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Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 1
Essential Questions 1. HowcanIwriteliterary
essaysusingavarietyofessaystructures?
2. HowcanIextendmyuseofAcademicEnglishtoexpressmyopinions?
3. HowcanIthinkmorecriticallyabouttextsandtheworld?
LITERARY ESSAY
Unit Overview __________________________________________________________________________________
Thefollowinggrade6LiteraryEssayUnitisarevisionoftheSPPS2008LiteraryEssayUnitofStudy,aligningtheunitwiththe2010MinnesotaEnglishLanguageArtsstandardsforwritingarguments(opinionsforgradesK‐5).TherevisedunitisbasedonthegenrestudydevelopedbyLucyCalkinsinACurricularPlanfortheWritingWorkshopGrade6.Thisunitbuildsonstudents’priorexposuretowritingargument.InthefifthgradeLiteraryEssayUnitstudentsdraftentireessaysinaclassperiod,untiltheycanwritewithfluencyandstructure.InthesixthgradePersonalEssayUnit,studentsformedopinions,andextendedtheirwritingwithexamples.IntheResearch‐BasedArgumentUnit,studentswroteandsupportedthesisstatements.ThroughthesixthgradeLiteraryEssayUnit,sixthgradestudentsdevelopacommandofmorecomplexessaysstructures,anddemonstratedeeperanalyticthinking.Studentswilllearntousethethreeessaystructures.Oneofthesestructures,theclaimwithsupportfrompersonalexperience,foreshadowsthesortofwritingrequiredforcollegeentrancetestsandessays.Thisunitaskssixthgraderstoshowagreaterself‐relianceinanalyzingbooksattheirindependentreadinglevel,allowingstudentstodevelopthe“insightsthatmakeforstrongargument”(2011,p.111).Thisunitpreparesstudentsfortheseventhandeighthgradeexpectationsoftracingthedevelopmentofatheme,“todiscussnotjustwhatapieceoftextevidencedemonstratesbuthowitdoesso”(2011,p.111).Themostimportantpartofthiswork,however,istheopportunityforthesixthgraderstousewritingtoincreasetheircriticalthinkinganddeepanalysisoftextsandtheworld.Thisisimportant,notonlyforcollegeandcareer,butalsosoourstudentsbecome“thekindofpeople…whodon’tjustseethesurfaceofthings.Wedon’twanttotakeothersforgranted;wedon’twanttobelieveeverythingthatadvertisersorevenreporterstellus”(2011,p.110).Throughwriting,wecan“pushourthinkingtonewlevels…adeepunderstandingofliteraturewillalsohelpusthinkdifferentlyaboutourselvesandourworld”(2011,p.110).
Unit learning activity summary • Completeon‐demandwritingforassessmentatthebeginningoftheunit• LiteraryEssayOne‐‐exploringathemeoracharacterinasingletext• LiteraryEssayTwo‐‐includingexamplesfromthesecondtextandastudent’sownexperience• LiteraryEssayThree‐‐comparingthetwotexts,exploringdifferenttreatmentofsamethemes• Draft,reviseandedittheessay• Completefinalon‐demandassessmentattheendoftheunit• Reflectiononlearning
6
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Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 2
Appendix Textexamples Anchorcharts Blankboxandbulletoutline SampleBoxandbulletoutline Sampleessays
Stage I. Desired Results __________________________________________________________________________________
Standards SPPSunderliningdenotesrigoraddedforthisgradetowardmeetinganchorstandard
# Benchmark SPPSLearningTargets Prim
a
ry
Also
Reading: Literature 6.4.1.1 Citetextualevidencetosupportanalysisofwhatthe
textsaysexplicitlyaswellasinferencesdrawnfromthetext.
• IcanciteevidencefromthetextwhenIanalyzewhatthetextsays
• Icanciteevidencefromthetexttosupportmyinferences
X
6.4.2.2 Determineathemeorcentralideaofatextandhowitisconveyedthroughparticulardetails;provideasummaryofthetextdistinctfrompersonalopinionsorjudgments.
• Icandeterminethethemeorcentralideaofa
text
• Icanexplainhowtextdetailssupportatheme
orcentralidea
• Icansummarizeatextwithoutincludingmy
personalopinionsorjudgments
X
6.4.9.9 Compareandcontrasttextsindifferentformsorgenres,includingthosebyandaboutMinnesotaAmericanIndians(e.g.,storiesandpoems;historicalnovelsandfantasystories)intermsoftheirapproachestosimilarthemesandtopics.
• Icancompareandcontrasttexts(representingdifferentgenres,suchasstories,poems,historicalnovelsandfantasystories,includingthosebyandaboutMinnesotaAmericanIndians)bythinkingabouthowtheyapproachsimilarthemesandtopics.
X
Writing
6.7.1.1 Writeargumentstosupportclaimswithclearreasonsandrelevantevidence:
a. Introduceclaim(s)andorganizethereasonsandevidenceclearly.
b. Supportclaim(s)withclearreasonsandrelevantevidence,usingcrediblesourcesanddemonstratinganunderstandingofthetopicortext.
c. Usewords,phrases,andclausestoclarifytherelationshipsamongclaim(s)andreasons.
d. Establishandmaintainaformalstyle.
• Icanwriteaclaim• Icanidentifycrediblesourcesandusethemto
supportmyclaim• Icansupportaclaimwithreasonsand
appropriateevidence• Icanshowmyunderstandingofthetopicbymy
choiceofreasonsandevidence• Icanusebasicparagraph/essaystructures
(introduction,body,conclusion)whensupportingmyargument
• Icanusetransitionwordsandphrasestoclarifylinksbetweenandamongclaimsandreasoning
• Icanwriteinaformalstyle.
X
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Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 3
e. Provideaconcludingstatementorsectionthatfollowsfromtheargumentpresented.
6.7.4.4 Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.
• Icanunderstandmywritingtask• Icanunderstandthepurposeformywriting• Icanidentifytheaudienceformywriting• Icandevelopandorganizemyideasinawaythat
fitsmytask,purpose,andaudience• Icanwritemyideasclearlysotheymakesense• Icanwritemyideasinastylethatfitsmytask,
purpose,andaudience
X
6.7.5.5 Withsomeguidanceandsupportfrompeersandadults,useawritingprocesstodevelopandstrengthenwritingasneededbyplanning,drafting,revising,editing,rewriting,ortryinganewapproach.(EditingforconventionsshoulddemonstratecommandofLanguagestandards1‐3uptoandincludinggrade6.)
• Icanusethewritingprocesstodevelopandimprovemywriting:collectideas,plan,draft,revise,edit,rewrite,andpublish
• Icandevelopandimprovemywritingbytryingnewapproaches
• Icaneditmywritingusinggrade6languageconventions
• Icanworkwithpeersandadultstoimprovemywriting
X
6.7.9.9 Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch:
a. Applygrade6Readingstandardstoliterature.b. Applygrade6Readingstandardstoliterary
nonfiction
• Icanuseevidencefromtexttosupportmythinkingandresearch
• Icanapplysixthgradereadingstandardstohelpmeanalyze,reflect,andresearchwhenIamwriting
Language
6.11.1.1 DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.
a. Ensurethatpronounsareinthepropercase(subjective,objective,possessive).
b. Useintensivepronouns(e.g.,myself,ourselves).c. Recognizeandcorrectinappropriateshiftsin
pronounnumberandperson.d. Recognizeandcorrectvaguepronouns(i.e.,ones
withunclearorambiguousantecedents).e. RecognizevariationsfromstandardEnglishintheirownandothers'writingandspeaking,andidentifyandusestrategiestoimproveexpressioninconventionallanguage.
Underdevelopment X
6.11.2.2 Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,orlistening.
a. Varysentencepatternsformeaning,reader/listenerinterest,andstyle.
Maintainconsistencyinstyleandtone.b. Spell correctly.
