SYRACUSE CITY SCHOOL DISTRICT

Revised: 4/7/2016
SYRACUSE CITY SCHOOL DISTRICT
Grade09 Unit 03 Writing Unit
Literary Analysis
Writing Standards: W.9.1, W.9.4, W.9.5, W.9.6, W.9.8, W.9.9
Language Standards: L.9.1, L.9.2, L.9.3
Unit Overview-Literary Analysis
In this writing unit, students are required to think critically about and carefully examine complex works of literature as they
develop literary analysis essays. The purpose of a literary analysis essay is to carefully examine and sometimes evaluate
work(s) of literature or an aspect of a work of literature. Students will develop, hone, and support claims about and across
texts that demonstrate their knowledge and understanding of literary elements, author’s craft, theme and central idea.
Emphasis should be on the methods writers employ to develop and strengthen their writing over time. This occurs through
ongoing revision of written work that addresses the effective use of details, literary devices, and appropriate attention to
task, purpose, and audience. Throughout this process, teachers will be providing explicit instruction in craft, organization,
development, and conventions. As students write, teachers should be conferring with students, providing each student with
feedback that will move them forward in their writing development.
Implementation Dates: February 1 - 12, 2016
Page 1
Concept 1
Concept 2
Concept 3
Concept 4
Generating Ideas
Planning and Drafting
Revising
Editing and Publishing
Outcome(s):

Writers use a variety of
strategies to generate
ideas based on given
writing prompt
Outcome(s):

Outcome(s):
Writers thoughtfully draft
a working document that
meets the requirements
of the writing task

Writers employ a variety
of strategies to skillfully
revise writing to ensure
diversity in word choice,
sentence structure, and
format to capture the
audience’s attention
Outcome (s):

