SYRACUSE CITY SCHOOL DISTRICT Grade10 Unit 01 Writing Unit

Revised: 4/7/2016
SYRACUSE CITY SCHOOL DISTRICT
Grade10 Unit 01 Writing Unit
Literary Analysis
Writing Standards: W.10.1, W.9.4, W.10.6, W.10.9
Language Standards: L.10.1, L.10.2, L.10.3
Unit Overview-Literary Analysis
In this writing unit, students are required to brainstorm, plan, draft, edit, revise and publish a literary analysis. The purpose of
writing a literary analysis is to encourage students to think about how and why a poem, short story, novel, or play was
written. When analyzing literature, students need to remember that authors make specific choices for particular reasons.
Students should illuminate author’s choices and attempt to explain their significance.
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, dialogue, 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:
Writing Unit: October 26 – November 6, 2015
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Concept 1
Generating Ideas
Concept 2
Planning and Drafting
Concept 3
Revising
Concept 4
Editing and Publishing
Outcome(s):
 Writers use a variety
of strategies to
generate ideas
based on given
writing prompt
Outcome(s):
 Writers thoughtfully
draft a working
document that has a
thoughtfully crafted
thesis and meets the
requirements of the
writing task
Outcome(s):
 Writers employ a
variety of strategies to
skillfully revise a literary
analysis to ensure
diversity in word
choice, sentence
structure, style, and
textual evidence
Outcome (s):
 Writers review their
document for
grammatical and
mechanical mistakes
and publish final
product using
technology
Teaching Point(s):
1.1-1.3
Teaching Point(s):
1.4
Teaching Point(s):
1.5
Teaching Point(s):
1.6 & 1.7
CCLS:
W.10.1, W.10.4, W.10.6, &
W.10.9
CCLS:
W.10.1, W.10.4, W.10.6, &
W.10.9
CCLS:
W.10.1, W.10.4, W.10.6, &
W.10.9
L.10.1, L.10.2, & L.10.3
CCLS:
W.10.1, W.10.4, W.10.6, &
W.10.9
L.10.1, L.10.2, & L.10.3
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WRITING STANDARDS
LANGUAGE STANDARDS
Writing Standards:
W10.1: 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.
a. Introduce precise claims(s), distinguish the claims(s) from
alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.
b. Develop claims(s) and counterclaims fairly, supplying evidence
for each while pointing out the strengths and limitations of both in
a manner that anticipates the audience’s knowledge level and
concerns.
c. Use words, phrases, and clauses to link the major sections of the
text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and
between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which
they are writing.
e. Provide a concluding statement or section that follows from and
supports the argument presented.
Language Standards:
10.1: Demonstrate command of the conventions of standard
English grammar and usage when writing and speaking.
a. Use parallel structure.
b. Use various types of phrases (noun, verb, adjectival, participial,
prepositional, absolute) and clauses (independent, dependent;
noun, relative, adverbial) to convey specific meanings and add
variety and interest to writing or presentations.
10.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
10.6: 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.
10.9: Draw evidence from literary or informational texts to support
analysis, reflection, and research.
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10.2: 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.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
10.3: 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 manual (e.g. MLA Handbook, Turabian’s Manual for Writers)
appropriate for the discipline and writing type.
Writing Rubric
Link to standards-based writing rubric
Writing Prompt (Assignment)
For this literary analysis you will be analyzing the techniques in which the
author develops a character within a given text. Develop your literary
analysis by examining the literary elements within the given text and the
effects a character has on the text. You must use textual evidence to
support your claim. Be sure to include the following:
 Specific literary elements (min. 2) from the text that help develop
the character
 Sufficient explanation and details to support your claim
 Specific textual evidence and page numbers
Language Lessons
Parallel Structure: click here
Phrases/Clauses: click here
Conjunctive Adverbs (see also for commas and semicolons): click here
Defining Style: Option 1 Option 2
Mentor Texts
Texts from Unit 1-Literature
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Big Ideas
We write to convey ideas.
Writing is a process.
Writers use evidence from texts to support ideas
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Analyze
Coherent
Dialogue
Pacing
Plot line
Precise
Sequencing
Structure
Thesis
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Essential Questions
What are the habits of highly effective (literary analysis) writers?
What are the characteristics of a literary analysis essay?
How do I construct an effective thesis?
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Anchor Charts
Generating Ideas
Writing Process Steps
Editing “Checks”
Writing “Must Haves”
Designing a Thesis Statement
Components of a Literary Analysis
Vocabulary
Page 4
Standard/
Outcome
Generating
Teaching Points
(Lesson Objectives)
1.1 Writers generate
topics/ideas based on the
narrative prompt by using a
variety of strategies.
Checks for Understanding
Completion of graphic
organizers/bubble maps for
brainstorming
Scaffolds & Supports
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1.2 Writers brainstorm ideas for
their topics/ideas by
evaluating which brainstormed
topics meet the criteria of a
narrative.
Student chosen topics aligns
with criteria set by prompt
1.3 Writers craft a thesis that
addresses the criteria of the
analysis
Writing Activity: What is a
thesis statement? Why is it
crucial for writing a clear and
concise paper?
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Discussion/Think-PairShare/Warm Up:
-What are the components of
an highly effective thesis?
-How can I turn my ideas into
a strong thesis for this literary
analysis?
