Putting the PIeces Together: Develping Claims for Othello Literary Analysis Paper (Day 3 of 3)
Lesson 10 of 11
Objective: SWBAT plan and develop claims and support by gathering and organizing textual evidence for their Othello literary analysis papers.
We'll start class with ten minutes of reading time. I will read with the students today.
Organizing a Paper 101
Yesterday, we worked on identifying purpose for writing and creating a focus for writing. Today we will continue the writing process by talking about how to develop claims by providing text support (CCSS.ELA-Literacy.W.9-10.9 and CCSS.ELA-Literacy.W.9-10.5).
To do this, I will ask my students to take notes on a few slides: DBQ and Lit Analysis Pointers. This will be review from what we talked about earlier this semester, but I want to reiterate to them the importance of properly blending their quotes. I will also talk about the difference between using textual support for a DBQ vs. a literary analysis paper, which is mainly that they will need to think differently about organizing their information: DBQvsLit Analysis.
Just as a reminder, the prompt for this paper is as follows: Analyze what you believe to be the most significant literary device that Shakespeare utilized to create meaning in Othello. Be sure to provide evidence that shows HOW and WHY he uses this technique to create meaning in the play as a whole.
Drafting on Notecards
Once we've reviewed the basics, I am going to introduce a different style of paper-drafting. This is actually something that I learned from a student teacher (who is now a brilliant teacher on her own!) based on her strategy for writing a master's thesis. Her method was to write all her information on 3x5 note cards so that she could physically manipulate them to find the perfect organization for her paper.
I will explain this method to my students and then provide them with four note cards to start drafting. Each note card should have a quote or piece of evidence on one side with an explanation/statement of analysis on the back. This will (hopefully) ensure that all of the quotes they chose to use have analysis ready to go. They should have two of these cards to use for each of their body paragraphs. I will let them use more cards if they have more textual support or ideas to add.
I am going to ask them to have at least four paragraphs in their essay (an intro, a conclusion and two body paragraphs). I will advise them to focus their energy today on finding good quotes to support their claims and counterclaims (CCSS.ELA-Literacy.W.9-10.1b) so that the body of their papers, which is the most difficult part to write, will be started before they have to go write the whole thing up this weekend.
Their rough drafts will be due on Tuesday where we will do a peer revision workshop.
Wrap up and Next Steps
At the end of the period, I will remind them of their due date (rough draft, due Tuesday) and ask for any clarifying questions about process. I will also remind them that I am available via email if they have questions about their thesis, support or organization.