X
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Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 4
Enduring Understandings • Writerswriteliteraryessaysusingavarietyofessaystructures.• WritersuseAcademicEnglishtomoreeffectivelyexpresstheiropinions.• Writersusewritinginordertothinkmorecriticallyabouttextsandtheworld.
Essential Questions • Howdowritersstructuretheiressays?• HowcanIusespecificlanguagetoeffectivelyexpressmyopinion?• HowcanIthinkmorecriticallyabouttextsandtheworld?
Stage II. Assessment Evidence __________________________________________________________________________________
Performance Tasks • On‐demandwritingforassessment• LiteraryEssaysexploringathemeoracharacterinasingletext• LiteraryEssayincludingexamplesfromthetextandastudent’sexperience• PolishedLiteraryEssaycomparingtwotextsthatexploresthedifferenttreatmentofsimilar
themes• Completedself/peerevaluationrubricandediting/revisionchecklist• Completefinalon‐demandassessmentattheendoftheunit• Reflectiononlearning
Other Evidence • EntriesintheWriter’sNotebook:notesabouttexts,Post‐Itnotes,BoxandBulletoutlines,
potentialthesisstatements• Notesfromstudentconferences• Anecdotalnotes
Resources in Support of Assessment
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Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 5
Learning Target Checklist Grade 6 Literary Essay Name: Date
Icanwriteaclaim.
Icansupportaclaimwithreasonsandappropriateevidence.
Icanusebasicparagraph/essaystructures(introduction,body,conclusion)when
supportingmyargument.
Icanusetransitionwordsandphrasestoclarifylinksbetweenandamongclaimsand
reasoning.
Icanwriteinaformalstyle.
Icanwritemyideasinastylethatfitsmytask,purpose,andaudience.
Icandevelopandimprovemywritingbytryingnewapproaches.
IcaneditmywritingusingGrade6languageconventions.
IcanciteevidencefromthetextwhenIanalyzewhatthetextsays.
Icandeterminethethemeorcentralideaofatext.
Icancompareandcontrasttexts.
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Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 6
Product or Performance Rubric Grade 6 Literary Essay StudentName:_______________________ Date:__________ Beginning Developing Proficient Exceptional
Conten
t
___Doesnotstateanopinionthatrelatestothethemeofthetext
___Doesnotsupporttheopinionwithreasons
___Doesnotidentifyevidencefromthetexttosupportthereasons
___Statesanopinionthatsomewhatrelatestothethemeofthetext
___Supportstheopinionwithreasons
___Identifiessomeevidencefromthetexttosupportthereasons
___Statesanopinionthatrelatestothethemeofthetext
___Supportstheopinionwithlogicalreasons
___Identifiesevidencefromthetexttosupportthereasons
___Statesanopinionaboutthethemeofthetext,goingdeeperinthinking
___Supportstheopinionwithsignificantreasons
___Identifiesspecificevidencetofullysupportreasons,usingmultipleexamples
Organ
ization
___Doesnothaveanintroduction
___Doesnotorganizereasonsandevidenceintoparagraphs
___Doesnoteuselinkingwordsandphrasestoconnectopinions,reasons,andparagraphs
___Doesnothaveaconclusion
___Hasanintroductionthatstatestheopinion
___Organizessomereasonsandevidenceintoparagraphs
___Usessomelinkingwordsandphrasestoconnectopinions,reasons,orparagraphs
___Hasaconclusion
___Hasanintroductionthatprovidesacontextandstatestheopinion
___Organizesreasonsandevidenceintoparagraphsinalogicalorder
___Useslinkingwordsandphrasestoconnectopinions,reasons,andparagraphs
___Hasaconclusionthatrelatestheopiniontoanimportantidea
___Hasanintroductionthatprovidesadeepercontextandstatestheopinioncompellingly
___Organizesreasonsandevidenceintoparagraphsinamorethoughtfulsequence
___Usescreativelinkingwordsandphrasestoconnectopinions,reasons,andparagraphs
___Hasaninsightfulconclusion,relatingopiniontobroadermessage
Process
___Madefewchangestooriginaldrafttoimproveessay
___Didlittleeditingonownorwithpeers
___Didnotwriteclearfinaldraft
___Madesomechangestooriginaldrafttoimproveessay
___Didsomeeditingonownandwithfrompeers
___Wrotefinaldraft
___Madesignificantchangestooriginaldrafttoimproveessayincludingusingstudiedtechniques
___Editedonownandwithhelpfrompeers
___Createdpolishedfinaldraft
___Madeextensivechangestooriginaldrafttoimproveessayincludingusingstudiedtechniques
___Editedonownandwithhelpfrompeers
___Createdpolished,(typed)finaldraft
Mecha
nics
___ContainsmanyerrorsinstandardEnglishcapitalization,punctuation,andspelling
___UsesstandardEnglishcapitalization,punctuation,andspelling,hasseveralage‐appropriateerrors
___UsesstandardEnglishcapitalization,punctuation,andspelling,mayhaveafewage‐appropriateerrors
__UsesstandardEnglishcapitalization,punctuation,andspelling,noerrors
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Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 7
Partner Revising and Editing Checklist Grade 6 Literary Essay Name Date
Didwe… Partner1 Partner2
Introducethetopicclearly? Yes________
Revisedit________
Yes________
Revisedit________
Stateanopinion? Yes________
Revisedit________
Yes________
Revisedit________
Organizeideasinalogicalstructurethatfitsthepurpose(usingbasicparagraph/essaystructures:introduction;body;conclusionsupportingargument)?
Yes________
Revisedit________
Yes________
Revisedit________
Givereasonsforopinion,andsupportreasonswithfactsanddetails?
Yes________
Revisedit________
Yes________
Revisedit________
Writereasonsinalogicalorder? Yes________
Revisedit________
Yes________
Revisedit________
Usetransitionwordsandphrasestolinkopinionandreasons?
Yes________
Revisedit________
Yes________
Revisedit________
Writeaninsightfulconclusion,thatrelatestoabroadermessage?
Yes________
Revisedit________
Yes________
Revisedit________
Use6thgradeconventionsofgrammar,spelling,capitalization,andpunctuation?
Yes________
Editedit________
Yes________
Editedit________
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Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 8
Stage III. Learning Plan __________________________________________________________________________________
Pacing Adjustlessonstomeettheassessedneedsofstudents.SeeMini‐lessonsuggestionsbelowformoredetailedinformation.
Week1:Essentialquestions1,3
On‐DemandAssessment
QuickWritestoExploreThinkingaboutOneText
EssayOne:CraftingThesisSentences
EssayOne:BoxandBulletPlans
EssayOne:MiningtheTextforRelevantEvidence
Week2:EQ1,3
EssayTwo:CraftingThesisStatementsandBoxandBulletPlans
EssayTwo:DevelopingBodyParagraphs
EssayThree:CraftingThesisStatementsforThemesthatCutAcrossTexts
EssayThree:DevelopingBodyParagraphsFirstApproach
EssayThree:DevelopingBodyParagraphsSecondApproach
Week3:EQ2,3
EssayThree:RevisionforElaboration
RevisingforCoherence,Flow,andEffect
RevisingforCraft
Revisingforcounter‐arguments
RevisionofIntroductionsandconclusions
Week4:EQ3
EditingforCitation
EditingforPronounsandTenses;Finaledit/partnerEdit
Copyortypefinalpublishedversion
On‐DemandWritingAssessment
Reflection/Celebration/Share
Before the Unit Begins • Collecttextswithrichthemesfromclassroom,school,andcitylibraries.Includetexts“squarely
withintheindependentreadinglevel”(2011,p.111)ofeachstudent.
• Throughconferences inReader’sWorkshop,booktalks,and introductions inbookgroups,helpstudents select two independent textswith similar themes to focuson for thedurationof thisunit.
• Make sure students are taking notes about their thinking about theme, character, and plotstructure for these books. Notes could be taken on Post‐It Notes, orwritten in their Reader’sNotebook (with page numbers noted, could additionally be flagged with Post‐It Flags), pagenumbersmarkedwithPost‐ItFlags,orpassagescopiedontowell‐organizedindexcards.
