How are claims supported by using textual evidence and addressing counterarguments? *Before this unit begins, your **Also, each student should ***Keep in mind that the first students will need to have have at least one person in five minutes of any lesson are already read the texts that the class who is writing very important for engaging they will be analyzing. about the same text, and student interest. However, Consider choosing a certain these two partners should remember that a mini-lesson genre or theme/topic to let sit together during this unit should be short (no more students choose various texts and bend. A group of four or than 10 minutes) because the to read, so that all texts have a more can be a club of bulk of the time students commonality the whole class partner teams. should be writing because can discuss, for example people learn to write best by dystopian stories like “All actually writing. summer in a day” by Ray Bradbury, The Hunger Games by Suzanne Collins, and Divergent by Veronica Roth. Goals: SWBAT determine the best SWBAT cite textual evidence SWBAT identify craft SWBAT draft, revise, and edit theme of a text from among to support their claim patterns an author has used a literary essay that includes several possible options. regarding the theme of a text. to show the theme of a text. strong voice, structure, counterarguments, and cited textual evidence. Learning Session 1: Looking for themes Session 2: Reading closely to Session 3: Fine-tuning Session 4: Drafting essays Targets all around us develop themes themes by studying author’s
How are claims supported by using textual evidence and addressing counterarguments? *Before this unit begins, your students will need to have already read the texts that they will be analyzing. Consider choosing a certain genre or theme/topic to let students choose various texts to read, so that all texts have a commonality the whole class can discuss, for example dystopian stories like “All summer in a day” by Ray Bradbury, The Hunger Games by Suzanne Collins, and Divergent by Veronica Roth. **Also, each student should have at least one person in the class who is writing about the same text, and these two partners should sit together during this unit and bend. A group of four or more can be a club of teams. ***Keep in mind that the first five minutes of any lesson are very important for engaging student interest. However, remember that a mini-lesson should be short (no more than 10 minutes) because the bulk of the time students should be writing because people learn to write best by actually writing. Goals: SWBAT determine the best theme of a text from among several possible options. SWBAT cite textual evidence to support their claim regarding the theme of a text. SWBAT identify craft patterns an author has used to show the theme of a text. SWBAT draft, revise, and edit a literary essay that includes strong voice, structure, counterarguments, and cited textual evidence. Learning Targets Session 1: Looking for themes all around us Session 2: Reading closely to develop themes Session 3: Fine-tuning themes by studying author’s Session 4: Drafting essays partner
GR-8-Unit-2-Bend-1-The-Thematic-Essay.docx