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Why it is this an important genre to teach?

There are many reasons to teach the genre of the literary analysis essay
despite those who think it does not serve any real purpose, like Kelly
Gallagher in her book Write Like This: Teaching Real-World Writing
Through Modeling and Mentor Texts who sees it only as a starting point
(172). It is easy to only use literary analysis in the context of literature and
the Language Arts classroom, and that when it is only applied to those
contexts it can seem without much purpose for students (especially those
who do not want to major in English in college) other than to write an essay
because their teacher told them too. However, it can serve greater
purposes, but teachers need to work to frame it in more purposeful ways.
Paulo Freire in his book Literacy: Reading the Word and the World argues
that Reading does not consist merely of decoding the writer word or
language; rather, it is preceded by and intertwined with knowledge of the
worldThe understanding attained by critical reading of a text implies
perceiving the relationship between text and context (29). Teaching
students literary analysis can help them to develop this skill of
understanding how writing is affected by its contexts. Furthermore, literary
analysis teaches students not just how to find literary elements (like
metaphors, hyperbole, satire, etc.) in a text, it can teach students how to
read the world and how to connect with other around them. Analyzing the
themes found in literatureespecially the ones that appear again and again
in different cultures and different time periodscan help students to better
understand things like the human experience. Critically analyzing these
themes can then lead to a critical awareness of the world and of its cultures,
which makes teaching this genre culturally relevant for todays classrooms.
Colorado
Academic
Standards:
Reading,
Writing,
and
Communicating; Standard 2: Reading For All Purposes
1.
Skills students will master: Complex literary texts require critical
reading approaches to effectively interpret and evaluate meaning.

Evidence outcomes:
o
Use key ideas and details to use textual evidence as support
analysis, either explicitly or inferred. (2.1.a.i)
o
Determine, analyze, and view the development of two or more
central themes of the text. (2.1.a.ii)
o
Analyze authors choices on development of elements of a story
or drama. (2.1.a.iii)
o
Use craft and structure to determine meaning of words and
phrases; analyze the impact. (2.1.b.i)
o
Use craft and structure to analyze point of view required to
discern what is said and meant in the text. (2.1.b.ii)
o
Use integration of knowledge and ideas to analyze multiple
interpretations of various mediums; analyze impact and meaning of words
and phrases. (2.1.c.i)

Use range of reading and complexity of text to read and


comprehend various literature mediums with scaffolding. (2.1.d.i)
2. Skills students master: Ideas synthesized from informational texts serve
a specific purpose

Evidence outcomes:
o
Use key ideas and details to use key ideas and details to use
textual evidence as support analysis, either explicitly or inferred. (2.2.a.i)
o
Use key ideas and details to determine, analyze, and view the
development of two or more central themes of the text. (2.2.a.ii)
o
Use craft and structure to use text and graphic representations
for comparison and critical analysis. (2.2.b.ii)
o
Use range of reading and complexity of text to read and
comprehend various literature mediums with scaffolding. (2.2.d.i)
3. Skills students master: Knowledge of language, including syntax and
grammar, influence the understanding of literary, persuasive, and
informational texts.
Evidence outcomes:
o
Interpret figures of speech in context and analyze their role in
the text (2.3.c.i)
Colorado
Academic
Standards:
Reading,
Writing,
and
Communicating; Standard: 3. Writing and Composition
1.
Skills students will master: Stylistic and thematic elements of literary
or narrative texts can be refined to engage or entertain an audience.

Evidence outcomes:
o
Use precise vocabulary and language to convey images of
experience, events, setting and.or characters(3.1.a.iv)
o
Provide a conclusion that follows from and reflects on what is
experienced, observed, or resolved over the course of the narrative.
(3.1.a.v)
2. Students will master: Elements of informational and persuasive texts can
be refined to inform or influence an audience
Evidence outcomes
o
Introduce precise, knowledgeable claim(s), establish the
significance of the claim(s), distinguish the claim(s) from alternate
or opposing claims, and create an organization that logically
sequences claim(s), counterclaims, reasons, and evidence. (3.2.a.i)
o
Develop claim(s) and counterclaims using relevant evidence for
each; pointing out the strengths and limitations that anticipates the
audiences knowledge level, concerns, values, and possible biases.
(3.2.a.ii)
o
Use words, phrases, clauses, varied syntax to link clarify the
relationships between claim(s) and reasons, between reasons and
evidence, and between claim(s) and counterclaims. (3.2.a.iii)
o
Use formal style and objective tone, following norms and
conventions of the writing discipline. (3.2.a.iv)
o

