Analyze claims on bumper stickers and TV advertisements Peruse sample complaint letters and identify key parts (problem, solution, related issues) Writer’s plan, research, and rehearse their opinions (content and structure) Select a type of review and craft an opinion Elaborate on opinion with categories and supportive reasons Research information to support opinion using category template and note taking skills (learned in previous unit) Brainstorm questions to use in an interview to gather more information for elaboration of details how to gather and use direct quotes to support opinion statement Select a big idea to develop into a personal essay List evidence (personal stories) from lives to support big idea (thesis) Craft a thesis statement that reflects their opinion about a big idea Organize ideas using boxes and bullets Use linking words and phrases to create a parallel structure Create a chart to compare structure of narrative writing to essay writing based facts personal Jot lives selected in collect focusing ideas Examine writer’s could ideas Choose idea with support Brainstorm important ideas from published narratives, personal narratives and narrative stories Support important ideas with evidence from a experience, observation, fact, event, or quotation Choose an important idea that matters most and push thinking to develop three related examples Turn important idea into opinion statement using thought prompts Organize using boxes and bullets Use linking words and phrases to create a parallel structure with reasons Using prompts to push thinking Elaborate on Ideas and theories Identify supporting evidence with quotes, key and key events Analyze and evaluate evidence (actions, thoughts and dialogue) Use theories to create a Reread for additional evidence writer
Practice orally rehearsing their writing before they begin drafting on paper Write opinion statement using thought prompts Organize using boxes and bullets Use linking words and phrases to create a parallel structure with reasons Draft a thesis statement/claim with relevant and logical reasoning and support Brainstorm personal problems based on experience in writer’s notebooks Learn to differentiate between a problem and an issue Write problem statements with related issues for support Identify the cause and effect of problems Identify components of a complaint letter to understand proper format Determine viability of a topic Differentiate between individual problems and problems of scale Drafting Identify categories by reviewing Defining a beginning, middle and ending using boxes Use mentor texts to identify specialized language and use voice to show, not tell Use transition words to connect opinions and reasons that flow throughout Crafting strong leads using: quotes, an opinion, a question or credibility Crafting strong endings to close a review using: repetition, a rating, a comparison Craft an introduction using the 3-5 sentence structure: big idea, elaboration details, thesis statement Make a in your mind and record each story step by step Angle the stories to support your point of view (thesis statement) Use specific words and phrases to help readers visualize your story Craft a conclusion that links back to the big idea (thesis statement) to reinforce point of view using: reasons, looking ahead, or a lesson Draft an introduction that uses precise words to convey important ideas Try different essay starters and elaborate with details to express point of view Angle evidence to support point of view in two body paragraphs Make a movie in your mind and practice writing paragraphs with step by step events Determine most relevant parts of evidence Craft a conclusion that links back to the point of view using a set structure Draft an introduction using the 3-5 sentence structure: important idea, elaboration, point of view Compose three body paragraphs with angled evidence to support point of view Determine most relevant parts of evidence Write a 3-5 sentence conclusion that links back to point of view Organizing evidence in chronological or priority order Using direct quotes and paraphrase as evidence Connect ideas with transitions and key words Use “triangle method” to develop introductory and concluding paragraph
Compare content and structure of personal essays to narratives Construct 3 different practice essays to strengthen understanding of essay structure Use paragraphing and transitions to structure essays Use detailed actions and to elaborate and support the thesis statement Connect thesis/claim to the real world in conclusion paragraph Use specific details, such as proper names, exact quotes, and precise actions Present evidence using storytelling or paraphrasing technique Construct 3 different practice essays to strengthen understanding of essay structure Use paragraphing and transitions to structure essays Use detailed actions and words to elaborate and support the thesis statement Study character struggles, motivation, changes and traits to determine important idea for thesis/claim statement Connect thesis/claim to the real world in conclusion paragraph Present evidence using storytelling or paraphrasing technique Generate a list of topics, ideas and arguments to write about Write a problem statement that pinpoints the cause and effects Support arguments with details, facts and