This document provides an overview of Delia DeCourcy's middle school literary essay unit. It summarizes the key components and lessons of the unit, which are designed to scaffold students into building theories about literary works, finding evidence to support their theories, drafting claims, and writing body paragraphs to support their argument. The unit utilizes close reading, annotation, discussion, drafting, revision and peer review. It is intended to help students learn skills in analyzing texts and developing written arguments aligned to Common Core standards.

1. Middle School
Literary Essay Unit
Delia DeCourcy - Oakland Schools
delia.decourcy@oakland.k12.mi.us
ccssmiddleschoolliteraryessay.wikispaces.com

2. Introductions
● Your Name
● Your Role
● What’s going on
curricularly at the
moment?
● Where are you
headed next?

3. Goals & Burning Questions
Concerning the Literary Essay Unit:
● Consider how the previous units build on one another
● Understand the pedagogical approach of the unit
● Examine the forms of assessment in the unit
● Experience key lessons and concepts
● Access resources for future use
Write a question or concern you’d like
addressed on the notecard.

4. What Precedes the Lit Essay?
● Launching
● Independent Reading
● Argument Paragraph
● Narrative Reading

5. What Precedes the Lit Essay
Launching
● develops a writing community in which dialogue,
feedback, process and revision are paramount
● study of a genre
● students keep a writer’s notebook
to generate ideas

6. What Precedes the Lit Essay?
Independent Reading
● develops a community of readers
● students build close reading skills
● select books of interest
● reading for both volume & understanding
● students keep a reader’s notebook

7. What Precedes the Lit Essay?
Argument Paragraph
● Students learn about the concepts of
o claim
o evidence
o reasoning/analysis/commentary
● Generate and organize evidence and commentary to
connect the claim to evidence (7th & 8th)
● Draft and revise to develop a coherent paragraph

8. What Precedes the Lit Essay?
Narrative Reading
● Continuing to build the reading community
● Continued use of the reader’s notebook
● Arming students with knowledge about
narrative elements & practice with
reading strategies

9. Learning Habits/Beliefs
● Different ways of reading -- Close reading is an active,
analytical process supported by annotating and
discussion. I can talk to the text.
● Talking about texts with peers helps me make meaning
from them.
● I can make multiple interpretations about a text if I
have the evidence to back them up.

10. Learning Habits/Beliefs
● Writers use a multi-step process that involves idea
generation, drafting, and revision.
● Writing is generative; I won’t use all the ideas or
material I come up with.
● I have a voice and can express myself both orally and in
writing.
● I am part of a reading & writing community that I can
lean on for support and feedback.

11. Starting w/ the End in Mind
Read the prompt for
the post-unit assessment
on p. 6 or 7 of your unit.

12. Starting with the End in Mind
● Notice & Note - 2 Draft Read
o #1 What is the essay about? - get the gist
o #2 What skills must a student marshall to
write an essay like this one?

13. What Skills?
In grade level groups
● make a list of the skills students need to
write a satisfactory literary essay
● include both reading & writing skills

14. Which Standards?
Given the list of skills you generated, which
standards will be key in the Lit Essay unit?
look at
READING LITERATURE
WRITING
http://www.corestandards.org/ELA-Literacy/

15. Skills & Standards
Which skills map to which
standards?

16. Skills & Standards
Reading: Key Ideas & Details
How have students practiced/mastered these
skills previously?
Writing: Developing an Argument
How will you scaffold these skills in the unit?

17. The Abstract
While many literary analysis lessons assume that a student will
regurgitate a literary critic or teacher’s thesis, these lessons ask
student readers and writers to actively engage in theory-building,
claim-making, selecting and organizing evidence, and
revising and editing. This four-step process models the writer’s
workshop philosophy. Classrooms that use the workshop model
make explicit that the process of learning to read, write, and
think are just as important as the finished essay.
(7th grade abstract)

18. ● Students read an “individual text” in the narrative
reading unit
○ book clubs
○ independent read
○ whole class novel
● Using an anchor text everyone knows that the teacher
can use to model throughout the unit.
● Mentor texts are student and teacher-generated
paragraphs or whole essays pulled from book or film
reviews.
ASSUMPTIONS

19. ● What?
● How?
● Why?
● Your
examples?
LESSON DESIGN: Gradual Release of Responsibility

