Analysis Essay: Drafting

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SWBAT draft an essay using information from a poetry analysis activity.

Big Idea

Turning the Seven-Step analysis into a draft.

Word Roots Warm-Up

10 minutes

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.


10 minutes

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

30 minutes

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.

Did They Get It?

5 minutes

I do allow students to take the draft home to finish.  I let them know that it is imperative that they have a completed rough draft tomorrow, as we are going to focus on the feedback & revision process.