EL Education Curriculum
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- ELA G5:M2:U2:L8
Writing a Literary Analysis Essay: Introduction
In this lesson, daily learning targets, ongoing assessment.
- Technology and Multimedia
Supporting English Language Learners
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- ELA Grade 5
- ELA G5:M2:U2
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These are the CCS Standards addressed in this lesson:
- RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
- RF.5.4: Read with sufficient accuracy and fluency to support comprehension.
- RF.5.4a: Read grade-level text with purpose and understanding.
- RF.5.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
- W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
- W.5.2a: Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
- W.5.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
- W.5.9a: Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").
- L.5.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
- L.5.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
- L.5.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- I can work with a partner to write an introduction to a literary analysis. ( W.5.2a )
- I can read aloud an excerpt of The Most Beautiful Roof in the World with accuracy and fluency. ( RF.5.4a , RF.5.4c )
- Introduction to literary analysis essay ( W.5.2a )
- Self-assessment on Reading Fluency Checklist ( RF.5.4a , RF.5.4c )
| Agenda | Teaching Notes |
|---|---|
| A. Engaging the Writer: Back-to-Back and Face-to-Face (5 minutes) B. Reviewing Learning Targets (5 minutes)
A. Analyzing the Model Essay: Introduction (10 minutes) B. Planning and Drafting an Introduction (25 minutes)
A. Reading Fluency: , Page 37 (15 minutes)
A. Reading fluency: Practice reading aloud an excerpt of . See the Reading Fluency chart in your Unit 2 homework for some excerpt suggestions. B. Accountable Research Reading. Select a prompt to respond to in the front of your independent reading journal. | to generate criteria for the introduction to their own literary analysis essay to answer the question: "What does the use of concrete language and sensory detail help you understand about the rainforest?" Students then work in pairs to plan an introduction and write the introduction to their literary analysis essay as a class ( ). in preparation for the reading fluency assessment required as part of the End of Unit 2 Assessment ( ). Students use the Reading Fluency Checklist to self-assess their performance. . Students use this checklist when writing their essays in this module, building on to what they already know about informative writing and the Painted EssayO. Recall that this checklist highlights key criteria that the CCSS require of the writing type and is closely aligned with the teacher rubric used to grade student assessments. An empty column is provided on each student checklist for students to add criteria for the specific characteristics required by the writing prompt, and time, directions, and examples for this process are built into the relevant lessons.
). ).
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- Prepare the Literary Analysis Essay anchor chart.
- Review the Back-to-Back and Face-to-Face protocol. See Classroom Protocols.
- Post: Learning targets, Working to Become Ethical People anchor chart, Working to Become Effective Learners anchor chart, Literary Analysis Essay anchor chart, and Fluent Readers Do These Things anchor chart.
Tech and Multimedia
- Work Time A: For students who benefit from hearing the text read aloud multiple times, consider using a text-to-speech tool like Natural Reader , SpeakIt! for Google Chrome, or the Safari reader. Note that to use a web-based text-to-speech tool like SpeakIt! or Safari reader, you will need to create an online doc, such as a Google Doc, containing the text.
- Work Time B: Students write their introduction in a word processing document, for example a Google Doc using Speech to Text facilities activated on devices, or using an app or software like Dictation.io .
- Closing and Assessment A: Record students reading the text aloud using software or apps such as Audacity or GarageBand .
Supports guided in part by CA ELD Standards 5.I.A.1, 5.I.A.2, 5.I.A.3, 5.I.B.6a, 5.I.B.7, 5.I.C.10, 5.I.C.11a, 5.I.C.12a, 5.II.A.1, 5.II.A.2b
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to discuss and write an introduction with another student, thereby creating an ideal context for language development. Students will also profit from the oral processing in preparation for writing about the concrete language and sensory details evidence and what it helps them understand about the rainforest.
- ELLs may find it challenging to begin writing the introduction paragraph. Writing an introduction using U.S. conventions may be unfamiliar. Support students by calling special attention to the name and purpose of each piece of the introduction. Example: Highlight and label where the topic is introduced, the title, the author's name, the summary of the text, and the focus statement. Discuss each of the checklist criteria and think aloud an example of each for the introduction. See the lesson for additional suggestions.
Levels of support
For lighter support:
- Invite a particularly enthusiastic student to model the Opening A activity with you. Practice so that he or she can have the mastery and experience of being an expert in class.
For heavier support:
- Make sure students understand that a draft is only their first try and that it is important for them to write as much as they can. The draft does not need to be perfect, so they should not focus on spelling errors or other minor errors.
- Display four bulleted blanks and ask students to help you label them with the structure for the concrete language and sensory details essay, e.g., Introduction with Focus Statement, Proof Paragraph 1, Proof Paragraph 2, Conclusion.
- In preparation for the End of Unit 2 Assessment, help students identify strategies for reading unfamiliar texts. Invite them to practice these strategies during independent reading and fluency sessions. Strategy examples:
- Chunk the text into manageable amounts, e.g., sentences or paragraphs.
- Circle unfamiliar words.
- Use context or a dictionary to define unfamiliar words.
- Annotate unfamiliar words with synonyms.
- Underline important people, places, and things.
- Read aloud.
- Read repeatedly.
- Become familiar with and use the Explaining Quotes: Concrete and Sensory Language note-catcher, which will be provided on the assessment.
- Silently paraphrase the chunks.
- Summarize what you read for someone else, perhaps first in your home language.