• InReader’sWorkshop,especiallyinsmallgroups,begintodiscussthedifferentwaystwobooksmightpresentthesametheme.
• Collect multiple copies of two familiar, rich fiction texts for the beginning and endingassessments.
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Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 9
• Select an additional two familiar, rich texts that can be used for modeling during the mini‐lessons.
• GatherchartsfrompreviousWriter’sandReader’sWorkshopunits:Themechart(Listofthemesinyoungadultliterature.SeetheAppendixforexamples).
• Ifcomputersareavailableinyourbuilding,considerschedulingtime.IfEssay1and2aretyped,Essay3couldbecreatedmuchmorequickly.
Mini-Lesson Options
• Usedatacollectedfromtheinitialon‐demandwritingassessmenttodeterminehowyourclasswillproceedthroughthemini‐lessonoptionslistedbelow.Themini‐lessonsamplesbelowareadaptedfromLucyCalkins’ACurricularPlanforWriter’sWorkshop,Grade5(2011),andCalkinsandMedeaMcEvoy,LiteraryEssaysGrades3‐5:WritingAboutReading(2006).Pleaseseethereferencedpagesformorespecificlessondetails,worksamples,andconferringnotes.Adjustthepacingandsequencingoflessonstomeettheassessedneedsofyourstudents.
Week1QuickDraftofFirstEssay LearningTargets
OnDemandBenchmarkAssessment(see2011,p.139)
• Givestudentsanessaypromptbasedonarichpieceofchildren’sliteraturethatthewholeclassknowswell,andhasmultiplecopiesreadilyavailable.Havestudentsdecideonthethemeormessageofthebook,andtouseexamplestosupportthattheme.Example:
o We’vereadandtalkedabout(‘OntheBridge’)alot.Rightnow,writealiteraryessayinwhichyoutellreadersanideathatyouhaveabout(‘OntheBridge’)andthenshowevidencethatsupportstheidea,drawingondetailsfromthetext(2011,p.113).
o Youhavefortyminutestoplanandwriteyouressayo Ijustwanttoknowwhatyoualreadyknow.Ican’thelp(orprompt)you
onthisactivity• Analyzeyouron‐demandwritingtodeterminewhichwritingandrevision
strategiesthelargegroupwillneed,andwhichrevisionstrategiessmallergroupsmayneed.Canthestudentidentify/discussanopinionbasedonatheme?Writereasonstosupportit?Useaboxesandbulletoutlinetoplan?Onwhichconventionsmighttheyneedinstruction?
QuickWritestoExploreThinkingaboutOneText
• RevisitconversationsfromReader’sWorkshop,extendingthethinkingstudentsaredoingabouttheirreading,remindingthemofthemanyinterpretations.UsearichtextfromReader’sWorkshopthatstudentsknowwellasanexample.
o In(title)youhadreallydifferentideaseventhoughyouallheardthesamestory:(Listthedifferentideasaboutthemestudentshad).
o Someofyousaid(themesfromstudents).There’snorightanswerhere—alloftheseideascanbeconnectedbacktothesameshortstory.”(2011,p.114)
• Icandeterminethethemeorcentralideaofatext
• Icanapplysixthgradereadingstandardstohelpmeanalyze,reflect,andresearchwhenIamwriting
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Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 10
• ModelhowyouwouldwriteaboutatextinyourWriter’sNotebooktoexploretheme,character,evidence,andthelargermessagesofyourtext.
WorkTime
• InWriter’sNotebookquick‐writes,studentsexplorethefirstselectedtext:o Writersoftentryrehearsingafewideas…byjottingourideasandthen
listing,retelling,andanalyzingthepivotalmomentsinthestorythatsupportsouridea.Aswelookatourideasandevidence,wekeepaskingourselves:(2011,p.126)
• Present“ExtendingourThinking”ChartfromAppendix.
EssayOne:CraftingThesisSentences
• ModelhowyoumightuseyourQuickWritenotesfromthepreviousdaytodraftpossiblethesisstatementsinyourWriter’sNotebook.
• Showhowyoucanfocusonavarietyofideas,andavarietyofwaystophrasethethesissentence.
• PresentthefollowingtheThesisStartersfromtheThesisStartersChartinAppendix:(Additionalexamplesfrom2006,p.96‐99).
• Modelatleastoneexampleinwhichthethemeisn’tapparentuntiltheendofthetext,andwhereevidenceisnotbespreadthroughoutthetext.Directstudentstothesentencestem:“Atfirstitseemsthisisastoryabout…,butbytheendofthestorywelearnthat(theme)….“(See2011p.114‐115forexamples).
WorkTime• StudentsformatleastthreepossiblethesisstatementsintheirWriter’sNotebook.
• Icanwriteaclaim
EssayOne:BoxandBulletPlans
• EachstudenthastheWriter’sNotebookduringthemini‐lesson.• Modelselectingyourstrongestthesisstatement.• Modelaskingyourself:
o Ifyoucareaboutthethesisstatement?o Ifyoucansupportitwithtextevidenceacrossthetext
• Studentsquicklyselectthethesisstatementtheywouldliketousefortheirfirstessay,answeringbothquestions.
• ModelextendingyourselectedthesisstatementintoaBoxandBulletOutline.(SeeCalkins2011p.115forexamples)
[ClaimorIdeainbox(2011p.127)]
• Supportfromoneplaceinthetext• Supportfromanotherplaceinthetext• Supportfromathirdplaceinthetext• Reflection/insight/realization
WorkTime• StudentsextendtheirthesesintoBoxandBulletoutlines.
• Icansupportaclaimwithreasonsandappropriateevidence
• Icanuseevidencefromtexttosupportmythinkingandresearch
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Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 11
EssayOne:MiningtheTextforRelevantEvidence(from2011,p.115)
• Quicklymodelhowyouefficientlysearchforappropriateevidence,especiallyinlongertexts.ShowhowyouusePost‐Itflags,Post‐Itnotes,andnotesyouhavewritteninyourReader’sNotebook.Showhowyouuseyourknowledgeofstorystructure,memoryofwhensomethingtookplace,andchaptertitlestofindevidencemorequickly.
• Modelhowyouwouldstartwritingatleasttwobodyparagraphs,withacleartopicsentencerestatingthethesisstatementandthetopicofthebodyparagraph.
WorkTime• Studentsefficientlyfindsufficientevidencefortheirthesis.• Studentswriteatleasttwobodyparagraphs,(withacleartopicsentencerestating
thethesisstatementandthetopicofthebodyparagraph).• Remindstudentstowritevolumes–fiveorsixminutesperpageofwriting.Have
studentssetagoalforlengthofwriting.(Calkins,2011,p.118)Mid‐Workshop:PartnerSupport• Inpartners,havestudentstryoutpossibleevidence.• Havestudentsasktheirpartner:
o Doesthisreallygetattheideathatyouarewritingabout?o Doesitseemtrulyconnected?o I’mnotsureIseehowthisfits.Canyousaymoreaboutwhythisscene
showshow(Katnissputsherownneedsaside?”)• Whilepartnersdiscussevidence,theyshouldmakebriefnotesaboutwhichpieces
ofevidencefit,whichneedtobeexplained,andwhichshouldbecrossedoutinordertofindmorerelevantexamples.
• Icanshowmyunderstandingofthetopicbymychoiceofreasonsandevidence
• Icanusebasicparagraph/essaystructures(introduction,body,conclusion)whensupportingmyargument
WeekTwoEssaystwoandthree,additionalorganizationalapproaches
EssayTwo:CraftingThesisStatementsandBoxandBulletPlans(2011,p.116)
• Studentsselectsecondtext.• Explainthatincollegepreparationclasses,collegeentranceexams,andsome
collegeclasses,studentsaresometimesexpectedtousesupportingevidencefromthetextandfromtheessaywriter’slife.
