Objectives: Students will be able to create an outline for a textual analysis essay in a  small group .

CCSS.ELA-LITERACY.RI.9-10.2:Determine a central idea of a text and analyze its development over the course of the text

CCSS.ELA-LITERACY.RI.9-10.5:Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

Agenda

Do Now:  What is the central idea you have inferred from the excerpt from Dracula? Pair-share.

Mini Lesson

Creating an outline:

Introduction: state the central idea and name the strategy.

• A central theme is the narrator’s feelings of despair or helplessness as the realization takes hold that he is being a prisoner in a desolate castle.
• The write uses the tone, or his voice, to help develop the central idea.

Development

Body Paragraph 1: 

• Topic sentence: The author uses  tone to help develop the central idea of despair in the story by describing the setting.
• Context: A brief sugary that helps the reader to understand the evidence- The author describes the character’s surroundings as dull, dreary, grey, stoney and overall very depressing. 
• Evidence ( that is an example of the writing strategy): Words such as ” stone stairs”, ” narrow darkness of the courtyard” and ” the window…was tall and deep, stone-mullioned and though weather-worn” reinforce this gloomy setting
• Analysis: how does the evidence help the author develop his central idea? –When the author does this, he immediately implement the idea of depression or sadness into the piece of literature. The author also uses word choice to his advantage. The author is able to use his tone to convey the idea of despair through words and phrases like ” desperate straits” (line 13), ” prisoner” (line 1), ” I was helpless” (line 5 and ” I am, I know, wither being deceived like a baby by my own fears or ..”.( line12).
• Making a connection back to the central idea: The author is able to convey the idea of desperation and despair through these gloomy quotes and create a tone, which also helps develops the central idea.

Body Paragraph 2:

• Topic sentence
• Context
• Evidence ( that is an example of the writing strategy)
• Analysis: how does the evidence help the author develop his central idea?
• Making a connection

Conclusion: Repeat the central idea and how it reveals a universal truth.

Independent Practice:

Develop your own outline of the essay using one of your central ideas and writing strategies.

Reflect: What new insight have you gained through the practice of creating an outline for the essay?

Homework: Flesh out the essay based on the outline.

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Objectives: Students will be able to evaluate and critique a sample textual analysis by using the NYS CC text analysis rubric in a small group setting.

CC Standards

CCS RI.2 and RI.3: The evidence-based analysis of the text, including the text-dependent questions and the focus of the claims, involve RI.2 and RI.3 (determine a central idea and analyze how it is conveyed and elaborated with details over the course of a text).

CCSS.ELA-LITERACY.RI.9-10.2:Determine a central idea of a text and analyze its development over the course of the text

CCSS.ELA-LITERACY.RI.9-10.5:Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

CCSS.ELA-LITERACY.SL.9-10.1:Initiate and participate effectively in a range of collaborative discussions,building on others’ ideas and expressing their own clearly and persuasively.

MATERIALS:

• CC ELA Analysis Essay rubric 
• Sample textual analysis

Agenda

Do Now: Take a moment to describe a challenge you have experienced in the process of writing an analysis essay.  Find the language in the rubric to help you describe it. Pair share.

Mini Lesson: Understanding the textual analysis task

Model read and analyze a text before students analyze the rest of the text in a small group.

Text-Analysis Response

Your Task:

Closely read the text provided on pages 18 and 19 and write a well-developed, text-based response of two to three paragraphs. In your response, identify a central idea in the text and analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Use strong and thorough evidence from the text to support your analysis. Do not simply summarize the text. You may use the margins to take notes as you read and scrap paper to plan your response.

Guidelines: Be sure to:

• Identify a central idea in the text
• Analyze how the author’s use of one writing strategy (literary element or literary technique or rhetorical device) develops this central idea. Examples include: characterization, conflict, denotation/connotation, metaphor, simile, irony, language use, point-of-view, setting, structure, symbolism, theme, tone, etc.
• Use strong and thorough evidence from the text to support your analysis
• Organize your ideas in a cohesive and coherent manner
• Maintain a formal style of writing
• Follow the conventions of standard written English

While following the reading, students will underline sentences or phrases that suggest a central idea  and identify one key writing strategy that help the author develops the idea.

Independent Practice

In a small group-

• Students will share their central idea in a small group as well as the key strategy.
• Evaluate the sample essay and understand why the essay is well-written analysis of the text.
• Describe the strengths and create an outline for the essay.

Reflect: What new knowledge have I gained about writing a textual analysis?

Homework: Finish the outline for the sample essay.

 

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Objectives: Students will be able to evaluate and critique a sample textual analysis by using the NYS CC text analysis rubric in a small group setting.

CC Standards

CCS RI.2 and RI.3: The evidence-based analysis of the text, including the text-dependent questions and the focus of the claims, involve RI.2 and RI.3 (determine a central idea and analyze how it is conveyed and elaborated with details over the course of a text).

CCSS.ELA-LITERACY.RI.9-10.2:Determine a central idea of a text and analyze its development over the course of the text

CCSS.ELA-LITERACY.RI.9-10.5:Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

CCSS.ELA-LITERACY.SL.9-10.1:Initiate and participate effectively in a range of collaborative discussions,building on others’ ideas and expressing their own clearly and persuasively.

MATERIALS:

• CC ELA Analysis Essay rubric 
• Sample textual analysis

Agenda

Do Now:  Review the textual analysis rubric. Identify a specific area you do well and put a star next to it. Use the language from the rubric to give a detailed description. For example, you may say: I introduced a clear central idea( thesis) and provide analysis of it by using relevant evidence. Or you can write down a question: I wonder what it means…

Pair share.

Mini Lesson: Becoming familair with the criteria and language used in the rubric:

Review the criteria for evaluating a textual analysis-

1. Content and Analysis:the extent to which the response conveys complex ideas and information clearly and accurately in order to respond to the task and support an analysis of the text.
2. Command of Evidence: the extent to which the response presents evidence from the provided text to support analysis
3. Coherence, Organization, and Style: the extent to which the response logically organizes complex ideas, concepts, and information using formal style and precise language
4. Control of Conventions: the extent to which the response demonstrates command of conventions of standard English grammar, usage, capitalization, punctuation, and spelling

Discuss in the small group-

How do we distinguish essays at various levels ( 4, 3, 2 or 1) based on each category?

• Circle the key words and phrase for each level. Make sure the phrases demosntrate the differneces.
• share with each other.
• Share in class your observations.

Independet practice

Evaluate each sample analysis by using the rubric.

1. What level on a scale of 1-4 would you place the sample writing?
2. Write a commentary on why you have given the writng the score you did by uisng the language from the rubric.

Your task:
1. Read the sample  essay
2. Write a commentary about the targeted areas in the essay
3. Use the language from the rubric
4. Provide an example
5. Write your comments on the poster paper
6. Present your comments  to the class

Reflect: what’s my new understanding of writing a text so analysis essay? Be specific.

Homework: Analyze the sample analysis essay using the rubric.