reasons Employ factual and anecdotal evidence to prove argument Research using Google Search Engine to find factual evidence from credible sources to support argument Select evidence that is the most credible and relevant a complaint letter for a selected target audience Revising and Editing Study mentor texts by rereading to notice an author’s craft Inserting comparisons to create a stronger and persuasive voice Partners give constructive feedback for improvement Edit a checklist for capitalization, usage, punctuation, and spelling Reread essay out loud to a partner Rewrite evidence that isn’t clearly stated or supportive of point of view Use a checklist to revise writing with a specific lens for: clarity and meaning, specific words and phrases, and paragraphs Edit for capitalization, end punctuation, and spelling of words Reread essay out loud to a partner Rewrite evidence that isn’t clearly stated or supportive of point of view Use a checklist to revise writing with a specific lens for: clarity, effective and phrases, and complete sentences Edit for capitalization of sentences and proper nouns, end punctuation and commas, and high frequency words Reread essay out loud to revise for clarity and meaning Revise point of view and evidence Use a checklist to revise writing with a specific lens for: clarity, effective words and phrases, and complete sentences Edit for capitalization of sentences and proper nouns; end punctuation; commas for introductory phrases, clauses, and conjunctions; and spelling of high frequency words
Level 6 7 8 9 10 11 12 Text and of Analysis Choice of Character Choice of Genre Theme Choice of Character & Theme Short Fiction Theme Novel Multiple Genres Author’s Craft Multiple Interp. Theory Building and Creating a Claim Using prompts to push thinking Elaborate on ideas and theories Identify supporting evidence Analyze and evaluate evidence (actions, thoughts and dialogue) Using theories to create a claim Using prompts to push thinking Elaborate on ideas and theories Identify and evaluate supporting evidence Analyze author’s decisions Testing theories to create a claim Identify and evaluate explicit and inferred evidence Evaluate evidence for relevance to the claim Analyze author’s decisions to develop characters and plot that develops the theme Testing and revising theories to create a claim Reading on multiple-levels: plot and meaning Making connections across a short text Examine and analyze multiple interpretations of a work’s deeper meaning to create a claim Reading on Multiple-levels: plot and meaning Making connections across a long text Analyze decisions writer’s use to develop themes Evaluating evidence to confirm and revise theories and create a Develop a theory to identify the most effective author Analyze the and structure of multiple texts by different authors Evaluate multiple texts by different authors to formulate multiple claims Formulate a claim Create a warrant to connect claim and evidence Develop a theory about author’s intent and primary purpose Analyze an artist’s/author’s interpretation of an original text to formulate a claim Distinguish a primary claim and counter-claim Create a warrant to connect claim and evidence
ORDER FOR TREATMENT TO TAKE PLACE.” p. 37 emotions. They believe these feelings can lead to unnecessary pain. 5 LD “It’s like going downhill through deep snow on a sled…At first it’s exhilarating: the speed; the sharp, clean air, but then the snow accumulates, builds up on the runners, and you slow, you have to push hard to keep going…” p. 78 Receiving memories is thrilling at first, but it becomes a difficult task after a while. The process of receiving memories is both exciting and Jonas is naïve about the pain involved when dealing with memory. 6 LD “ It was as if a hatchet lay lodged in his leg, slicing though each nerve like a hot blade.” p. 109 Jonas’ first experience with pain is agonizing. Jonas endures the pain and comes to believe that it’s worth it to be able to have memories. 2 CE “’I like the feeling of love,’ he confessed…’Of course,’ he quickly, ‘I do understand that it wouldn’t work very well. And that it’s much better to be organized the way we are now. I can see that it was a dangerous way to live.’” p. 126 Jonas begins to learn about the beauty of love, but still thinks his society’s attempt to shield people from the pain makes it ok that they do not experience love either. He doesn’t fully know that the “dangers” associated with pain are far outweighed by the power of love. Even though he begins to see how wonderful love is, he still buys into his society’s reasoning that the risks associated with emotion are too great. 1 EE “He wept because he was afraid now that he could not save Gabriel. He no longer cared about himself.” p. 173 Jonas is starving, freezing, and lonely, but none of it is as important as his love for Gabriel. The physical and psychological hardships are less meaningful than the love Jonas feels. 3 CE “Where families created and kept memories, where they celebrated love...with certainty and joy” p. 178 gets to elsewhere and he knows that these people cherish their memories and are allowed to feel love. Jonas knows that he and Gabriel will be accepted and loved in this new place and his journey was worth it. *Modified from Carol Jago’s Writing About Literature.