Literary Essay: Grade 4 Writing Unit 5

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Literary Essay: Grade 4Writing Unit 5Unit Title: Literary EssayDuration: 3 weeksConcepts:1. Essayists read texts closely and respond to them in writing.2. Essayists understand the content and structure of a literary essay.3. Writers learn strategies for revising their literary essays.4. Writers learn strategies for editing their literary essays.5. Writers publish and share their literary essays.Resources:1. Lucy Calkins Units of Study for TeachingWriting, Grades 3-5, Book 5: LiteraryEssays: Writing About Reading, LucyCalkins2. A Curricular Plan for the WritingWorkshop, Grade 4, 2011-2012, LucyCalkins3. The Other Side, Jacqueline Woodson4. Baseball in April and Other Stories, GarySoto5. Every Living Thing, Cynthia Rylant6. Assessing Writers, Carl Anderson7. Notebook Know-How: Strategies for theWriter’s Notebook, Aimee BucknerDRAFTMaterials:1. On-Demand Literary Essay Pre-Assessment2. Writer’s notebooks3. Writing folders4. Anchor charts: Comparing Narratives and Essays Prompts for Writing a Literary Essay5. Enlarged copies of the following: “Doing the Right Thing” sample essay “The Marble Champ,” Gary Soto “A Bad Road for Cats,” Cynthia Rylant “Slower Than the Rest,” Cynthia Rylant6. Individual copies of the following: “Retired” Cynthia Rylant “The Marble Champ,” Gary Soto “A Bad Road for Cats,” Cynthia Rylant “Slower Than the Rest,” Cynthis Rylant Literary Essay Revision/EditingChecklist Special paper for final drafts Literary Essay Conferring Checklist Literary Essay Assessment RubricNotes:1. Spend more than one day for a session ifnecessary.2. Create permanent classroom anchor chartsby adding new strategies as you go. If youchoose to use a document camera to sharethe anchor charts from this unit, also createclassroom anchor charts so students canrefer to them later.3. Use the Conferring Checklist located at theend of this unit.This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).Page 1

Literary Essay: Grade 4Writing Unit 5On-Demand Literary Essay Pre-AssessmentInstructionsStudents should be at their regular writing seats and will need loose-leaf paper and pencils. They need tobe able to add pages if they want. Distribute copies of the short story, “Retired” and read it aloud to thestudents. Explain that the story is about companionship.Tell students:AFT“Let’s each write an essay about the big idea in this short story – a piece that shows our best work. You willhave an hour to write your thoughts about the big idea in this story and to use evidence from the story tosupport your thoughts. Use everything you know about good writing.”Have students begin their literary essays.NoteDRThis on-demand assessment shows what students know about essay writing to write about a short story.Score these essays using the Literary Essay Assessment Rubric located at the end of this unit. Use thesame rubric to score their published essays at the end of this unit to show what they have learned.This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).Page 2

AFTLiterary Essay: Grade 4Writing Unit 5Session 1Essayists read texts closely and respond to them in writing.TeachingPointWriters learn the structure of a literary essay and create a literary essay with theteacher.DRConceptReferences Lucy Calkins Units of Study forTeaching Writing, Grades 3-5, Book5: Literary Essays: Writing AboutReading, Lucy CalkinsA Curricular Plan for the WritingWorkshop, Grade 4, 2011-2012, LucyCalkinsNotes Connection Materials Writer’s notebooksAnchor charts: Comparing Narratives and Essays Prompts for Writing a Literary EssayAn enlarged copy of the sample Essay: “Doingthe Right Thing”The Other Side, Jacqueline WoodsonPost on the daily schedule or verbally ask students to bring their writer’snotebook and a pencil to the meeting area.Today, students will write an essay that is low-level and straightforward enoughthat it is accessible to almost everyone in the class.Explain that students will begin a new unit of study today. They will be writingliterary essays about short texts that they have read closely, reread, anddiscussed.This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).Page 3