- Multiple Means of Representation: Some students may need additional support accessing the various skills and tools needed during the writing process. Visually capture the analysis of the model essay so that students can reference it as they write. As much as possible, provide varied representations for planning writing. Example: Allow students to orally plan their introduction with their partner before writing.
- Multiple Means of Action and Expression: To enable students to synthesize a large amount of information as they write, allow differentiated methods for writing their introduction paragraph. (Example: Invite students to use colored pencils to "paint" the different sentences as part of the checklist criteria. This will visually reinforce the key components of the introductory paragraph and also promote self-monitoring for students.)
- Multiple Means of Engagement: During a writing activity, provide multiple formats of lined paper. (Examples: Skipping lines by giving lined paper with every other line highlighted or starred. Provide paper that has an empty box for sketching an idea before writing it.) Offer students a choice of format that best suits their learning needs. This will not only help them to accomplish the writing task but also help them take ownership of their own learning. Help students manage their frustration during writing by offering a list of options they can take if they get frustrated or don't know what to do next. This list could include options such as: reference the anchor chart, ask an elbow partner, look at my note-catcher, etc.
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- concrete language, sensory detail (W)
- Concrete and Sensory Language homework (from Lesson 6; one per student)
- Independent reading text (one per student)
- Independent reading journal (from Module 1; one per student)
- Vocabulary log (from Module 1; one per student)
- Working to Become Ethical People anchor chart (begun in Module 1)
- Working to Become Effective Learners anchor chart (begun in Module 1)
- Model Essay: Concrete and Sensory Language in The Great Kapok Tree (from Lesson 7; one per student and one to display)
- Literary Analysis Essay anchor chart (new; co-created with students during Work Time A; see supporting materials)
- Literary Analysis Essay anchor chart (example, for teacher reference)
- Informative Writing Checklist (one per student)
- Informative Writing Planning graphic organizer (from Lesson 7; one per student and one to display)
- Informative Writing Planning graphic organizer (from Lesson 7; example, for teacher reference)
- Informative Writing Checklist (example, for teacher reference)
- Explaining Quotes: Concrete and Sensory Language note-catcher (from Lesson 6; one per student)
- Lined paper (one piece per student)
- Fluent Readers Do These Things anchor chart (begun in Module 1)
- Reading Fluency Checklist (one per student)
- The Most Beautiful Roof in the World (one per student)
Materials from Previous Lessons
New materials.
Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
| Opening | Meeting Students' Needs |
|---|---|
| , , , and . and focus them specifically of the integrity criteria. Remind students that even though you don't check every day, you want them to practice integrity, which means doing the right thing even when it's difficult. In the context of research reading homework, this means trying to do it each day, even when it is tough to do so, and if it isn't possible, being honest in the dates and pages recorded in their journals.
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| Work Time | Meeting Students' Needs |
|---|---|
| and remind them specifically of the collaboration criteria. Remind students that because they will be working together in pairs, they need to be conscious of working effectively with others. . Explain that they will focus on the introduction, which they underlined in red in Lesson 7. . Refer to the to ensure that the necessary criteria are recorded.
| . Say:
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| . Focus students on the Introduction Paragraph box and select a volunteer to read the questions aloud. as a guide, but rely on students to generate the writing as much as possible. and briefly review the criteria with students. Remind them that they have seen this checklist before. / about precise vocabulary and emphasize that this specific vocabulary (concrete language and sensory detail) should be referred to throughout the essay. as necessary. and review the evidence they selected to include in their essays. . Remind students to leave a line between each line of writing for editing later. | in 1 minute or less. Have them share out and give them feedback on their language use and summarizing skill. Then invite them to turn to their partner and summarize once again, this time in 30 seconds or less. Repeat the feedback process. (MMR)
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| Closing | Meeting Students' Needs |
|---|---|
| . Remind them that they reviewed this anchor chart in Lesson 7. and select volunteers to read the criteria on the checklist aloud. After each criterion is read, invite students to record symbols in the Symbol column to help them remember what it is about. to assess their reading fluency with a new text. and to turn to page 37.
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| Homework | Meeting Students' Needs |
|---|---|
| . See the Reading Fluency chart in your Unit 2 homework for some excerpt suggestions.
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IMAGES
VIDEO
COMMENTS
In this lesson, students plan and write the introductory paragraph for their literary essays (W.5.2a, W.5.4, W.5.9a). Before writing their introductions, students participate in a mini lesson about producing complete sentences.
She also beat this girl, a fifth-grader named Yolanda, and asked her to join their group. They proceeded to more matches and more wins, and soon there was a crowd of people following Lupe to the finals to play a girl in a baseball cap. This girl seemed dead serious. She never even looked at Lupe.
Write an essay explaining how John Woodruff and Wilma Rudolph worked hard to achieve their goals. Your essay must be based on the ideas, concepts, and information from the “Stopping for Olympic Gold” and “Fastest Woman in the World” passage set. Plan carefully so that you can: read the passages; plan your response;
2018 Released Items: Grade 5 Literary Analysis Task The Literary Analysis Task requires students to read two literary texts that are purposely paired. Students read the texts, answer questions for each text and for the texts as a pair, and then write an analytic essay.
W.5.9a: Apply grade 5 Reading standards to literature (e.g., "Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]").
Each sample of proficient student writing is accompanied by a completed rubric and a written commentary that provides a rationale for and specific examples used to determine proficiency. The commentaries include the instructional context, student text, analysis, and instructional