• ModelhowtoquicklywriteseveralpossiblethesisstatementsintheWriter’sNotebookthatallowstudentstodrawexamplesfromthetextinthefirstparagraphandfollowwithrelatedexamplesfromtheessayist’sownlifeinthesecondbodyparagraph.(SeeCalkins2011,p.115forexamples.)
o Aswerehearseideasaboutcharacters,lessons,issues,orthemes,wemayalsowritemomentsinourliveswhenwehavelearnedasimilarlessonorthatillustratethesameidea,issue,ortheme.(2011,p.126)
o Wewillcompareamomentinastorytoamomentinourlife,tosupportanideathatfeelstrueinthestoryandourlife.Todothat,wemaydraftinthisstructure(2011,p.127):
• IcanciteevidencefromthetextwhenIanalyzewhatthetextsays
• Icanciteevidencefromthetexttosupportmyinferences
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Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 12
[ClaimorIdeainbox] Amomentfromthetextthatevokesthisidea Amomentfromourlifethatevokesthisidea Reflection/insight/realization
SendOff• Studentswriteatleastthreethesisstatementsrelatingtothetextandtheessay
writer’slife.• Studentsselectthestrongestthesisstatement,andcreateaBoxandBulletPlanfor
secondessay.
EssayTwo:DevelopingBodyParagraphs
• ModelhowtodevelopBodyparagraphs,miningthetextandyourlifeforrelevantevidencefordraft.
• Remindstudentshowtoefficientlysearchthetextforappropriateevidence.• Modelhowyouwouldstartwritingatleasttwobodyparagraphs,withacleartopic
sentencerestatingthethesisstatementandthetopicofthebodyparagraph.
SendOff• Studentsefficientlyfindsufficientevidencefortheirthesis.• Studentswriteatleasttwobodyparagraphs,(withacleartopicsentencerestating
thethesisstatementandthetopicofthebodyparagraph).
Mid‐Workshop:PartnerSupport• Inpartners,havestudentstryoutpossibleevidence.• Havestudentsasktheirpartner:
o Doesthisreallygetattheideathatyouarewritingabout?o Doesitseemtrulyconnected?o I’mnotsureIseehowthisfits.Canyousaymoreaboutwhythisscene
showshow<Katnissputsherownneedsaside?”>• Whilepartnersdiscussevidence,theyshouldmakebriefnotesaboutwhichpieces
ofevidencefit,whichneedtobeexplained,andwhichshouldbecrossedoutinordertofindmorerelevantexamples.
• Icandevelopandorganizemyideasinawaythatfitsmytask,purpose,andaudience
EssayThree:CraftingThesisStatementsforThemesthatCutAcrossTexts
• Explainthatstudentsarenowgoingtowriteessaysthatcomparetwoormoretexts.Selecttwofamiliarstorieswiththesame(orsimilar)theme.
o Howisthethemetreateddifferentlyinthetwostories?o Isthereadifferenceintone?(Isoneisdarkerthananother)?o Isthereadifferenceinimplications(oneadvocatesforchange,whereas
theotherseemsresignedtothingsastheyare)?o Isthereadifferenceinintendedaudience(Isonegearedtoayoungerage
group)?(Calkins2011,p.119)• Inpartners,discussthedifferencesbetweenthetwotexts.• ModelhowtobrainstormideasusingaVennDiagram,sketchingoutthe
similaritiesanddifferencesbetweenthetwotexts,focusingontheme.SendOff
• StudentscreateaVenndiagramofsimilaritiesanddifferencebetweenthetexts.
Icancompareandcontrasttexts(representingdifferentgenres,suchasstories,poems,historicalnovelsandfantasystories,includingthosebyandaboutMinnesotaAmericanIndians)bythinkingabouthowtheyapproachsimilarthemesand
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MidWorkshop
• ModelselectingasharedthemefromcenteroftheVenndiagram.
topics.
EssayThree:DevelopingBodyParagraphsFirstApproach
• Re‐readthecommonthemefromthetwobooks.• Modeltakingnotesonthedifferenttreatmentofthisthemeintwofamiliar
texts.• Doyounoticedifferencesin(from2011,p.119):
Tone(isonedarkerthantheother)?o Implications(doesoneadvocateforchange,whereastheotherseems
resignedtothingsastheyare)?o Differenceinintendedaudience(isonegearedtoayoungeragegroup)?
• Extendthesenotesintoapotentialthesisstatement.Example:o Assoonaswehaveanideathatistrueinmorethanonetext,webegin
toexplorehowdifferentauthorsinterpretthatidea.Forinstance,ratherthansaying,‘TheHungerGamesandThirteenReasonsWhyarebothaboutgrowingup,’wemightsay,‘TheHungerGamesandThirteenReasonsWhyofferdifferentinterpretationsofwhatitmeanstogrowup.SuzanneCollins,inTheHungerGames,suggeststhattogrowup,wemustlearntosometimessacrificeourownwishes.JayAsher,inThirteenReasonsWhy,leavesuswiththeideathatgrowingupmeansrealizinghowmuchouractionsaffectothers.(2011,p.128)
SendOff• Studentstakenotesonthedifferenttreatmentofathemebetweenthetwo
texts.• Studentsusethesenotestowriteatleastthreepotentialthesisstatements.
MidWorkshop–ExtendingtoaBoxandBulletPlanforEssayThree,ApproachOne• Modelhowtoselectthestrongestthesisstatement.• ModeltheorganizationalBoxandBulletOutlinebelow.• StudentscreateaBoxandBulletPlan,selectingevidencefromeachtextina
separateparagraph(2011,p.128).
[ClaimorIdeainbox]
Howonetextevokesthisidea Howadifferenttextevokesthisideainadifferentway Reflection/realization/insight
• Icancompareandcontrasttexts(representingdifferentgenres,suchasstories,poems,historicalnovelsandfantasystories,includingthosebyandaboutMinnesotaAmericanIndians)bythinkingabouthowtheyapproachsimilarthemesandtopics.
EssayThree:DevelopingBodyParagraphsSecondApproach
• Demonstratethatthesameevidenceandthesisstatementcanbeused,butorganizeddifferently.
• Insteadofhavingseparateparagraphsforeachtext,therecanbeaparagraphforsimilarities,andaparagraphfordifferences,andinsightsorreflectionscouldbeinafinalparagraph.
• BoxandBulletPlan:Studentswillre‐organizetheirinformation,groupingsimilar
• Icanidentifycrediblesourcesandusethemtosupportmyclaim
• Icansupportaclaimwithreasonsandappropriate
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Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 14
elementsfrombothtextsintooneparagraphandcontrastingelementsintoasecondparagraph.
• TheBoxandBulletPlanwouldlooklike:(2011,p.129).
[ClaimorIdeainbox]
• Howtwotextsaresimilarintheirtreatmentofthisidea• Howthetextsaredifferentintheirtreatment• Reflection/realization/insight
Mid‐Workshop
• ThestudentwillquicklydecideonanorganizationalapproachandselectthatBoxandBulletOutline(Approach1,paragraphsbytext,orApproachTwo,paragraphsbysimilarities/differences).
• ItmaybebesttoselectApproach1ifthetextsaremorealikethandifferent,andApproach2iftheyaremoredifferentthanalike.
• ThestudentwillwritetheessayusingtheselectedBoxandBulletPlan.Ifthestudentshastypedthefirsttwoessays,therearesentencesandparagraphsthatcouldbecopiedandpasted.Ifthestudenthasahand‐writtendraft,aphotocopy,scissors,andtapecouldbeusedtosavetimeonpartsthatcanbeborrowedfromtheoriginalfirstdrafts.
evidence
WeekThreeRevisingforCraft
EssayThree:RevisionforElaboration
• Teachermodelsrevisingtextformoreskillfulelaborationofevidence(2011,p.120):
o Clearcitationso Transitionsbetweentexts(seeTransitionsChartinAppendix)o Elaborateon/explaininghowevidencesupportsthesiso Writingforpeoplelessfamiliarwithyourtext:retellingenoughtoexplain
thecontextofasymbolormotif,andexplaininghowitdemonstratesthistheme(2011,p.123)
• Icanusetransitionwordsandphrasestoclarifylinksbetweenandamongclaimsandreasoning
RevisingforCoherence,Flow,andEffect(2011,p.121‐123)
• Modelquietlyrereadingaloudtoyourselfandtoaskingyourself:o What’smissing?o Whereisthereaholeinmyargument?o Whereisthereapieceofevidencethatjustdoesn’tfit?
