ES 2016

Literary Essay Teaching Points

1. I can identify key traits of a literary essay by using what I know about writing.
What is a literary essay? Immersion (Difference between Narrative and Essay)
2. I can identify the theme of a short story by noticing what characters learn.
Thinking about theme
a. Teacher Models with The Other Side
b. Students come up with theme from One Green Apple
3. I can record evidence to support my thinking by using a t-chart.
Ideas and evidence – t-chart
a. Teacher models finding evidence for theme of The Other Side
b. Students add evidence or find some for other book
c. Evidence from different parts of the book
4. I can create a thesis statement by stating my opinion about a text.
Writing a thesis sentence
a. Model with The Other Side – In the book . . . the author . . . claim
5. I can write a basic literary essay by using a structured format.
Writing a basic paragraph for a literary essay (introduction, proof, conclusion)
a. Introduction – thesis, book, author
b. Evidence – 2 pieces
c. Conclusion – restate thesis
6. I will strengthen my evidence by making my support clear.
Making Your Evidence Stronger
a. Only include the most important parts that prove your point – not all the details
b. Explain your evidence instead of just saying it
7. I can write a thesis statement by thinking of the theme of a text.
Writing a full essay – thinking about theme
a. Now that students have the basics of a literary essay, write a full one.
b. Read short story “Slower Than the Rest” and model finding the theme
c. Give students copies of “The Marble Champ.” Have them read and find theme.
Writing a thesis statement
d. A thesis is a claim
e. Think: What am I going to prove to my readers?
f. Since our thesis statements will be about theme, think “What is the author teaching
us?” and write it in a sentence.
g. Your theme needs to be something that your evidence points us to.
8. I can support my thesis by finding evidence from the text.
Ideas and evidence – t-chart (3 main examples)
a. Model creating a t-chart with three examples from throughout the text.
b. Students highlight “The Marble Champ” for examples and include in t-chart.
9. I can write an introduction by writing a hook and connecting it to the main point.
Writing an Introduction – Hook & Connection (PowerPoint)
10. I can write an introduction by summarizing a text and writing the main idea.
Writing an Introduction – Short Summary & Thesis
 ES 2016

11. I can write topic sentences for body paragraphs by thinking about the main idea.
Writing a Body Paragraph – T&T – Transitions & Topic sentences
a. Transition and topic sentence with thesis
12. I can write a body paragraph by explaining evidence to prove their claim.
Writing a Body Paragraph – E&E (Example & Explain), Restate Thesis
a. For example, …
b. Explain example
c. This shows that . . . refer back to your claim/thesis
13. I can elaborate in their body paragraphs by adding specific details.
Writing a Body Paragraph – Elaboration (using specific details – names, quotes, precise actions)
14. I can elaborate in their body paragraphs by adding quotes.
Writing a Body Paragraph – How to insert a quote
15. I can elaborate in body paragraphs by using storytelling & paraphrasing.
Writing a Body Paragraph – storytelling & paraphrasing
16. Students will write a strong conclusion by challenging others.
Writing a Conclusion
a. In (title of story), (the Character) learns that . . .
b. After reading this book, I realize that . . . (make a connection – What did you learn?)
c. End with a statement of what you want your reader to know
17. I can give credit to their sources by creating a works cited page.
Bibliography – include just the book you used
18. Editing
19. Revising
20. Publishing/Celebrating