Writers review their
document for
grammatical and
mechanical mistakes
and publish final
product
Teaching Points:
3.1, 3.2, 3.3, & 3.4
Teaching Points:
3.5, 3.6, & 3.7
Teaching Points:
3.8, 3.9, & 3.10
Teaching Points:
3.11 & 3.12
CCLS:
W.9.1, W.9.4, W.9.5, W.9.8, &
W.9.9
CCLS:
W.9.1, W.9.4, W.9.5, W.9.8, & W.9.9
CCLS:
W.9.5
CCLS:
W.9.5 & W.9.6
WRITING STANDARDS
W.9.1: Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient
evidence. Explore and inquire into areas of interest to formulate an
argument. (See CCLS for more details on this standard.)
W.9.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and
audience.
W.9.5: Develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and
audience.
W.9.6: Use technology, including the Internet, to produce, publish,
and update individual or shared writing products, taking advantage
of technology’s capacity to link to other information and to display
information flexibly and dynamically.
LANGUAGE STANDARDS
L.9.1: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, adverbial,
participial, prepositional, absolute) and clauses (independent,
dependent; noun, relative, adverbial) to convey specific meanings and
add variety and interest to writing or presentations.
L.9.2: Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or
more closely related independent clauses.
L.9.3: Apply knowledge of language to understand how language
functions in different contexts, to make effective choices for meaning
or style, and to comprehend more fully when reading or listening.
a. Write and edit work so that it conforms to the guidelines in a style
Page 2
W.9.8: Gather relevant information from multiple authoritative print
and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering research questions; integrate
information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citation.
W.9.9: Draw evidence from literary or informational texts to support
analysis, reflection, and research. (See CCLS for more details on this
standard.)
manual (e.g. MLA Handbook, Turabian’s Manual for Writers)
appropriate for the discipline and writing type.
Writing Rubric
Link to standards-based rubric: click here
Link to exemplar: click here
Writing Assessment
Writing Prompt: Authors use many techniques to portray their visions of what family means. Analyze August Wilson's portrayal of family in Fences
and how another author portrays family in a given text. (This text can be something you read in or out of class.) Examine the literary techniques
each author uses and explain their effects on the text, particularly how they affect the portrayal of family. Be sure to use textual evidence to
support and develop your response.
-orAuthors use many techniques to portray their visions of what strength means. Analyze Octavia Butler’s portrayal of strength in Kindred and how
another author portrays strength in a given text. (This text can be something you read in or out of class.) Examine the literary techniques each
author uses and explain their effects on the text, particularly how they affect the portrayal of strength. Be sure to use textual evidence to support
and develop your response.
Post Assessment: Authors use many techniques to portray their visions of what friendship means. Analyze August Wilson’s portrayal of friendship in
Fences or Octavia Butler’s portrayal of friendship in Kindred and how another author portrays friendship in a given text. (This text can be
something you read in or out of class.) Examine the literary techniques each author uses and explain their effects on the text, particularly how
they affect the portrayal of friendship. Be sure to use textual evidence to support and develop your response.
Language Lessons
For lessons and resources to teach language standards: click here
Page 3
Mentor Texts
Resources
Fences by August Wilson
Kindred by Octavia Butler
Poetry from Unit 3
Informational Texts from Unit 3
How to Write a Literary Essay: click here
Literary Analysis Checklist: click here
A Guide to Writing Literary Analysis Essays: click here
Writing a Literary Analysis Essay: click here
Big Ideas
Essential Questions
Writing is used to analyze literature.
Writing is used to convey ideas.
Writing is a process.
What are the habits of highly effective literary analysis writers?
What is a literary analysis? (What are the qualities of a literary analysis?)
Vocabulary
●
●
●
●
Analyze
Depict
Portray
Thesis
●
●
●
●
●
●
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Generating /
Brainstorm
3.1 Writers get a sense of what
a strong literary analysis is by
looking at examples and
identifying components that
are effective.
3.2 Writers generate ideas by
asking: How do authors depict
families in literature? How
Anchor Charts
Literary Analysis
Portray
Analyze
Textual Evidence
Components of a literary analysis
Thesis (& examples)
Checks for Understanding
Turn and Talk: What is a literary
analysis?
“I do”: Define components of a
strong literary analysis
“We do”: Use an exemplar to
identify components of a
strong literary analysis
“You do”: Students look at an
exemplar to identify and
analyze strong components of
a literary analysis
●
Turn and Talk: Give the word
“depict” in context. Ask
students to define what it
Page 4
Scaffolds & Supports
Instructional Resources &
Tools
Plot summary VS Analysis
Jigsaw “You do” in checks
for understanding
Anchor Chart:
Components of a strong
literary analysis
Sample Literary Analysis
Essays:
click here
Click here
(pg. 57-64)
Purdue Online Writing LabLiterary Analysis:
Click here
Questions Stems:
What evidence can you list
to support how the families
Generating Ideas Video
Link: click here
Standard/
Outcome
Planning &
Drafting
Teaching Points
(Lesson Objectives)
does August Wilson portray
the family in Fences? How
does the author of…portray
family in…?
-orWriters generate ideas by
asking: How do authors depict
strength in literature? How
does Octavia Butler portray
strength in Kindred? How does
the author of…portray
strength in…?
Checks for Understanding
means.
●
Graphic organizer used to
organize ideas on how each
author depicts/portrays family
Scaffolds & Supports
Instructional Resources &
Tools
are depicted in Fences
and ______?
What are the different
depictions of the families in
Fences and _____?
Answer Stems:
-Authors show families in
literature by…..
-August Wilson portrays the
family in Fences as…
-The author of ___ portrays
the family in ____ as …
3.3 Writers generate an
insightful thesis statement by
considering important events,
pivotal moments and
character choice and asking,
“What is the author suggesting
about families?” –or- “What is
the author suggesting about
strength?"

Stop and Jot: Students
generate three possible thesis
statements
How to generate a thesis
statement
Question stem:
What does this event or
pivotal moment tell me
about the author’s view of
families?
3.4 Writers evaluate ideas by
asking: What am I trying to
analyze? What connections
can I draw between the two
texts? Will I have enough
textual evidence? What do I
know the most about?

Student chosen topic/ideas
align with criteria set by prompt

Ticket out the Door: Answer one
or more of the questions found
in the teaching points.
Model for students what it
means to make
connections with examples
3.5 Writers plan their draft by
organizing/outlining their
information based on textual
evidence, explanation and
techniques.

Gather specific information
that supports what is being
analyzed.
-What is being analyzed?
-What textual evidence
Page 5
Analyzing a Passage:
Click Here
One on one support with
teacher/support staff
Notecards to organize
evidence
Planning and Drafting
Guide: Click here
Notecards to plan each
paragraph. (Can physically
place cards in order)
Writing Instruction for
Struggling Adolescent
Readers: A gradual
Standard/
Outcome
Teaching Points
(Lesson Objectives)
Checks for Understanding
(specific quotations,
evidence, specific details)
support what is being
analyzed?
Instructional Resources &
Tools
Writing Process
Presentation (Slide 9):
Click here
release model By:
D. Fisher and N. Frey
(Journal of Adolescent
and Adult Literacy)
Writing Process
Presentation:
Click here
Planning and Drafting
Guide:
Click here

How does this textual evidence
support what is being outlined?
(Explain)

What techniques does the
author employ to develop
his/her portrayal of family?
3.6 Writers create an
organized structure by
sequencing evidence and
explanation of literary analysis.