Mini-Lesson: Show samples of
what a thesis is and what a
thesis is not (see examples of
thesis in “Resources and
Tools”)
Mini-Lesson/Model:
Teachers model how to
develop a strong thesis based
on ideas generated.
Page 5
Topic Chart: student
generated chart of
possible writing topics
Graphic Organizers/
Bubble Maps
What makes one topic
stronger than the other?
Concept Circles/Concept
Maps from Inside Words:
Tools for Teaching
Academic Vocabulary by
Janet Allen p.13
Small Group Activity: Hand
out topics to small groups. Ask
students to create a thesis
statement based on their
topic. Share out.
Instructional Resources & Tools
Reading Reasons - Motivational
Mini-Lessons for Middle and High
School By: Kelly Gallagher - Mini
Lesson 10 “Why It’s Important to
Develop Writing Skills (excerpt from
Of Mice and Men) Page 64 & 65
Graphic Organizers: click here
Writing Instruction for Struggling
Adolescent Readers: A gradual
release model By: D. Fisher and N.
Frey (Journal of Adolescent and
Adult Literacy)
Inside Words: Tools for Teaching
Academic Vocabulary By: Janet
Allen
Writing Resources: click here
Examples of thesis:
Option 1: click here
Option 2: click here
Generating a Thesis: click here
Standard/
Outcome
Planning &
Drafting
Teaching Points
(Lesson Objectives)
1.4 Writers produce a working
document that meets the
criteria of the writing prompt
and incorporates the following
literary analysis techniques by:
● Developing an outline
of their literary analysis
essay using relevant
details, supporting
evidence and
quotations from the
text.
● Evaluating their outline
draft by determining
which details,
evidence and
quotations best support
their thesis.
● Drafting their essay
utilizing their detailed
outline.
Checks for Understanding
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Peer/individual
evaluation for
coherence
Written coherent draft
of literary analysis
Mini-Lesson/Model:
Teachers demonstrate how to
use an outline format (MLA or
other) to plan their writing
draft, being sure to include
citations with page numbers
Scaffolds & Supports
Writing conferences:
One on one with students
Sentence starters for
struggling writers
Instructional Resources & Tools
Creating Writers Through 6- Trait
Writing - Assessment and Instruction
By: Vicki Spandel
6+1 Traits of Writing (Scholastic) By:
Ruth Culham
Nonfiction Craft Lessons By: Joann
Portalupi and Ralph Fletcher
*Specifically see the following mini
lessons:
Introducing And Using New
Vocabulary (pg. 97)
Making Transitions Between
Paragraphs (pg. 93)
Writing Resources: click here
Page 6
Standard/
Outcome
Teaching Points
(Lesson Objectives)
1.5 To ensure all required
features of a literary analysis
are incorporated and all
criteria of writing prompt are
met, writers revisit their working
document.
Peer/Individual Revising for
the following:
● Clear thesis
● Sufficient and relevant
evidence
● Sufficient analysis
● Coherent organization
● Coherent sequencing
● Transitions
Quick Writes/Tickets out the
Door/Journals:
-How can I make the
evidence in my body
paragraph more clear and
analytical in regard to the
prompt?
-Are my arguments valid and
powerful? Have I used textual
evidence to support my
thesis?
-What do I know about
revision and what do I need
to know in order to revise my
literary analysis?
-In looking at my writing, what
needs to be revised? How do I
know?
-Do conventions enhance
meaning and voice?
-Are sentences consistently
clear, direct and to the point?
-Is enthusiasm for topic
compelling/clear?
Revising
Editing &
Publishing
Checks for Understanding
1.6 Writers edit their working
document by:
● Checking for a command
of the conventions of
Peer/Individual Editing for:
● capitalization
● punctuation
● spelling
Page 7
Scaffolds & Supports
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One on one with
teacher/support staff
Revising checklist
Exemplars of:
-completed
coherent work
Provide students with different
colored sticky notes to use as
note markers for revision
points needed.
Instructional Resources & Tools
Creating Writers Through 6- Trait
Writing - Assessment and Instruction
By: Vicki Spandel
6+1 Traits of Writing (Scholastic) By:
Ruth Culham
Nonfiction Craft Lessons By: Joann
Portalupi and Ralph Fletcher
Specifically see the following mini
lessons:
Introducing And Using New
Vocabulary (pg. 97)
Making Transitions Between
Paragraphs (pg. 93)
Revising Resources:
Option 1: click here
Option 2: click here
Option 3: click here
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One on one with
teacher/support staff
Editing checklist for:
-capitalization
Creating Writers Through 6- Trait
Writing - Assessment and Instruction
By: Vicki Spandel
Standard/
Outcome
Teaching Points
(Lesson Objectives)
standard English grammar
and usage
● Effectively using various
types of phrases/clauses to
add variety and interest
*Also, see language lessons
above
Checks for Understanding
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Scaffolds & Supports
various types of phrases to
convey meaning various
types of clauses to
convey meaning
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1.7 Writers publish their final
product by demonstrating an
effective use of technology
-punctuation
-spelling
-various types of
phrases
-various types of
clauses
Individual support with
technology (Microsoft
Word, Google Docs, etc.)
Instructional Resources & Tools
6+1 Traits of Writing (Scholastic) By:
Ruth Culham
Microsoft Word
Google Docs
Blogspot.com
Editing Checklist: click here
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