Literary Essay: Grade 4Writing Unit 5Demonstration/Teaching Introduce, “The Other Side,” as a story about two girls, one white and oneblack, who gradually get to know each other as they sit on a fence that dividestheir town. Read the story aloud. Have partners turn and talk about the important idea in the story. Have a fewstudents share their ideas with the class. Explain that one important idea in the story, “The Other Side,” is thatchildren find ways to connect even when grown-ups are trying to keep themapart. Write the following thesis statement on a chart and read it aloud.Jacqueline Woodson’s picture book, The Other Side, teachesreaders that childrenfind ways to connect even when grown-ups are trying to keep themapart. Explain to the students that this will be the thesis statement, or claim, for aclass essay that you will be writing together. They will need to think ofrelevant evidence in the form of reasons or examples from the story tosupport this thesis. Continue writing the class essay with the transition,Early in the story, the children connect with each other. Forexample, Have students think of a part in the story that clearly supports the thesisstatement and completes the transition. Then have students share their ideaswith their partners. Have one student contribute a relevant idea that will complete the transitionand serve as evidence that supports the thesis statement. Add this evidence tothe class essay. Continue by restating the same transition, as follows:Later in the story, the children connect with each other. Forexample, Have another student contribute a second idea that will complete thetransition. Your goal is to help all students write whole essays today, even though they arerudimentary ones. You will want to be sure that they all grasp the basicstructure of an essay and the importance of finding relevant evidence. Summarize the process for the students. DRAFTActiveEngagementReview the structure of an essay as you refer to the Comparing Narrativesand Essays chart and an enlarged copy of the sample essay “Doing the RightThing.”Label the parts of the sample essay using the following terms: introduction,elaboration, opinion statement, evidence, linking words, and conclusion.Explain that a literary essay is organized in a similar way.Explain that literary essays are built around the important ideas in stories. Youare going to read a story aloud. Have students listen closely and think aboutthe important idea that the story conveys.Then the class will write a literary essay together.LinkWriting andConferringWriters, today you will write your own literary essays independently. You can eitherwrite the essay the class has been working on together, or take another idea aboutthe text and follow the same template, writing a similarly structured essay about adifferent idea. Support students’ efforts at writing their own literary essays. Remind studentsto indent each paragraph and use transitions for each body paragraph.This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).Page 4

Literary Essay: Grade 4Writing Unit 5Share Convene students in the meeting area.Have two or three students share their essays. Summarize the thinking thestudents used.Comparing Narratives and EssaysEssayAFTNarrativeOrganized in sequence. Organized around an important idea. Begins with character, setting, andproblem. Begins with an important idea and anopinion, or perspective. Characters are developed across thewhole text. Important idea is developed acrossthe whole text. Ends with a resolution to theproblem. Ends by returning to the importantidea. Written so the reader can participatein the experience. Written so the reader can think aboutthe important idea.DR Prompts for Writing A Literary Essay Start the essay with a thesis statement/claim.Locate places in the text that support your claim.Begin each body paragraph with a transition: Early/later in the text, (restate your claim) For example, one time This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).Page 5

Literary Essay: Grade 4Writing Unit 5Doing the Right ThingSome people in the world judge others by what they looklike instead of what is on the inside. Kids are sometimes treatedunfairly or avoided because they look different. Some kids evenget their friends to treat them badly, too. When people say anddeep inside.AFTdo mean things to others because of how they look, it hurts themOne time a boy I know had a stain on his shirt, and he wassitting by himself at lunch. I saw that other kids were making funof him. They said he should go out and get some new clothes. Hewas really sad that kids were making fun of him. I just sat thereand felt bad for him. But then another boy I know went up andDRsat next to him, and pretty soon they were talking and laughing. Iwish I had been the one who chose to do the right thing.Another time a boy who wore glasses wanted to playbasketball with some of us kids who were already playing. Acouple of my friends made fun of him just because he was wearingglasses. I could tell that his feelings were hurt. I hurried overand said that I knew he was good at basketball and that he couldplay on my side. His face lit up, and my friends stopped teasinghim. Later he told me how happy he was that I stood up for him.It made me feel so good to do the right thing.This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).Page 6