Student-generated outline or
graphic organizer with specific
textual evidence embedded
3.7 Writers strengthen their
literary analysis by establishing
clear relationships between
evidence, techniques and
explanation.

Does the textual evidence
support the literary analysis?
Why is the textual evidence
important in supporting the
literary analysis?
What technique is the author
employing to portray family?
Peer Edit with focus on
analysis: Have students
evaluate another students
literary analysis for:
-strength of analysis
-textual evidence
-incorporation of authors’
techniques
-explanation
Lesson Plan: How to Write
a Literary Analysis
Click here
Peer/Individual evaluation for
coherence
Is the analysis clear?
Does it meet the criteria of a
literary analysis or is it more of a
plot summary?
Does the textual evidence
support the analysis?
Are author’s techniques
discussed?
Does the technique discussed
support the analysis?
Students can switch papers
and identify components
of the literary analysis in
one another’s papers.
Revising Checklist
Option 1: Click here


3.8: Writers create cohesion
and clarity by using words,
phrases and clauses to link
sections of text together.
Revising
Scaffolds & Supports
*See Language Lessons
above






Page 6
Provide list of:
 Transition Words
 Pointing Words
 Repetition of Key Words
& Phrases
 Synonyms
 Idea Hooks
Revising Checklist
Option 2: click here
Revising Checklist
Option 3: click here
Tips for Writing Literary
Analysis Papers:
Click here
Standard/
Outcome
Teaching Points
(Lesson Objectives)
3.9 Writers hook their readers
by creating a powerful
introduction (using a
powerful/insightful thesis
statement).
3.10 Writers craft a
memorable conclusion by
leaving the reader with a
powerful statement about the
topic being analyzed.
Checks for Understanding
Does the writer start with a generic
sentence about the topic?
1. Does it arouse interest?
2. Does it bring immediate
focus to the subject
(quotation, provocative
question, or a startling
statement?
Is the thesis statement:
1. Precisely worded?
2. A declarative sentence?
3. A statement of the
purpose?
●
Does the conclusion give your
analysis a sense of
completeness?
●
Does it let your readers know
that you have come to the end
of your essay?
●
The following can be included
in your conclusion:
1. Restate the thesis in
different words
2. Summarize the main points
that you have made
3. Make a relevant comment
of the literary work you are
analyzing but from a
different
perspective/example.
Page 7
Scaffolds & Supports
Use exemplars to identify
components of a powerful
introduction. (See sample
literary analysis examples
above.)
Instructional Resources &
Tools
Purdue Writing Lab-Thesis
Statements:
Click here
Thesis Statements:
Click here
See “Thesis Statements” in
Resources and Tools for
thesis starters.
Use exemplars to identify
components of a powerful
conclusion. (See sample
literary analysis examples
above.)
Sample Conclusions to Use
as Exemplars:
Click here
Writing Instruction for
Struggling Adolescent
Readers: A gradual
release model By: D. Fisher
and N. Frey (Journal of
Adolescent and
Adolescent Literacy)
Writing Conclusions:
Click here
Standard/
Outcome
Teaching Points
(Lesson Objectives)
3.11 Writers polish their writing
by correcting any errors in
spelling, capitalization,
grammar, etc.
*See Language Lessons
above
Editing &
Publishing
3.12 Writers publish their
document by demonstrating
an effective use of
technology.
Post
Assessment
Post Assessment
Checks for Understanding
Peer/Individual Editing for:
-Did I use my knowledge of
capitalization?
-Did I use punctuation
appropriately?
-Did I check for spelling errors?
-Did I use various types of phrases
to convey meaning?
-Did I use various types of clauses
to convey meaning?
-Do conventions enhance
meaning and voice?
-Are sentences consistently clear,
direct and to the point?
-Is enthusiasm for topic compelling/
clear?
-Is the writer eager to share piece
aloud?
-Is it ready to be published?
Produce/publish final product
Scaffolds & Supports
One on one support with
teacher/support staff
Editing checklist for:
-capitalization
-punctuation
-spelling
-various types of phrases
-various types of clauses
Page 8
Editing Checklist
Option 2:
Click Here
6+1 Traits of Writing
(Scholastic) By: Ruth
Culham
A Writer’s Reference By:
Diana Hacker
One on one with
teacher/support staff
Have student read the
essay aloud and a teacher
or student type it
Students are administered Post
Assessment and are graded using
the Rubric.
*See Post Assessment above for
prompt.
Instructional Resources &
Tools
Editing Checklist
Option 1:
Click Here
Google Docs
Microsoft Word