Provide a concluding statement or section that follows from and


supports the argument presented. (3.2.a.v)
3. Students will master: Writing demands ongoing revisions and
refinements for grammar, usage, mechanics, and clarity
Evidence outcome
o
Use standard English grammar and usage. (3.3.a.i)
o
Observe hyphenation conventions. (3.3.b.i)
o
Spell correctly. (3.3.b.ii)
o
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience. (3.3.c)
o
Plan, revise, edit, rewrite, or try a new approach, focusing on
addressing what is most significant for a specific purpose and
audience. (3.3.d)
What is involved in completing this writing task (goals, objectives,
outcomes, and knowledge)?
The purpose of this unit is to teach students how to write a literary
analysis, to understand how this genre differs from other genres, and to
engage in a new mode of thinking. Students will be responsible for
completing a literary analysis essay at the end of the unit. The assignment
will ask them to create a thesis statement that makes an argument about
different aspects of a central theme across three texts (Stargirl and two
other texts that the students will choose). This prompt holds cultural
relevance because students will have to examine major themes (e.g.,
identity, acceptance, and conformity) that grapple with ideas of human
culture, identity, and race. The prompt also asks students to engage with
multiple texts of different genres (such as poems, novels, short stories,
music, photography, art, film, etc.), which will help to prepare them for the
different texts they will encounter in the world. Our foundation for using
Stargirl by Jerry Spinelli, is because of its relatability to students, rich
complexity, and diverse themes. It examines the issues that young adults
face and we hope that it provides students a way of connecting in a
meaningful way. We plan to prepare students to write their final assignment
by teaching them about literary elements and their possible effects on the
meaning of a text; certain elements of argument, specifically focusing on
developing thesis statements, using textual evidence to support claims, and
providing commentary that helps develop the relationship between the
evidence and the thesis. Students will engage in brainstorming activities,
prewriting, writing, and revising processes that they will engage in both on
their own and with their peers.
In order to be successful, students will be exposed to several models
of literary analysis writing to understand the genre. They will need to learn
and be able to identify different literary elements (especially theme) and
describe their effects on texts. Students will also need to learn how to write
and develop a strong thesis statement that makes an exigent claim about
o

the texts they are writing about. Students will understand how to use
textual evidence and provide commentary which clarifies relationships
between literary elements and their effects on texts. In addition to learning
how to write and organize a literary analysis essay, students will also learn
to establish and maintain a formal style with academic language, preparing
them for college. Students will engage in all steps of the writing process:
brainstorming, prewriting, drafting, revising, and editing. Students will
learn that good writers generally do not participate in each one of these
steps only once in a linear fashion, but are constantly moving from one step
to the next and back again. This will instill a self-reflexive writing habit in
them that they will be able to apply to any writing activity throughout the
rest of their lives.
How will activities equip students to complete the writing task at hand and
any subsequent writing assignments?
Students may have different familiarity levels with this genre in terms
of the depth of knowledge they have about it, but they have probably all
have some experience because most Language Arts classes teach this genre
in some respect. However, this class seeks to enhance students knowledge
of this genre rhetorically and asks students to consider varied purposes for
this genre and the academic audience it is generally written for. We have
attempted to create relevant and engaging activities that appeal to various
learning styles and will allow students to apply the concepts they are
learning to their own writing and to collaborate with their peers. Activities
will ask students to work both collaboratively and independently to apply
the skills they have learned.
(The task and activity analysis portions of this rationale were based on the
questions that are asked in The Dynamics of Writing Instruction by Peter
Smagorinsky et al., pp. 24-25)

Due Date: November 18th


Literary Analysis Essay
Assignment Sheet
Introduction

As a class we have discussed various literary concepts and how to analyze


different parts of a text in order to gain a deeper and more critical
understanding of the text. The purpose of this assignment will be to analyze
and synthesize various texts. In the process of this assignment you will
learn to critique various kinds of texts and see how different texts speak to
one another.