20. BREAK

21. Overview p. 6 or 7
Teaching Points: also known as learning targets
or goals….CONCEPTUAL BENDS
● share with students
● assess what was learned at the end of the
lesson
● re-teach if formative assessment indicates a
chunk of students didn’t get it

22. Overview - p. 6 or 7
● Assessments
o Pre-assessment > from the narrative reading unit, to
determine students’ ability to reading and analyze
independently
o Mid-unit assessment > literary essay rough plan
o Daily - exit tickets, discussion, small group work

23. Rubric Study - p. 7-9
● summative - evaluation of final product
o students intro to
o academic vocabulary
● formative - process focused
How would you use each of these rubrics?

24. Audience
● Who are your students writing for?
● What audience will motivate and engage
them?
● Who will inspire them to devise interesting
arguments?
Ideas?

25. Anchor Texts
6th - Character> “Scout’s Honor” by Avi
7th - Theme> “Thank You, Ma’am” by Langston Hughes
8th - Theme & Character> “The Gift of the Magi” by
O’Henry

26. REVIEW of LITERARY ELEMENTS
5 Story
Elements Rap
OR Theme
Review - p. 11
in 7th and 8th
grade units
Additional
resources on
wiki

27. Immersion in Unit
● shifting between the student lens
and the teacher lens
o experience lessons
o read lessons
o debrief lessons

28. Session 1 - Theory Building
Teaching Point:
Literary essayists write and talk about a text to
develop theories about a story’s characters
(6th), themes (7th) or characters
& themes (8th).

29. Theory vs. Claim?
Discuss with your
neighbor.
Theories are initial
ideas or hunches.
Claims are refined
theories that have
evidence for support.

30. Let’s Read & Annotate Our Anchor Text

31. Your reading agenda...
● Put an I next to any
big ideas you see
● Put an S next to any
emotional shifts
● Put a C next to
moments of high
conflict
THINKING PROMPTS
● What’s the character’s problem?
● Why are the characters in
conflict?
● What did the character’s reaction
reveal about him or her?
● What is the author trying to
convey to the reader?
● What did the story get you
thinking about?

32. What are the big ideas?
Share...

33. My Theories
● character: The boy acts out because he feels
abandoned in the world.
● theme: Luella shows that compassion is
more effective in creating change than
punishment.
● character & theme: Luella is both strict and
nurturing, illustrating that kindness has
more than one incarnation.

34. What are your theories?
With your group, in your WNB, jot down as
many theories as you can about “Thank You,
Ma’am.” FOCUS:
● 6th - character development
● 7th - theme
● 8th - character and theme
[Develop theories about your individual text using your
notes and annotations.]

35. Session 2 - Finding Support for Theories
Teaching Point:
Literary essayists test their theories by looking
for examples from the text.

36. Session 2 - Finding Support for Theories
Possible Theory
on Character
Evidence from
Text
Evidence gets
me thinking
about...
The boy acts out
because he feels
abandoned in
the world.
“There’s nobody
at my house,”
said the boy.
How having a family
makes people feel like
they below. If you
don’t have this, you
feel like an outsider
and may take more
risks.

37. Session 2 - Finding Support for Theories
In your group, find evidence for
3 of your theories using the
Finding Support of Theories Handout.
[In your individual text, find evidence to support 2-3 of
your theories.]

38. LUNCH

39. Session 2 - Finding Support for Theories
Teaching Point:
Literary essayists reread in order to test their
theories. They may change
their theories after discovering
new evidence.

40. Session 2 - Revising a Theory
Original: The boy acts out because he feels abandoned in
the world.
Revised: Interacting with a kind and generous person can
help us see the error in our ways. The boys isn’t initially
ashamed but after his time with Luella he realizes he was
wrong.
Revise one of your theories due to lack of or contradictory
evidence in the text. SHARE
[Revise one or many of your theories about your individual
text.]

41. Unit Reading Time
Review sessions one and two
in your grade level packet.

42. Debrief
● How does the unit scaffold students
into building complex theories and
supporting and revising them?
● What adjustments might you make for your
students?
● Questions?

43. Drafting & Supporting Claims
Session 3 Teaching Point:
Literary essayists review
their evidence and create a
supportable claim about theme.

