Analysis Essay: Drafting
Lesson 3 of 8
Objective: SWBAT draft an essay using information from a poetry analysis activity.
Word Roots Warm-Up
For today's word root warm-up, students will complete a practice quiz. My procedure for this is as follows:
- Students complete the quiz on a piece of scrap paper.
- Once everyone is done, we go over the answers. Students check their own work.
- Students reflect on their progress in the "Summary" section of their Cornell Notes.
- Notes are turned in for a formative grade.
I do remind students that they are not getting a grade for the quiz, it's simply a way for them to monitory their own progress.
To begin today's lesson, I hand out a copy of the first draft of my essay about the poem "Thumbprint" along with my seven-step analysis that they looked at yesterday. I tell my students that this is an example of what they are going to do today. I ask them if anyone would like some help on turning the notes from their Seven-Step Analysis into an essay like this one.
With panic in their eyes, they raise their hands. I reassure them that I would never set them free to create a paper like this without guidance, but it is fun to humble them just a little bit!
Before we move forward onto the assignment, I ask students to read my essay again looking for the information that I took off of my Seven-Step Analysis of "Thumbprint," since that's what they'll be doing on their own drafts today.
Getting Down to Business
Now that the students are pumped about drafting their own essays, I hand out the assignment sheet. Students will be able to use the instructions and the sample essay in tandem to understand the assignment and expectations.
Next, we work on crafting a thesis statement. Using the instructions on the paper, I have them think about which poetic element best helped them understand the theme or best demonstrated the theme. We then look at my paper and locate the thesis statement. I want them to see it as the last sentence in the body paragraph.
We then read the instructions for each paragraph. I let them know if they have any questions about how to turn the instructions into actual writing, they should reread the sample essay.
Now it's time for drafting. I make sure to circulate around the lab to make sure that everyone is cruising along.