Rationale

Examining the different elements of a piece of literature is not an end in


itself, but a process to help you better appreciate and understand the work
of literature as a whole. Being able to analyze and synthesize multiple texts
of different genres will help you grow to understand how major subjects are
often addressed across canonical literature and popular contemporary texts
and investigate more thoroughly the questions and themes of the human
experience.

Assignment

You will write a literary analysis synthesizing our class text, Stargirl by Jerry
Spinelli, with two other texts. These other texts can be in the form of any
genre (e.g., songs, poems, books, short stories, music videos, etc.) and I
encourage you to choose two different genres. This essay must have a core
argument (thesis statement) that grounds your analysis and synthesis of
your three texts. Your objective is to convince your audience that you have
supported the idea you are developing. Everything in your analysis must
relate back to your thesis (central idea) and must contribute to your
audiences understanding of your central idea. You must also use the
literary concepts weve discussed as a class and you must have evidence
from your texts to support your claims. This analysis should be a 4-5 page
essay. It should also be double-spaced and in twelve point font.
You will also create a 3 minute presentation for the due day that will be
presented in front of the class to briefly describe your essay and details
about your writing you want to include.

Audience

The audience for this analysis will be an academic one. You will be required
to compose this essay that will be collected in your professional writing
portfolio at the end of the year. Your presentation on the due day will help
others to hear about your writing in a concise manner.

Assessment

This essay will be worth 100 points of your final grade. Please refer to the
scoring guide for the specific breakdown of point values.

Additional Resources

There will be a lot of collaboration with your peers and I during this process
so use those to your full advantage.

Date: October 1st

Teacher: Ms. Hatley


School:
Springfield HS
Content Area: Language Arts

Grade Level: 11th

Title: Introducing Literary Analysis


of 20
Content Standard(s) addressed by this lesson:
Standards directly from the standard)
2.1. a.i.; b.i.
2.3.c.i;
3.2.a.i

Lesson #: 1

(Write Content

Inquiry Questions: (Essential questions relating knowledge at end of the


unit of instruction, select applicable questions from standard)
1. Describe an authors belief that you can cite from the text. Why do you
suppose the author holds that belief? Do you share that same belief? Why or
why not?
2. How does having a sound knowledge of English Language aid in text
comprehension of difficult text?
3. Describe how content specific academic language is beneficial to the
development of comprehension in content areas, i.e. science, social studies,
and health and PE, specific vocabulary.
4. What is the significance of being able to correctly use patterns of word
changes to bring meaning to text?
5. Why is audience determination important to the writer?
6. How does word choice affect the message a writer conveys?
Concepts and skills students master: (Understandings, Unit objectives)

Identify literary elements

Evidence Outcomes: (Knowledge/ Skills, Lesson Objectives)


Every student will be able to:
Identify different literary elements within a text and make an argument
about how those elements affect the meaning of the text.

Assessment of Evidence Outcomes: (How will you assess the selected


lesson objectives (general explanation, you will go into more detail at the
end of the lesson plan)

Students will be asked to write a short literary analysis paragraph


with a thesis that is focused on the use of one of those terms within a
text and how that concept affects the meaning of the text as a whole.

Planned Lesson Activities


Activity Name

Introduce the Unit Assignment


---------------------Introduction/Presentation of New Terms
1. Hand out Handout of the list of new terms
2. Go over with Prezi - direct instruction (https://prezi.com/hizmskrjhiv/literary-analysis-terms/)
----------------------

Assignment:
1. Have students read Matthew Arnolds Dover Beach aloud
2. Students will silently read poem again and identify specific l
within it, labeling them appropriately
3. Split students up into groups
3. Students will discuss what they annotated and come to a co
one of the literary elements that they identified
4. Write a thesis statement about the use of the concept in the
affects the texts meaning
5. Develop an argument using elements of literary analysis
6. Write a short paragraph using evidence from text
Approx. Time

Introducing the Unit Assignment: 3 minutes


Presentation New Terms: 20 minutes
Assignment: 20 minutes

Anticipatory Set

Teaching/
Presentation:
(Direct
Instruction)

Students will be writing a literary analysis at the end of this unit and
synthesize Stargirl with two other texts (of different mediums) of the
Todays lesson gives them some of the domain specific language that
complete the assignment. They will also learn about how these conc
within a text (and why authors might use them), which will help them
understanding of reading they will do in the future and will help them
they can use these in their own writing. Students will also practice w
statement for this type of essay.