Literary Essay: Grade 4Writing Unit 5Now I realize how important it is to help others who arebeing treated unfairly. I have talked to some of my friends abouthow we should include everyone who wants to be included andstick up for people who are being teased. It is not that hard todo the right thing. In fact, it makes you and everyone around youfeel really good inside.Session 2Essayists understand the content and structure of a literary essay.TeachingPointWriters use paragraphing and transitions to structure their essays.AFTConceptReferences Writer’s notebooksAnchor charts: Prompts for Writing a Literary EssayThe Other Side, Jacqueline WoodsonDR Lucy Calkins Units of Study forTeaching Writing, Grades 3-5, Book5: Literary Essays: Writing AboutReading, Lucy CalkinsA Curricular Plan for the WritingWorkshop, Grade 2, 2011-2012, LucyCalkinsMaterialsNotes Connection Post on the daily schedule or verbally ask students to bring their writer’snotebook and a pencil to the meeting area.Today, students will revise their essays from yesterday’s session, focusing onthe structure of a literary essay.Explain that the first thing that essayists check for is the structure of theiressays.This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).Page 7

Literary Essay: Grade 4Writing Unit 5 ActiveEngagementLink Demonstrate using the class essay, and then have students check their ownessays, to make sure they have indented, used transitions, and restated theirclaim at the start of each body paragraph. Sometimes students remember todo this in their first example, and then forget to do so in their second example.Have a student volunteer who omitted paragraphing in his writing share hisessay with the class. Demonstrate how to put a box around each paragraph toshow the separate parts of the essay.Demonstrate how to check for, and rewrite if necessary, transitions and arestatement of the claim at the beginning of each paragraph.Have students turn and tell a partner what you just demonstrated.Have students who have omitted paragraphing in their essays also put a boxaround each paragraph. Have students underline the transitions in each bodyparagraph.Writers, today you will rewrite your own literary essays, working on structure. Makesure to indent each paragraph. Include transitions and restate your claim at thebeginning of each body paragraph.AFTDemonstration/Teaching Support students’ efforts at rewriting their own literary essays, focusing onstructure. Make sure that students indent, use transitions, and restate theirclaim.Share Convene students in the meeting area.Have two or three students share their essays. Summarize the thinking thestudents used.DRWriting andConferringSession 3ConceptEssayists understand the content and structure of a literary essay.TeachingPointWriters create a second literary essay with more elaboration and greaterindependence.This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).Page 8

Literary Essay: Grade 4Writing Unit 5References Lucy Calkins Units of Study forTeaching Writing, Grades 3-5, Book5: Literary Essays: Writing AboutReading, Lucy CalkinsA Curricular Plan for the WritingWorkshop, Grade 4, 2011-2012, LucyCalkinsBaseball in April and Other Stories,Gary SotoNotes Writer’s notebooksWriting foldersAnchor charts: Prompts for Writing a Literary EssayEnlarged copy of “The Marble Champ,” GarySotoCopies of the following short story for eachstudent: “The Marble Champ,” Gary SotoPost on the daily schedule or verbally ask students to bring their writer’snotebook and a pencil to the meeting area.You will distribute copies of the first of three short stories to the studentstoday. Have them keep them in their writing folders.Today, students will write a second essay, with greater independence, buildingon the work they have done in the first two sessions.AFT MaterialsConnection Explain that students will listen to a short story today and write anotherliterary essay. They will be building stronger paragraphs by adding informationto each supporting paragraph.Demonstration/Teaching Review the structure of an essay as you refer to the chart Prompts for Writinga Literary Essay.Explain that students are going to learn how to build stronger paragraphs byadding information. Read your own essay or a good example from a studentvolunteer.Reread the first paragraph. Demonstrate how you elaborate on this example byincluding detailed actions and words that support the idea.Then demonstrate how the evidence connects with the claim using thefollowing words,This shows that Add these steps to the Prompts for Writing a Literary Essay. DR This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).Page 9

