Upload
others
View
0
Download
0
Embed Size (px)
Citation preview
Comm
on C
ore
L i te
r ar y
An
al y
s i s W
r i ti n
g
L i te
r ar y
Es s a
y G
r ad
e 7
Thinking Routine
I used to think…. now I think…..
Concept Framing
Understanding the Big Picture
Learning Progression
Literary Essay Resources
Skim student sample
Talk with partners– what skills does a student need to have in order to write in this mode?
Framing Activity:Begin with the End in Mind
Conce
pt #1
Bu
i ld
i ng
Th
eo
r i es
Sessions 1 & 2
➼ Read “Thank You Ma’am” by Langston Hughes
➼ Look for changes in the main character
➼ Watch for clear statements of theme
➼ Look at the title, the main conflict, pivotal moments
➼ What “big ideas” does the story seem to be about?
Sess
ion O
bject
ives
❑ Ta l k & w r i t e a b o u t p o s s i b l e t h e o r i e s
❑ A n c h o r t e x t : “ T h a n k Yo u M A ’ a m ” b y L a n g s t o n H u g h e s
❑ “ I n d i v i d u a l ” t e x t
❑ Te s t t h e o r i e s b y f i n d i n g e v i d e n c e
In your notebook consider one or more ideas to think deeper about
theme:❑Conflict
❑Big Ideas, messages
❑ Important events
❑Learning
Prompts to Push Thinking About Theme
❑ What is the most important moment or two? How might that illustrate the story’s meaning?
❑ What “big ideas” does the story seem to be about?
❑ What is the character’s major struggle or conflict? What message is sent from the way it is resolved?
❑ What does the character learn or realize that readers can learn from?
❑ What does the author write or say that stands out as a part of the message?
Calkins, Lucy, and Mary Ehrenworth. Tackling Complex Texts Historical Fiction in Book Clubs. 2. Portsmouth: FirstHand, 2010. Print.
Writing Partnerships Deepen Thinking
Share your theories about theme from the story
Find EVIDENCE to support some of your theories about theme
Resources
Debrie
f• How do writers
develop theories about theme?
• How do writers prove or disprove theories?
Conce
pt #2
Students have…➼ Developed theories about theme within the
anchor text and “individual” texts➼ Found textual evidence to support multiple
theories❑ Now will work on turning theories to claims
Organ
izin
g Evi
dence
to S
upport C
laim
s
• Choose a theory to turn into a claim
• Continue to share textual evidence at your table – What type of evidence supports your claim (direct quotes, key words, significant events, etc.)?
• Turn your initial hunch / idea about theme into a statement, one that could be argued in an essay.
Session 3: Theories into claims
Reasons = independent from the book , the supporting statements that explain the claim
Evidence = examples used from the text to show the reasons/claim
Identify reasons and evidence to explain and support your claim
Prompts for Pushing Thinking
For example… I think this is important because…
Another example is… In the beginning…then later…finally…
To add on… Many people think… but I think…
This makes me realize… I used to think… but now I’m realizing…
This is important because… This is giving me the idea that…
The reason for this is… Another reason is…
This represents… This connects with…
On the other hand…. I partly agree but… because…
Could it also be that… This is similar to…
This is different from… After a while I thought about…
I noticed that section…connects to the whole story because…
Calkins, Lucy, and Medea McEvoy. Literary Essays: Writing About Reading. Grades 3-5. Portsmouth: FirstHand, 2006. Print.
Use thinking prompts and “Collecting Evidence” to create a topic sentence and revised claim.
Organizing Evidence to Support Claims
Debrie
f• How do writers prove the
claim?• What type of evidence do
writers use to prove claims?
• How do writers evaluate evidence and explain claims?
Conce
pt #3
Dr a
f ti n
g a
nd
Ma
na
gi n
g E
v i de
nc e
Sessio
ns 6
& 7
Students have➼ Collected best evidence
AND explained how each proved claim
➼ Rough plan (claim, three reasons, examples for reasons)
Next❑ How do writers position
evidence to create the most effective argument?
Draftin
g and M
anag
ing E
viden
ce
Teacher Experience
Based on your reasons, what type of organization would you use?
Resources
Work in your notebook to play with either “Intro – Example – Connect” OR “Frame It – Name It- Explain It”
Debrie
fHow do writer’s organize their evidence in a way that logically builds their argument?
Asses
smen
t
P r oc e
s s vs .
P r od
uc t
Formative Assessments
Study samples of student drafts or writers notebooks
Examine conferring checklists and revision/editing checklists
Questions to consider:
➘ How might we assess student growth?
➘ How do these ideas fit into the literary essay rubric?
➘ How do we use these tools to guide
instruction (plan future mini-lessons, form strategy ,
glean conferring teaching points, etc.)?
➘ What other tools do we find helpful as
➘ formative assessments?
Process rubric
Summative Assessments
Examine assessment rubric and student samples of final drafts
Questions to consider:
➘ How do we assess growth?
➘ How might you translate both the process and product into grades?
Wrap Up
How would you like to continue to support each other for 2013-2014 school year?
❑ Skype? Facebook? Edmodo? Weebly? Scheduled face-to-face? Other ideas?
❑ Consider whole group, sub groups by geographic location, experience with units, role in education, etc.)
❑ Do we have your contact information?