craft *Notes to I can identify multiple I can cite small, key moments I can find patterns in the I can select an essay structure teacher possible interpretations of of the text when themes are craft moves an author has that supports my thesis. the theme of a text, and revealed or come to life. used in a text and explain determine which theme I how this supports or reveal believe is best. the theme. *Session homework (*Themes should be *To support this, teacher expressed as full should guide students in ideas/sentences, rather than turning to portions of the simple terms (which are text that made a deep considered issues or motifs, impression, rather than rather than themes. For combing the text looking for example, rather than calling literary devices. Also, the theme “friendship,” a encourage students to use theme might be something scholarly language (the like, “Friendships can be like actual name of the devices, anchors, holding you down.”) for example). I can write [an academic, literary essay] with a unique voice. *Session 1 Homework: Write *Session 2 Homework: *Session 3 Homework: Plan *Session 4 Homework: Write 1.5-2 pages in your writing Continue to collect entries out the essay you will write, a good first draft of your notebook, either another about the themes in your including a claim (a thesis) essay by tomorrow. theme entry or two, or dig texts, and spend some time and the evidence you will deeper into a theme entry writing about the overarching use to support it. Create at written in class, exploring themes, as well as zoom in on least one written outline.
craft *Notes to teacher *Session homework I can identify multiple possible interpretations of the theme of a text, and determine which theme I believe is best. (*Themes should be expressed as full ideas/sentences, rather than simple terms (which are considered issues or motifs, rather than themes. For example, rather than calling the theme “friendship,” a theme might be something like, “Friendships can be like anchors, holding you down.”) I can cite small, key moments of the text when themes are revealed or come to life. I can find patterns in the craft moves an author has used in a text and explain how this supports or reveal the theme. *To support this, teacher should guide students in turning to portions of the text that made a deep impression, rather than combing the text looking for literary devices. Also, encourage students to use scholarly language (the actual name of the devices, for example). I can select an essay structure that supports my thesis. I can write [an academic, literary essay] with a unique voice. *Session 1 Homework: Write 1.5-2 pages in your writing notebook, either another theme entry or two, or dig deeper into a theme entry written in class, exploring *Session 2 Homework: Continue to collect entries about the themes in your texts, and spend some time writing about the overarching themes, as well as zoom in on *Session 3 Homework: Plan out the essay you will write, including a claim (a thesis) and the evidence you will use to support it. Create at least one written outline. *Session 4 Homework: Write a good first draft of your essay by tomorrow.
GR-8-Unit-2-Bend-1-The-Thematic-Essay.docx