Literary Essay: Grade 4Writing Unit 5 DR Distribute a copy of the short story, “The Marble Champ,” to each student.Explain that you are going to read a short story aloud, and the students canfollow along in their own copies. Then the class is going to say, rather thanwrite, each part of an essay about the story to their partners.Explain that in most stories, characters have motivations or struggles.Characters also change from the beginning to the end of the story. Studentsshould pay attention to these aspects of characters because they are central tothe important ideas in stories.Remind students to listen closely and think about the character’s motivationand struggles and the important idea in the story.Introduce, “The Marble Champ,” as a story about a girl who wants to be goodat a sport. Read the story aloud.Have partners turn and talk about the character’s motivation and struggles andthe important idea in the story. Have a few students share their ideas with theclass.Explain that one important idea in the story, “The Marble Champ,” is thatchildren find ways to succeed when they really want to win.Suggest the following thesis statement aloud:Gary Soto’s short story, “The Marble Champ,” teaches readers thatchildrenfind ways to succeed when they really want to win.Have students provide examples as relevant evidence for this thesis statementand complete the following transition aloud,Early in the story, Lupe found ways to succeed. For example, Have students share their ideas with their partners, and then have one or twostudents share with the class.Remind students that they will need to elaborate on this example by includingdetailed actions and words that support the idea. Have students share theirideas with their partners, and then have one or two students share with theclass.Remind students that they will also need to explain how their evidenceconnects with the claim. Have them support their ideas using the followingwords by sharing with their partners,This shows that Have students share their ideas with their partners, and then have one or twostudents share with the class.Summarize the process for the students.AFTActiveEngagement LinkWriting andConferringWriters, today you will write your own literary essays independently. Essay writerstake a moment to think over the writing that they are going to be doing and remindthemselves of how this kind of writing goes. As you work, refer to the Prompts forWriting a Literary Essay chart. Remember; don’t just say that a part supports youridea. Show how it supports your idea by including detailed actions or words, andthen explain how those actions or words connect with your claim. Support students’ efforts at writing their own literary essays.This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).Page 10

Literary Essay: Grade 4Writing Unit 5Mid-WorkshopTeachingPoint Convene students in the meeting area.Have two or three students share their essays. Summarize the thinking thestudents used.DRAFTShareDemonstrate that after writing an essay, writers need to shift from beingwriters to being readers. Read over your draft and check to make sure thateach paragraph is well structured, referring to the Prompts for Writing aLiterary Essay chart. Rewrite parts that need revision.Have students read over their drafts in the same way and rewrite parts thatneed revision.Prompts for Writing A Literary Essay Start the essay with a thesis statement/claim.Locate places in the text that support your claim.Begin each body paragraph with a transition: Early/later in the text, (restate your claim) For example, one time Elaborate by including detailed actions and words.Explain how the evidence links back to the claim asfollows: This shows (and refer back to your claim)This document is the property of the Michigan Association of Intermediate School Administrators (MAISA).Page 11

DRAFTLiterary Essay: Grade 4Writing Unit 5Session 4ConceptEssayists understand the content and structure of a literary essay.TeachingPointWriters create a conclusion that illustrates the significance of the thesis statement.ReferencesMaterialsThis document is the property of the Michigan Association of Intermediate School Administrators (MAISA).Page 12

Literary Essay: Grade 4Writing Unit 5 Lucy Calkins Units of Study forTeaching Writing, Grades 3-5, Book5: Literary Essays: Writing AboutReading, Lucy CalkinsA Curricular Plan for the WritingWorkshop, Grade 4, 2011-2012, LucyCalkinsBaseball in April and Other Stories,Gary Soto Writer’s notebooksWriting foldersAnchor charts: Prompts for Writing a Literary EssayEnlarged copy of “The Marble Champ,” GarySotoCopies of the following short story for eachstudent: “The Marble Champ,” Gary Soto Post on the daily schedule or verbally ask students to bring their writer’snotebook and a pencil to the meeting area.Connection Explain that essayists always summarize their claims in a conclusion.Demonstration/Teaching Review the structure of an essay as you refer to the chart Prompts for Writinga Literary Essay.Explain that readers can use what characters do, say, and think to determinetheir traits. Students should think about a character’s traits to understand theimportant ideas in s

T Literary Essay: Grade 4 Writing Unit 5 Demonstratio n/ Teaching Review the structure of an essay as you refer to the Comparing Narratives and Essays chart and an enlarged copy of the sample essay “Doing the Right Thing.” Label the parts of the sample essay using the following terms: introduction, elaboration, opinion statement, evidence, linking words, and conclusion.

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