• Modelrewritingtofilltheholes.• Modelcrossingoutirrelevantpassages.• Modelwritingasuspensefulretellingfromascene(fromtextorlives).• Generatealistofdifferentwaystosay:‘thetextsays,’andchangethesetomake
theessaysound“morenatural.”(2011,p.112).• Revisefortransitions.
SendOff
• Studentsrevisetheiressayforcoherence,flow,andeffect.
• Icanwritemyideasclearlysotheymakesense
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• Draftshouldbemorefleshedoutandcompletebytheendofthehour.
RevisingforCraft(2011,p.129)
• Pointouthowreadinganessaycanchangeareader’sanalysisaboutabook.• Refertopreviouscraftcharts.Reviewexamplesofauthor’scraftfromother
units;howitappliestoliteraryessay:(using‘alive’words,usingdescriptivelanguage,andpacingtoallowthereadertovisualizethestory,howyoucouldusethistomakeavividandsuspensefulretellingofascene).
• Makingastrongclaim/thesis(eliminatewordslike‘kindof’or‘maybe’or‘alittle’).
• Couldpointoutwhatacharacterdidn’tsayordo,topointoutthesignificanceofwhatheorshediddo.
• Icanwritemyideasinastylethatfitsmytask,purpose,andaudience
RevisingforCounter‐Arguments(2011,p.122)
o Imagineyouweretryingtotalkyourfamilyintolettingyougetadog.Youwouldmakealistofreasonswhyyouthinkyoushouldbeallowedtohaveone:companionship,exercise,andresponsibility.Next,youimaginewhatargumentsyourfamilymightmakesothatyoucanblockthoseargumentsaheadoftime.Youmightthensay,“Iknowyouareafraidofthework,allergies,andcostassociatedwiththedog,butIhavealreadyfiguredthatout.Iwilldothefeeding,groomingandwalkingofthedogsoyoudon’thavetodoanything.Ihaveresearcheddogbreeds,andIevenknowadogthatyouwillnotbeallergicto.Iwillearnmoneyforthedog’sfoodbybabysittingourneighbor’skid.”Thisiscalled“ConsideringCounter‐Arguments.
• Essayistsconsidercounter‐arguments.Theyimaginehowpeoplemightdisagreewiththeirclaim,andwritesentencestoblockthesedisagreements.
• Modelthinkingaboutwaysinwhichsomeonecouldarguewithyourclaim.Modelusingthefollowingsentencestarterstomention,thenblocktheseclaims:
o “Othersmightclaimthat...”oro “Somepeoplemightarguethat...”oro “Anotherpossibleinterpretationis...”
• Icanwritemyideasinastylethatfitsmytask,purpose,andaudience
RevisionofIntroductionsandConclusions(2011,p.122)
• Untilnow,thestudentsmayonlyhavesimple,bare‐bonesintroductionsandconclusions.
• Informstudentsthatintroductionsandconclusionsbothreachouttothereaderandhaveanimpact.Theintroductionsetsacontextfortheessayandtheclaim,theconclusiondrivesthepointshome,andmakesthereaderbelievetheclaimmatters(likeanopeningstatement,andclosingstatementincourtTVshows/movies).
• Remindstudentsofleadstrategiesfromotherwritingunits:o ActionLead:vividretellingfromthestorytosetthescene.o Dialoguelead:Aquotationfromthebookthatreallyreflectstheclaim
theauthorisgoingtomakeo Question:Aquestionthatgetsthereaderthinking,drawsthereaderino Personallead:theessaywritermayshareasmallpersonalexamplethat
relatestotheclaim
• Icanwritemyideasinastylethatfitsmytask,purpose,andaudience
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o Statistic:theessaywritermightshareastatisticifitrelatestotheclaim(I.e.astatisticabouthungerintheU.S.foranessayaboutsocialjusticethemesinTheHungerGames)
• Remindstudentsthatconclusionsmustleavereaderswithafeelingofcompletion.Essaywritersremindreadersoftheclaimandhowtheysupportedit.Theconclusionalsousuallyreflectsonwhythethemeisimportantandwhatlessonswemightlearnfromit.
WeekFourPolishingonepiece
EditingforCitation(2011,p.124)
• Showstudentswhentodirectlycitetext(whenthewordsclearlyrelatetotheclaim)andwhentoparaphrase(whentheeventsupportstheclaim).
• Showhowtociteandhowtoparaphrase.Refertocitation/paraphrasecheatsheetintheAppendix(orhaveModernLanguageAssociationorotherguidebookhandy).
• RemindstudentsoftheInteractiveEditingprocessforparaphrasing,ifnecessary:studentcrossesoutunimportantwordsinatextselection.Studentselectsandwritesdownthemostimportantkeywords.Studentcoverstext,andwritesnewsentences,usingonlyacouplekeywords.
• Studentsneedtomakesureeachexamplehaselaboration/explanationonhowitsupportstheclaim
• Icanexplainhowtextdetails
supportatheme
orcentralidea
EditingforPronounsandTenses(2011,p.122)
• InAcademicEnglish,writerseliminatemostusesofthepronoun“I.”o Writerssometimeschangethesentencetopassive(tokeepthefocuson
thetextandnotthereader)o Writerssometimesuse“themoreinclusivewe”or“thereader”
• InAcademicEnglish,writersarecarefulwiththeirverbtensestoensurethereadercanclearlyunderstandthewriting.
• Usuallyliteraryessayistsusuallywriteinpresenttense,butquotethetextinpasttense(2011,p.127).
MidWorkshop:Finaledit/partnerEdit• Usingtheeditingchecklist,haveeachstudentedit,stepbystep,foreachofthe
itemsonthelist.• Havethemassembleintopartnersandedit,sidebyside,workingthroughthe
partnereditingchecklist.
• Icanwriteinaformalstyle.
Copyortypefinalpublishedversion
• Iftechnologyallows,theteachermaywishtohavestudentstypethisessaytohelpstudentsmeetsixthgradestandardsfortyping.
• Icanusethewritingprocesstodevelopandimprovemywriting:collectideas,plan,draft,revise,edit,rewrite,andpublish
On‐DemandWritingAssessment
• Inordertoassesswhatstudentshavelearnedsincethefirstdayoftheunit,again
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studentswillthinkaboutthethemeofabook,thenwriteforfortyminutesontheprompt.Donotgivethemanyreminders.Theteachermayselectonefamiliartextforthewholeclass,textsfromsmallgroupreading,orallowstudentstoselectatext:
o “Rightnow,youwillwritealiteraryessayinwhichyoutellreadersanideathatyouhaveaboutatextandthenshowevidencethatsupportstheidea,drawingondetailsfromthetext”(2011,p.139).
o Youhavefortyminutestoplanandwriteyouressay.
Reflection
• Handouttheon‐demandwritingfromthefirstday.• Askstudentstocomparetheirtwoessays,andwriteaboutwhattheyhave
learned.Celebration/Share• Strategicallyasktargetedstudentswhohavehad“aha”moments–thosewho
havetransformedtheirwritinginsomesmallorlargewaytosharetheirreflections.
• Ifpossible,showexamplesofthesetransformations(usingadocumentcamera,oroverheadtransparenciesofstudentwork).
• Haveallstudentssharetheircompletedessays(smallgroups,inamuseumwalk,orinpartners,etc.).
