
 * //What real-life issues hide in a fictional text?//
 * //How do I find the author’s hidden meaning? (How do I find out what the author is saying about real-life issues?)//
 * //How can I logically communicate my ideas about what I read even though my ideas are based on my own interpretation?//
 * //What format do I use when I write about literature and my interpretation of it?//
 * //How do I behave when having conversations about literature with others who may or may not agree with my interpretation?//
 * //How do I decode figurative language?//
 * //How can I address challenging vocabulary?//


 * __Lessons/Teaching Points__**
 * __Reading__**
 * Good readers understand the differences between fiction and nonfiction and traits of different genres
 * Introduction to parts of a story/Goal Setting/ Background context
 * **Exposition**: Good readers begin to make sense of a story by identifying the protagonist and antagonist and thinking about what type of people they might be
 * **Exposition**: Good readers look for clues to the setting and think about what type of place it is
 * **Exposition**: Good readers identify the narrator and try to determine if the narrator is reliable.
 * **Rising Action**: Good readers begin by collecting information on the major characters and writing it down so they can refer back to it
 * **Rising Action**: Good readers learn about a character by thinking about what he/she says, thinks, and does and what that tells the reader about his or her personality
 * **Rising Action**: Good readers analyze the types of conflict (internal and external) in a story to learn more about what is happening in the story
 * **Climax**: Good readers identify the climax or turning point of a story and look to see how a character responds to learn more about that character
 * **Falling Action**: Good readers try to find the theme/author’s message by looking at issues that are hiding in the text
 * **Resolution:** Good readers determine the theme/author’s message by looking at what happens in the story to figure out what the author is saying about issues hiding in the text
 * **Resolution:** Good readers evaluate the ending of a story based on their own criteria of what makes a good ending
 * Good readers identify symbols (commonly used images) and try to identify their meaning within a text to read more deeply into the text


 * __Writing__**
 * Good writers mentor themselves off of sample essays by studying what other authors do well
 * Good writers understand the rubric and the expectations before they begin writing
 * Good writers develop ideas about a novel and freewrite about that idea
 * Good writers develop a strong thesis and three supporting ideas
 * Good writers use an outline to organize their ideas
 * Good writers use details from the text as evidence to prove their supporting ideas
 * Good writers write strong introductions that include a hook, the title, author, and genre of the novel, a brief summary, their thesis and supporting ideas.
 * Good writers use transitions and topic sentences to organize their paragraphs
 * Good writers develop their ideas by making quote sandwiches
 * Good writers write strong conclusions by making a text-to-self, text-to-world, or text-to-text connection in the conclusion
 * Good writers work to address their editing needs (conferences)


 * __Listening and Speaking__**
 * When having conversations about literature, explain yourself with evidence from the text and respond politely to other’s interpretations


 * __Language__**
 * Authors use figurative language to add depth to their writing
 * Good readers use context clues, smaller words within larger words, and patterns among words to decode challenging vocabulary.