Non-Fiction Literary Analysis Work Day, Continued

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Objective

SWBAT continue their non-fiction literary analysis by completing their second and third supporting paragraphs.

Big Idea

How do we choose quotes that show author's purpose? Students find ways to express author's purpose through the authors' words.

Lesson Author

Simone Larson

Evanston, IL

Grade Level

Sixth grade

Subjects

English / Language Arts

Reading

Nonfiction (Reading)

Standards

W.6.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

W.6.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.6.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.6.9b

Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").

Reading Log Highlight & Check-In

20 minutes

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.

Examine Student Exemplars

5 minutes

Reflection: Showing Student Samples too Late

Using Student Exemplars as Models

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:

Autism, The Gift in Disguise

NFLA Outline & Teacher Sample

15 minutes

I introduce the next section of the analysis by showing a completed version of my outline.

Non-Fiction Literary Analysis Outline for Body Paragraphs

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.

Independent Work Time: Type Analysis

30 minutes

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.

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