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Appendix __________________________________________________________________________________
TextExamplesUsedbyCalkins
• Stories‘Carrots’and“MySideoftheStory”byAdamBagdasarianfromFirstFrenchKissandOtherTraumas
• “OntheBridge”byToddStrasser,fromVisions:19ShortStoriesbyOutstandingWritersforYoungAdults,editedbyDonaldR.Gallo,1987.(AvailableonToddStrasser’sWebsite:http://www.toddstrasser.com/html/OnABridge.htm)
• ThirteenReasonsWhybyJayAsher• FeedbyMTAnderson• HungerGamesbySuzanneCollins
OtherTextExamples
*BelowgradeleveltextsEvil/Injustice
• TheGiverbyLoisLowry• TheHungerGamesbySuzanneCollins• HarryPotterseriesbyJ.K.Rowling• PercyJacksonSeriesbyRickRiordan• NumbertheStarsbyLoisLowry• AWrinkleinTimebyMadelineL’Engle• “TheLottery”shortstorybyShirleyJackson.
http://www.d.umn.edu/~csigler/PDF%20files/jackson_lottery.pdfSocialInequality
• TheMostBeautifulPlaceintheWorld*byAnnCameron• TheHungerGamesbySuzanneCollins• EsperanzaRisingbyPamMuñozRyan• TheTrueConfessionsofCharlotteDoylebyAvi• TheWatsonsGotoBirmingham–1963byChristopherPaulCurtis
Identity
• American‐BornChinese(graphicnovel)byGeneLueneYang• BecomingNaomiLeonPamMuñozRyan
Families
• JoeyPigzaSwallowedtheKeybyJackGantos• BecomingNaomiLeonbyPamMuñozRyan• TheMostBeautifulPlaceintheWorld*byAnnCameron• AfternoonoftheElvesbyJanetTaylorLisle
• SadieandRatz*bySonyaHartnett• Superfudge*byJudyBloom
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• JacobHaveILovedbyKatherinePatterson• JakeandLily*byJerrySpinelli• MatildabyRoaldDahl
Outsiders/FittingIn
• American‐BornChinesebyGeneLueneYang• JoeyPigzaSwallowedtheKeybyJackGantos• PercyJacksonSeriesbyRickRiordan• AWrinkleinTimebyMadelineL’Engle• TheMisfitsbyJamesHowe• AfternoonoftheElvesbyJanetTaylorLisle
Isolation/Survival
• HatchetbyGaryPaulsen• IslandoftheBlueDolphinsbyScottO’Dell• IAmtheIceWormbyMaryAnnEasley• MySideoftheMountainbyJeanCraigheadGeorge• SarahBishopbyScottO’Dell• JulieoftheWolvesbyJeanCraigheadGeorge
Anchor Charts
ExtendingourThinkingChart(2011p.114,and126)o Thismakesmerealize...o Istillwonder...o Ontheotherhand...o Anotherwaytosaythismightbe...o Thisremindsmeof,inmylife,amomentwhen...o Whatdoesthismomentreallymean?o Whatisitteachingthecharacterorme?o What does this book have to say about…<themes from themechart>
ThesisStarterso (Title)isthestoryof…o Inthestory(title)by(author),(character)learns…o WhenIfirstread(author)’sstory(title),Ithoughtitwasabout…,butnowIrealizeitisabout…o Somepeoplethink(author)’sstory(title)isabout…,butIthinkitisreallyabout…o Afirstreadof(author)’sstory(title)mightsuggestitisabout…;acarefulre‐read,
however,showsitisreallyabout…o Manypeopleread(author)’sstory(title)andthinkitisabout…,butIthinkitisabout…o Atfirstitseemsthisisastoryabout…,butbytheendofthestorywelearnthat(theme)….
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SampleThemesinYoungAdultLiterature(developedfrombooksread,andaddedtoallyear)o Growingupo Lossofinnocenceo Sacrificingselfforfamilyorcommunityo Natureo Fightingforthecommongoodo Societyo Findingyourownidentityo Familydifficultieso Siblingrivalryo Beingdifferento Isolationo Honesty/deception
TransitionCharto Forexampleo Nexto Thisisrelatedtoo Thisshowsthato Becauseo Foronethingo Incontrasto Especiallyo Whenaparagraphendswithanidea/wordandthatisechoedinthenextparagraph,but
inanewway
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SupportingYourClaimWithEvidence
Citing/Quoting:
• Usewhenauthor’swordsarebeautiful,concise(short),andreallysupportyourclaim• Usetheauthor’snameinthesentencethefirsttime“quotationmarks”(pagenumber).
o “Minnieandme,waisthigh,holdinghandsandwaitingtomarch”(5).o InATasteofColoredWater,byMattFaulknerLuluandJellyrealizedthatthe“wheelsof
fatewereturning”(6).Paraphrasing:
• Puttingthestoryintoyourownwords.Toparaphrase,selectoneortwokeywords,coverthetext,thenwriteyourownsentence
• Usewhenaneventinthestorysupportsyourclaim• Therearen’texactwordsthatsupportyourclaim• Useauthor’snameinthesentencethefirsttime(pagenumber).
o Inthebeginning,Minnieandtheprotagoniststarttonoticethescentofrosesbeckoningthemthroughthewindow(1).
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Boxes and Bullets Graphic Organizer Name:____________
• ____________________________________________________________________________________________________________________
• ____________________________________________________________________________________________________________________
• ____________________________________________________________________________________________________________________
• ____________________________________________________________________________________________________________________
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EssayandBoxandBulletOutlineSample#1:EsperanzaRising
AfirstreadofPamMuñozRyan’sEsperanzaRising,mightsuggestitisaboutthetragedyofagirlgoingfromrichestorags.Acarefulre‐read,however,showsitisreallyaboutthepowerofpeopleworkingtogethertoovercomeadversityinhardtimes.
Mamagaveuprichesandpowertokeepherfamily
together,togotoanewland.
WhenMamabecamesick,Esperanzatransformedintoahardworkingbreadwinner
Reflection/insight/realization:Notonlycanwetogethergetthroughthehardtimes,butwealsocreateabetterlifeforourselves
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EssayOneSampleTheHopeofRisingTogether
“Nohayrosassinespinas.Thereisnorosewithoutthorns”(MuñozRyan,14).InthebookEsperanzaRisingbyPamMuñoz,wemeetEsperanza.Thirteenyear‐oldEsperanzalivedafairytalelifeonaplantationinMexicoin1930.Shehadbigparties,beautifulchinadolls,servants,anadoringMamaandPapa,andaspunkygrandma,Abuelita.Butjustasthereisnorosewithoutthorns,thereisalsonolifewithoutdifficulty.Onenight,Esperanza’slifechangedforever.Shelosthermoneyandherhope;leavingthefamilywithonlyhardchoices.AfirstreadofEsperanzaRisingmightsuggestitisaboutthereversefairytaleofagirlgoingfromrichestorags;acarefulre‐read,however,showsitisreallyaboutthepowerofpeopleworkingtogethertoovercomeadversityinhardtimes.
Onenight,Papawaskilledbybandits.Sincelandcouldnotbelefttowomenatthattime,the
landwaslefttothe“devious,dangerous”(33)TíoLuis,Papa’sstepbrother.Mamahadadifficultchoice:marrytherichTíoLuis(sendingEsperanzatoboardingschool)orleavethecountry.Mamachosetogiveuprichesandpowertokeepherfamilytogether.MamatellsEsperanzato“remember,wearegoingtoaplacethatwillbebetterthanlivingwithTíoLuisandatleastwewillbetogether”(67).MamaandEsperanzaescapedtoAmericawithherformerservantstobecomefarmworkers.Inthistwistoffate,theservants“arenolongerourservants.Weareindebtedtothemforourfinancesandfuture”(52‐3).Mamasacrificedservantsandpowertokeepthefamilytogether.TheyallworkedhardtogetherwiththeirformerservantstoescapeTíoLuis,andgetthroughthehardtimestogether.