44. Drafting Claims
My Theories:
● Luella shows that compassion is more effective in
creating change than punishment.
● Luella is both strict and nurturing, illustrating that
kindness has more than one incarnation.
● Interacting with a kind and generous person can help us
see the error in our ways. The boys isn’t initially
ashamed but after his time with Luella he realizes he
was wrong.

45. Drafting Claims
My Claim:
Kindness, nurturing and generosity are
forces that are most likely to inspire
a change in behavior.

46. Drafting Claims
With a partner, turn your theories
into a debatable claim.
6th - character
7th - theme
8th - character and theme
SHARE
[Study your theories about your individual text and devise
or select a debatable claim.]

47. Supporting Claims
Session 4 Teaching Point:
Literary essayists identify reasons
and examples to explain
and support the claim.

48. Supporting Claims
Kindness, nurturing & generosity are forces most likely to inspire a change in behavior.
Types of Evidence: Direct Quotes, Character Action, Thoughts, Dialogue, Key Events, Author’s Device
Type of Evidence Page
Number
Textual Evidence Relevance to Claim or Reasons
direct quote 1 “No’m,” said the being dragged
boy. “I just want you to turn me
loose.”
After Luella has shaken the boy
and physically restrained him, he
apologizes but just wants to get
away. No real change.
character action 3 Luella feeds the boy and gives
him ten dollars to buy shoes--acts
of kindness; the boy is speechless
as he leaves her house.
The boy was once eager to run
away but is now hesitant to leave
the house because he feels
connected to this stranger--and
grateful.

49. Supporting Claims
With a partner, complete
Collecting Evidence for Claims
(8th grade, consider using
7th grade’s graphic organizer)
Identifying Reasons
(6th -2 pages, 7th - modify 8th grade)
[Collect evidence and identify reasons in your WNB for the claim about your
individual text.]

50. BREAK

51. Mid-Unit Assessment
Complete Your Rough Plan
[for your individual text]
LEAD WITH YOUR REASONS
Conference with another pair to get feedback
on:
● how well your reasons connect to your claim
● how your evidence connects to your reasons
● how well your reasons connect to each other

52. Unit Reading Time
Review sessions 3, 4, and 5
in your grade level packet.
(3 & 4 for Grade 6)

53. Debrief
● How does the unit scaffold students into
drafting & supporting claims with reasons
and examples?
● What adjustments might you make for your
students?
● Questions?

54. Drafting & Managing Types of Evidence
Session 7 Teaching Point: Literary essayists draft
body paragraphs by presenting evidence through
paraphrase and direct quotes.
● quoting vs. paraphrasing (6th & 7th)
● setting up the paraphrase or quote
within a paragraph (6th)

55. Drafting & Managing Evidence Types
Drafting Body Paragraphs - Sessions 6 & 8
● 7th grade - Introducing & Connecting
Evidence handout
● 8th grade - Extended & Connected Examples
handout

56. Drafting Paragraphs
draft - feedback - revision - self-reflection -
revision - feedback - revision
How the paragraphs
● support the claim
● connect to one another
● move the argument along

57. Unit Reading Time
Review sessions
6th grade: 5-7
7th & 8th grade: 6-8

58. Debrief
● How does the unit scaffold students into
drafting their essay?
● What adjustments might you make for your
students?
● Questions?

59. Final Lessons
● Introductory & Concluding Paragraphs
● Peer Review & Revision
● Editing and Publishing
● Reflection (Metacognition)

60. Peer Review
● Training students to make substantive comments that
are helpful to another writer.
● The Challenges?
○ kids unsure of what to do
○ kids wanting to be “nice”
○ kids on auto pilot
○ differing skill levels
○ others?
● Let’s watch a video!

61. Peer Review
1. Model by thinking aloud through a piece of
student work (old).
2. Give students sentence stems/starters.
3. Let the students critique your paragraph or
essay.
4. Give more scaffolding at first and less as they
become more practiced.
SAMPLES ON THE WIKI
5. Use throughout units - not just at the end.

62. Your Metacognitive Task
● In your WNB
○ What did you learn today? How did you
learn it?
○ Which learning was most challenging?
○ What do you anticipate will be the
toughest part about teaching this unit?

63. delia.decourcy@oakland.k12.mi.us
THANK YOU!