Includes: Input, Modeling and Checking for Understanding

1 Input: The direct instruction provided by the Prezi presentation


students the domain specific vocabulary they will need for this
assignment. Students will be writing down what they learn on
handout.
2 Modeling: There will be examples provided throughout the pre
the teacher will present an example in the context of the poem

(Select the most


appropriate
teaching model;
see attached
teaching model
description form
for multiple
options.)

that students are working with in their activity. This is a good p


because literary elements are very apparent in the text and eas
analyze.
3 Checking for Understanding: The teacher will be verbally chec
students for their understanding throughout the direct instruct
to see if students understood the lesson, students will be writin
paragraph that focuses on one of the elements that is used with

Teaching
Strategy:
(Guided Practice)

Students will be working in a group to write a paragraph with a thes


makes an argument about the function of one of the literary element
text. The teacher will walk around the room and check in with group
about their analysis and providing feedback (praise, questions to eng
thinking, and constructive criticism). I will also collect and comment
paragraphs and use some as models the following day or in a future
unit.

Teaching
Strategy:
(Independent
Practice)

Students will use this knowledge in other class periods and eventual
assignment where they will be writing a literary analysis of Stargirl b
synthesizing it with two other texts of their choice.

Closure

Students will be cued to the fact that they will learn more abou
literary analysis in the next class period
That the literary elements they learned about today will help th
literary analysis for their final assignment in this unit
That literary elements are vital to the deeper and more comple
of a text

Materials

Differentiation

Assessment

Unit Assignment sheet

New Literary Analysis Elements Handout

Literary Analysis Elements Prezi (http://prezi.com/-hizmskrjhiv


utm_campaign=share&utm_medium=copy&rc=ex0share)

Copies of Dover Beach by Matthew Arnold for students

Overhead with instructions for activity

To modify: I made sure that I used different media for examples in m


approached some terms deductively and others inductively. A studen
might benefit from a copy of the literary elements with their definitio
printed, so that they may listen during direct instruction instead of li
writing it down. Their group members should be able to help them w

Students will be turning in a short paragraph with a thesis statemen


argument about the function and effects of using a certain literary el
poem as a whole. I will be able to see if they understand the element
its used, and what it means) as well as if they are creating a strong t
an argument about that element and its function(s) within the text.

Name:____________________
Literary Analysis Terms
Theme:

Synthesis:

Extended Metaphor:

Allegory:

Motifs:

Understatement:

Paradox:

Hyperbole:

Irony:

Sarcasm:
Satire:
Dover Beach by Matthew Arnold
The sea is calm tonight.
The tide is full, the moon lies fair
Upon the straits; on the French coast the light
Gleams and is gone; the cliffs of England stand,
Glimmering and vast, out in the tranquil bay.
Come to the window, sweet is the night-air!
Only, from the long line of spray
Where the sea meets the moon-blanched land,
Listen! you hear the grating roar
Of pebbles which the waves draw back, and fling,
At their return, up the high strand,
Begin, and cease, and then again begin,
With tremulous cadence slow, and bring
The eternal note of sadness in.
Sophocles long ago
Heard it on the gean, and it brought
Into his mind the turbid ebb and flow
Of human misery; we
Find also in the sound a thought,
Hearing it by this distant northern sea.
The Sea of Faith
Was once, too, at the full, and round earths shore
Lay like the folds of a bright girdle furled.
But now I only hear
Its melancholy, long, withdrawing roar,
Retreating, to the breath
Of the night-wind, down the vast edges drear
And naked shingles of the world.
Ah, love, let us be true
To one another! for the world, which seems
To lie before us like a land of dreams,
So various, so beautiful, so new,
Hath really neither joy, nor love, nor light,
Nor certitude, nor peace, nor help for pain;
And we are here as on a darkling plain

Swept with confused alarms of struggle and flight,


Where ignorant armies clash by night.

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