Atthebeginningofthestory,Esperanzadidn’tknowhowtocontributetothegroup.Herfirst
task,sweeping,wasadisaster.Shetookthebroom,and“Itswungwildly.Themotionseemedawkwardandthefinedirtonthewoodenplanksliftedintoacloud”(116).WiththehelpofMamaandfriends,Esperanzalearnedhowtowork.Shelearnedhowtosweep,todolaundry,andtocarefortheirfriend’sbabies,helpingthegroupsurvive.WhenMamabecameseriouslyill,Esperanzatransformedfromalittlequeentoahardworkingbreadwinner.Sheworkedwithherfriendsfromsunuptosundown,cuttingpotatoeyes,tyinggrapevines,andpickingasparagus.Thelittlequeen’shandsbecamethehandsofaworker,and“shenolongerrecognizedthemasherown.Cutandscarred,swollenandstiff,theylookedlikethehandsofaveryoldman”(180).Thesehardworkinghandshelpedpayfornecessities.Thesehard‐workinghandsearnedmoneytobringAbuelitatotheUnitedStates,completingthefamily.Esperanzalearnedthatbyperformingbackbreakingworkwithfamilyandfriends,shecouldgetthroughthehardtimes.
Atthebeginning,Esperanzabelievedthatlifewasafairytale,andthatthingswouldalwaysbebeautifulandeasy.Latershelearnedthatfancythingsarejustthat:things.Shelearnedthattheimportantthinginlifeisthattherearenoroseswithoutthorns,andthatlifeisn’tlifewithoutdifficulties.Shelearnedthatyoumustworkhard,sacrifice,andtogetheryoucansurviveyourdifficulties.Thestoryendsonahopefulnote.Esperanza“Soaredwiththeanticipationofdreamssheneverknewshecouldhave,oflearningEnglish,ofsupportingherfamily,ofsomedaybuyingatinyhouse”(250).Throughthishopefulending,Irealized,thatsurvivinghardtimesisnotenough.Byworkingtogether,wecanmakeabetterlifeforourselvesandforourfamilies.
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EssayandBoxandBulletOutlineSample#2:TheHungerGames
Katniss,inTheHungerGamesbySuzanneCollins,teachesustheimportanceofsacrificingforyourlovedones.
Shebecameheadofhouseholdtosavethefamily.Shevolunteeredtosavehersister’slife.
Shesacrificedforafriend,riskingherlifetosavePeeta.
Mydadworkedtwojobstoaffordmetheopportunitieshedidnothave.
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EssayTwo(Sample) Howfarareyouwillingtogotohelpyourfamily?TheHungerGamesbySuzanneCollinsisadisturbingtaleaboutapossiblefuturefeaturingtheHungerGames,anannualrealityTVeventpittingteenstogetherinabattlefordeath.KatnissEverdeen,asixteenyear‐oldgirl,poachedanimalstotakecareofherwidowedmotherand12year‐oldsisterPrimrose.Everyyearshehopedtoavoidbeingchoseninthedrawingas“Tribute”fortheHungerGames.Katnisswasfacedwithmanyhardchoices,andconsistentlychosesacrificetohelpherfamily.TheHungerGamessupportsmybeliefthatitisimportanttosacrificeforyourlovedones. Katnisswaswillingtosacrificeherchildhoodandherlifeforfamilyandforfriends.Whenherfatherdiedinaminingaccident,Katniss’smotherwas“lockedinsomedarkworldofsadness”(27).Elevenyear‐oldKatnisswasfacedwithachoice:beplacedinafostercarecommunityhomeortakeoverasheadofhousehold.Shefedandclothedhermotherandsister.Katnisssneakedintothewoodstohunt,although“trespassinginthewoodsisillegalandpoachingcarriestheseverestofpenalties”(5).NotonlywasKatnisswillingtosacrificeherchildhood,shewasalsowillingtosacrificeherlife.WhenthegovernmentselectedPrimrosetofighttothedeathfortheamusementofthenation,Katniss,hadahardchoice:followthetraditionandallowhersistertofacecertaindeath,orvolunteer.Katnissagainchosethepathofself‐sacrificetosaveherdelicatesister.Katnissshouted,“IvolunteerasTribute”(22).Thiswasaboldmove.Katnissexplained,“Familydevotiononlygoessofarformostpeopleonreapingday.WhatIdidwastheradicalthing”(26). Katnissalsoriskedsacrificingherlifeforherfriends.IntheHungerGames,Katnisswasanablecompetitor,capableandwillingtokillherfellowtributeswhennecessary,butnotherclassmatePeeta.KatnisscaredaboutPeeta,becauseheoncesavedherlife(32).WhenPeetawasneardeathfromaleginfection,Katnissriskedherlifetogetmedicine.Withouthispermission,sheembarkedonadangerousmissiontogetthemedicinethatwouldsavehislife(274).Ibelieveitisimportanttosacrificeforfamily.Althoughnooneinmyfamilyfaceddeathtosacrificeforourfamily,theysacrificeinsmallerwayseveryday.WhenIwassmall,mymotherstayedhomewithuskidsinsteadofworking.Withonlyoneincome,wewereverypoor.Irememberthehushedwhispersbetweenmyparentsthatalwaysmeanttheywerediscussingmoney.Mymomsacrificedmoneyfortimewithus.Inordertomakeendsmeet,mydadsacrificedhistimetodoextrajobswheneverhecould.Inadditiontohisfull‐timejob,heworkedatagrocerystoreforextramoney.Whenwewerealittlebigger,mymomwenttowork.Evenwithtwoincomes,hesacrificedhistimeforasecondjob.Heusedsomeofthemoneytogiveusopportunitiesthatheneverhad.Hepaidforpianolessons,androadtripstovisitfamilyinTexas.Becauseofthissacrifice,wegottolearnaboutmusicandseetheworldalittle.Iamthankfulforthissacrifice.SomedayIhopeIwillbeabletohelpmyfamilyinthewaythattheyhavehelpedme.IhopeIneverhavetoriskmylifelikeKatnissdidforherfamilyinTheHungerGames.
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EssayThree,BoxandBulletOutline(EssayThree,ApproachOne)
BothTheHungerGamesbySuzanneCollinsandEsperanzaRisingbyPamMuñozRyan,showustheimportanceofsacrificingtohelpyourlovedonesthrive.
InEsperanzaRising,Esperanzasacrificedhertime(andhandstokeepthefamilytogether
InTheHungerGames,Katnisssacrificedherchildhoodandriskedherlifetosavehersister.
Bothtextsshowedustheimportanceandrisk)ofsacrificetohelplovedonesthrive.
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SampleEssayThree–ApproachOne
Yourunasfastasyoucan.Theyareafteryou,andtheywanttokillyou.Youmustkillthemfirst.ThisscaryscenarioisfromTheHungerGames,adystopianbookaboutadisturbingpossiblefuture.Onfirstglance,EsperanzaRisingbyPamMuñozRyanandTheHungerGamesbySuzanneCollinsareverydifferentbooks.UnlikeTheHungerGames,EsperanzaRisingisahistoricalfictionbookaboutariches‐to‐ragsfarmworkerinCalifornia.Despitethedifferences,bothbooksshowustheimportanceofsacrificingtohelpyourlovedonesthrive.InthebookEsperanzaRisingbyPamMuñoz,thirteenyear‐oldEsperanzalivedafairytalelifeonaplantationinMexicoin1930.Onenight,Esperanza’slifechangedforever,leavingherwithnomoneyandnohope.TheHungerGamesbySuzanneCollins,ontheotherhand,isadisturbingtaleaboutapossiblefuturefeaturingtheHungerGames,anannualrealityTVeventpittingteensagainsteachotherinabattlefordeath.KatnissEverdeen,asixteenyear‐oldgirl,poachedanimalsandtookcareofherwidowedmotherand12year‐oldsisterPrimrose.Everyyearshehopedtoavoidbeingchoseninthedrawingas“Tribute”fortheHungerGames.Bothbooksshowthatitisimportanttosacrificeforyourlovedones,buttheydifferinthelevelofsacrificedepicted.
