Lesson 2.9 - The Literary Analysis Essay
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Overall Expectations |
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1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience; 2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience; 3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively; 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process. |
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Specific Expectations |
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1.1 identify the topic, purpose, and audience for a variety of writing task; generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate; locate and select information to fully and effectively support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate; 1.3 locate and select information to fully and effectively support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate; 1.4 identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and selecting the organizational pattern best suited to the content and the purpose for writing; 1.5 determine whether the ideas and information gathered are accurate and complete, interesting, and effectively meet the requirements of the writing task; 2.3 use a wide range of descriptive and evocative words, phrases, and expressions precisely and imaginatively to make their writing clear, vivid, and compelling for their intended audience; 2.4 write complete sentences that communicate their meaning clearly and effectively, skilfully varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas; 2.5 explain, with increasing insight, how their own beliefs, values, and experiences are revealed in their writing; 2.7 produce revised drafts of texts, including increasingly complex texts, written to meet criteria identified by the teacher, based on the curriculum expectations. 3.4 use grammar conventions correctly and appropriately to communicate their intended meaning clearly and effectively; 3.5 regularly proofread and correct their writing. |
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Learning Skills (Where applicable): |
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Learning Goals |
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Students can reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process. Update: Spotlight on AS Learning Opinion Essay Assignment thesis statements; students to share their thesis statements individually for feedack and suggestions |
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By the end of this lesson you will be able to confidently generate, gather, and organize ideas and information necessary to write a literary analysis essay. Update: Finalize thesis statements for opinion essay |
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Materials and Resources |
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ESSAY: Mending Wall by Robert Frost Mending Wall by Robert Frost 10 Points: The Literary Analysis Essay Sample of a Comparative Essay (Hansel and Gretel) |
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Timing (min) |
Lesson |
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5 |
TODAY'S ICEBREAKER Done Tell us in a short video of 3-4 minutes about your favourite colour. Is there a reason why it's your favourite. Where might we find your using this colour in your daily life (ex. clothes/your car/paint) |
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5 |
INTRODUCTORY VIDEO: Done The Literary Analysis Essay. We have written them in the poetry and short story units. Structural Considerations. |
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10 |
Short Quiz: (FOR Learning) Done 5 questions |
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15 |
Video Lecture #1 - Elements of the Literary Essay Done 1. Write in the third person. 2. Write a clear the thesis that can be opposed by others 3. Start with a good "hook" to draw in the reader (a quote, a statistic, an anecdote) 4. Choose a meaningful title 5. Brainstorm an outline 6. Select quotations from the text that will support your points 7. "Be sure to avoid plot summaries" in your essay and write in the "literary present tense" 8. Be sure each point in your essay support the Thesis and remind the reader of that fact in the conclusion of each Body Paragraph 9. Summarize your main and secondary argument in the conclusion using different words 10. Make your last sentence a meaningful SO WHAT statement These points are in the Resource Folder titled 10 Points: The Literary Analysis Essay |
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30 |
Activity #1 Done Read the poem Mending Wall by Robert Frost as well as the literary essay entitled ESSAY: Mending Wall by Robert Frost. |
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10 |
Video Lecture #2 - Mending Wall Essay Done Review the analysis of Mending Wall by Robert Frost and highlight key points. |
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35 |
Activity #2 Select a previously read short story from of choice from Unit #2 and draft a Literary Analysis Essay on one of the following topics: (1) What details in the story suggest the author’s attitude towards the subject? (2) What assumptions about gender roles are revealed in the depiction of characters in this? (3) What theme is developed through the relationship between any two characters in the story? (4) Analyze how diction is used to create emotion in the story; or (5) analyze the layers of meaning that the use of an archetype lends to the story. |
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10 |
Video Lecture #3 - The Thesis Done State your thesis clearly and early, (the first or last sentence of the first paragraph) as well as the title and the author of the work you are discussing. It may be in your best interest to then devise topic sentences which clearly show a relationship to the thesis statement. Ask yourself, "Does the evidence prove what I want it to prove?" If not, you may want to look for stronger evidence, or revise your main claims and thesis. Never simply paraphrase the story. If you assume that your reader knows that he or she is reading your essay to reach some understanding of the selection that had not occurred to him/her, you will produce a much tighter essay. Generally, your essay should be written in the third person rather than the first and usually in the present tense rather than the past. Though only a convention of this type of writing, the third person sounds more authoritative; present tense keeps the piece in question alive. For example, the first person and past tense of "In my opinion, Olenka did not understand" is not as effective as the third person and present tense of "[One or the reader] can see Olenka does not understand." A NOTE ABOUT Plagiarizing; Citations: MLA and APA |
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40 |
Activity #3: It has often been said that what we value can be determined by what we sacrifice. Consider how this statement applies to a character from a short story read in Unit #2. Select a character that has deliberately sacrificed, surrendered, or forfeited something in a way that highlights that character’s values. Then write a well-organized essay in which you analyze how the particular sacrifice illuminates the character’s values and provides a deeper understanding of the meaning of the work as a whole. Do not merely summarize the plot. (200-300 words) |
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20 |
Discussion Forum: Plagiarism can be a slippery slope. Many international students have been taught to reproduce well-respected texts verbatim, with no citation. |
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Assignment AS Learning / Homework |
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Read the document titled Sample of a Comparative Essay. Copy this comparative essay into a word document, and annotate it with highlighting etc to identify the essay's hooks, thesis, topic sentences, main arguments, citations. This work will be placed in your Portfolio for review as part of your final OF LEARNING assessment. |
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Exit Card Please answer a few short reflection questions based on Lesson #3 on the Exit Card on the Moodle Course Page |
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Reflections (What do I need to do to become more effective as a teacher in supporting student learning?) |
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Teach citation very carefully. Many international students have been taught to reproduce well-respected texts verbatim, with no citation |
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Assessment Strategies Check all that apply (Teacher may modify the list) |
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For Learning |
As Learning |
Of Learning |
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Student product:
Observation:
Conversation: X Student teacher conferences X Small group discussions |
Student product:
X Homework □ Self-analysis sheet □ Peer-analysis sheet Observation: Whole class discussions Group discussions Conversation: X Student teacher conferences X Small group discussions
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Student product:
Observation: □ Student-led discussion/debate
Conversation: □ Student teacher conferences □ Question and answer session |
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Lesson Tools Check all that apply (Teacher may modify the list) |
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Direct Instruction □ Structured overview □Lecture □ Compare & contrast □ Socratic method □ Demonstrations |
Indirect Instruction □ Problem solving □ Case studies (essay sample) □ Reading for meaning □ Inquiry □ Reflective discussion □ Writing to inform □ Concept formation □ Concept mapping □ Concept attainment |
Instructional Skills □Explaining □Demonstrating □Questioning |
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Interactive Instruction □ PowerPoint □Video clip □ Debates □ Role playing □Brainstorming □ Peer partner □ Learning/analysis □ Discussion □ Laboratory groups □ Cooperative learning □ Groups □ Jigsaw □ Problem solving □ Conferencing |
Independent Study □Essays □ Computer assisted □ instruction □ Journals □ Learning logs □ Reports □ Learning activity packages □ Correspondence lessons □ Learning contracts □ Homework □ Research projects □ Assigned questions □ Learning centers |
Experiential Learning □ Field trips □ Conducting □ Experiments □ Simulations □ Games □ Story telling □ Focused imaging □ Field observations □ Role-playing □ Model building □ Surveys □ Case studies |
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