Non-Fiction Literary Analysis Work Day, Continued
Lesson 11 of 11
Objective: SWBAT continue their non-fiction literary analysis by completing their second and third supporting paragraphs.
Whenever possible, I begin my lessons with silent, independent reading. During this time, I actively monitor their reading progress by checking their out-of-class reading logs and engaging in reading conferences that cover a variety of topics.
To find ways to enact this section, please see my strategy folder.
At the start of the lesson today, I displayed a Student Sample(1): NFLA Author's Purpose.
This sample is an example of one kids have been working on throughout the unit. This is my first time teaching this unit, so I didn't have work samples from years prior. This is something that can be difficult.
Here are a couple of things I would talk through with my students about the opening of this sample, and one correction that could benefit them:
I introduce the next section of the analysis by showing a completed version of my outline.
In this sample that I've passed out to students, I have modeled the Sandwich Effect: Supporting Direct Quotes, which is my go to format for including direct quotes in my work.
I go over the choices I have made and how I've properly supported my quote, which is how I explain the sandwich effect. Then students are told to select a direct quote from their articles to use as evidence, and they are set off to complete the outline. I circulate to help students as needed.
After students complete their outlines, they're given adequate time to work on their NFLA. I circulate as needed to help kids who may be struggling with getting their thoughts on paper.
I always say, make sure that you pay attention to the outline. You've worked hard on it, so don't forget that it is There for you to use as a guide.
Here is another Student Sample (2): NFLA Author's Purpose.