InEsperanzaRising,Esperanzasacrificedhertime(andhands!)tohelpherfamily.Atthebeginningofthestory,whenEsperanzafirstwentfromrichestorags,shedidn’tknowhowtowork,andcouldn’tcontributetothewelfareofthegroup.Whenhermotherbecameseriouslyill,Esperanzatransformedfromalittlequeentoahardworkingbreadwinner.Esperanzaworkedwithherfriendsfromsunuptosundown,cuttingpotatoeyes,tyinggrapevines,andpickingasparagus.Thelittlequeen’shandsbecamethehandsofaworker,and“shenolongerrecognizedthemasherown.Cutandscarred,swollenandstiff,theylookedlikethehandsofaveryoldman”(180).Thesehardworkinghandshelpedpayfornecessities.Thesehard‐workinghandsearnedmoneytobringhergrandmatotheUnitedStates,completingthefamily.Esperanzalearnedthatbysacrificingherselftobackbreakingwork,youcouldhelpyourfamilythrive.
TheHungerGamesbroughtsacrificeforyourfamilytoadifferentlevel.Inthebeginningofthebook,Katniss’ssacrificeresembledEsperanza’ssacrifice.Katnisssacrificedherchildhoodandherlifeforfamilyandforfriends.EsperanzaandKatnisseachlostafather,plungingbothofthemintopoverty.WhenKatniss’sfatherdiedinaminingaccident,Katnisswasforcedtotakeoverasheadofhousehold.Shefedandclothedhermotherandsister.Shesneakedintothewoodstohunt,although“trespassinginthewoodsisillegalandpoachingcarriestheseverestofpenalties”(5).Notonlydidshesacrificeherchildhood,shealsowaswillingtosacrificeherlife,takingtheideaofsacrificeforfamilytoanewlevel.WhentheyselectedPrimrosefighttothedeathfortheamusementofthenation,Katnissagainchosethepathofself‐sacrificetosaveherdelicatesister.Katnissshouted,“IvolunteerasTribute”(22).Thiswasaboldmove.Katnisssaid,“Familydevotiononlygoessofarformostpeopleonreapingday.WhatIdidwastheradicalthing”(26).Thisradicalthingwassacrificetoletyourfamilythrive. Bothtextsshowusthatfamiliesoftensacrificetohelptheirlovedonesthrive.Sacrificingtime,energy,andhardworkareimportanttohelpfamilymembersgetthroughhardtimes.Thereissomerisk,though,tosacrificingyourselfforyourfamily.Eventoday,somepeopleareinthissituation.Somepeoplejointhemilitarytotakecareoftheirfamiliesandservetheircountry,eventhoughtheycouldgotowar.Otherparentshaveriskedtheirlivestoescapetheircountrytocreateanewlifefortheirchildren.Mostpeoplehavetosacrificetheirtimeandenergytohelptheirfamilyorcommunitythrive.ItisfarrarertosacrificeyourlifeasKatnissdid.Bothtextsshowthenecessityofthiskindofsacrifice,butinTheHungerGames,itwaschillinganddramatic.
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EssayThree,ApproachTwo:
BothTheHungerGamesbySuzanneCollinsandEsperanzaRisingbyPamMuñozRyanshowustheimportanceofsacrificingtohelpyourlovedonesthrive,butdifferintheoptimismtheyshowfortheworld.
Bothcharactersendurepovertyafterlosingtheirfathersandsacrificedforlovedones
EsperanzaRisingshowsanoptimisticviewofhumanityandlife,butTheHungerGamesshowsamorepessimisticviewofhumanityandlife.
IrealizetheworldisamixoftheonefromEsperanzaRisingandinTheHungerGames.
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Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 30
SampleEssayThree–ApproachTwo
Istheglasshalfemptyorhalffull?Onfirstglance,EsperanzaRisingbyPamMuñozRyanandTheHungerGamesbySuzanneCollinsareverydifferentbooks.EsperanzaRisingisahistoricalfictionbookaboutariches‐to‐ragsfarmworkerinCalifornia,butTheHungerGamesisadystopianbookaboutadisturbingpossiblefuture.InthebookEsperanzaRisingbyPamMuñoz,wemeetEsperanza.Thirteenyear‐oldEsperanzalivedafairytalelifeonaplantationinMexicoin1930.Onenight,Esperanza’slifechangedforever,leavingherwithnomoneyandnohope.TheHungerGamesbySuzanneCollins,ontheotherhand,isadisturbingtaleaboutapossiblefuturefeaturingtheHungerGames,anannualrealityTVeventpittingteensagainsteachotherinabattlefordeath.KatnissEverdeen,asixteenyear‐oldgirl,poachedanimalsandtookcareofherwidowedmotherand12year‐oldsisterPrimrose.Everyyearshehopedtoavoidbeingchoseninthedrawingas“Tribute”fortheHungerGames.Despitethedifferencesinsettingandgenre,bothbooksshowustheimportanceofsacrificingtohelpyourlovedonesthrive,butdifferintheamountofoptimismtheyshowtowardtheworld. BothKatnissandEsperanzasufferedpovertyafterlosingtheirfatherstragically.Bothwereforcedtosacrificetheirchildhoodstohelptakecareofthefamily.InEsperanzaRising,Esperanzasacrificedhertimetohelpherfamily,becomingtransformedfromalittlequeentoahardworkingbreadwinner.Esperanzaworkedwithherfriendsinthefieldsfromsunuptosundown,cuttingpotatoeyes,tyinggrapevines,andpickingasparagus.InTheHungerGames,Katnisssacrificedherchildhoodtobecomeheadofhousehold,andherlifetosavehersister.WhenKatniss’sfatherdiedinaminingaccident,Katnisswasforcedtotakeoverasheadofhousehold.Shefedandclothedhermotherandsister.Katnisssneakedintothewoodstohunt,although“trespassinginthewoodsisillegalandpoachingcarriestheseverestofpenalties”(5).Bothtextstalkabouttheimportanceandnecessityforpeopletosacrificeforfamily. EsperanzaRisingshowsusthesadworldinwhichweoncelived,butTheHungerGamesshowsanevenscarierworldwemayonedaysee.InEsperanza’sworld,thecharacterswerepooranddiscriminatedagainstbecauseoftheirnationality.Theyhadtosacrificejusttogetby,buttheirsacrificesdidn’tinvolvedeath.InKatniss’sworldwasdifferent.WhenKatniss’ssisterPrimrosewaschosenforthegames,Katnisschosetopotentiallysacrificeherlifetosaveherdelicatesister.Thissacrificewas“radical”(26),buttheonlykindofsacrificethatmatteredinherscaryworld.TheendingsalsoshowCollins’srelativepessimism.EsperanzaRisingendswithdreamsof“learningEnglish,ofsupportingherfamily,ofsomedaybuyingatinyhouse”(250),andthepromiseoflove.EsperanzaRising,ontheotherhand,endswithKatnissindanger,becausesheoutsmartedtheGamemakers.Sheendsthebooktryingtododamagecontrolas“themostdangerouspartofthehungergamesisabouttobegin”(359).TheHungerGamesisamuchmorepessimisticviewoftheworld,oneinwhichamuchmoredrasticformofsacrificeisrequired. Irealizedourworldisaworldinwhichtheglassishalfemptyandhalffull.ItissometimessimilartotheoptimisticworldofEsperanzaRisingandthepessimisticworldofTheHungerGames.Bothtextsshowusthatfamiliesoftensacrificetohelptheirlovedonesthrive.Thisofteninvolvessacrificingtimeandenergy,butsometimesrequiresbeingwillingtosacrificeyourlife,asinpeoplewhoserveinthemilitary,orescapeacountryasrefugees.Inreallife,therearesometimeshappyendings,andsometimesthereareendingsinwhichthefutureisstillscaryandmorechallengesawait.