Units of Study in Opinion, Information and Narrative Writing Grade 6 Pacing Guide Unit 2 - The Literary Essay Wk 1 On Demand Narrative Assignment, Found in Writing Pathways Assessment Book, Page 86 Bend 1: Writing Strong Literary Essays Wk Session Mini-Lesson Pg Teaching Point Pg Active Engagement

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Pg Link

Pg Conferring

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Essay Boot Camp

Explain to students that they will write an essay about a "When writing an essay, it fairy tale, giving them time to can help to start with a clear talk together. Students should sense of the structure in work in pairs to generate a which you'll be writing, and thesis and reasons. Collect 2 then you almost pour your 5 5 suggestions for a shared essay content into that structure, and have students use a box changing the structure around and bullets plan to write-inif the content requires you to the-air the first paragraph. Set do so" students up to practice the second paragraph

Growing Big Idea from details about Characters

"To get big ideas about textsAsk students to reread aloud Channel students to start and eventually grow those to each other another passage using the strategy you taught ideas into a literary essay- it from the shared text, paying with the short story they pays to notice important Generating attention to another detail that chose to study. As soon as an details the author has Meaningful Ideas, 14 15 might reveal the characters, 18 individual begins writing 20 21 included about the character, Right from the and then to write from what about details in the text, send and then to reflect on the Start they notice. Have the class that person off, so those author's purpose for including listen to and debrief based on needing help remain to a detail, and to jot down those one student's work receive help thoughts"

Writing to Discover What a Character Really Wants

"When literary essayists are Ask students to try to talk writing about characters, one long about the character's way they make their ideas motivation. Coach in as Remind students that expert more powerful, more needed, suggesting they trace readers know which features Helping Students intriguing, is by looking the idea through the of a story are worth studying Write with 24 beyond the obvious details 26 28 29 31 beginning, middle and end of and that it pays off to study a Engagement and about the characters to think the story. Share a strategy character's wants and Precision about what motivates them that one partnership used that motivations to figure out what the will help students if they get character really wants from stuck other people and from life"

Pg CCSS

Remind students that writers W6.1, W6.4, often brush up on the W6.5, RL6.1, structure of the genre before Ratcheting Up the RL6.2, RL6.3, Reflecting on diving into writing in it. Ask 10 Level of Student 11 12 RL6.5, RL6.10, Being an Essayist them to use the thinking of Work SL6.1, SL6.2, the past few moments to help SL6.6, L6.1, L6.2, them do that now L6.3

Thinking Gets Better Through Talk

W6.1, RL6.1, RL6.2, RL6.3, 23 RL6.10, SL6.1, SL6.6, L6.1, L6.2, L6.3

Setting Goals for Future Work

W6.1, W6.2, W6.3, W6.10, 33 RL6.1, RL6.3, SL6.1, L6.1, L6.2, L6.3

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Crafting Claims

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Conveying Evidence: Summarizing, Storytelling, and Quoting

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Studying a Mentor Text to Construct Literary Essays

Encourage students to reread "When literary essayists write what they've written to about a character, they work generate possible claims. Use Set students up to start doing hard to come up with an idea, a symphony share to allow similar work with other W6.1, RL6.1, a claim, that captures the Strengthening multiple students to share students who read the same Drawing on RL6.2, RL6.3, whole of that person so the Claims and claims they've generated. Ask story, leading them toward Structure Boot RL6.4, SL6.1, 35 claim (or thesis statement) is 36 37 41 Supporting Them 42 44 students to settle on a still being ready to do this work Camp to Organize SL6.3, SL6.4, big enough to think and write with Compelling tentative claim. Suggest that on the page of their notebook, Evidence SL6.6, L6.1, L6.2, about for a while and can Evidence they tweak and revise claims settling on a claim for their L6.3 maybe even become the to be sure they encompass the own character essay central idea of the entire whole text. Settle on a claim essay" for a shared story and debrief

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Show writers the plan that "We will be researching this Have students study a mentor undergirded the students' question, 'What makes for a text. Start annotating a large exemplar essay that they just good literary essay? And copy of the essay to help studied. Suggest writers what, exactly, does a writer students get started, then 54 55 55 prepare to revise their own 59 do to go from making a claim listen and watch as they plans to include elements they and collecting evidence to discuss their observations. may have neglected to actually constructing an Share some students' include. They will then write essay?" observations their essays

"When an essayist makes a claim and includes evidence to support that claim, that Revising Essays to Be alone doesn't convince Sure You Analyze as readers that the claim is 65 Well as Cite Text justified. Essayists often Evidence revise their essays to make sure they explain why and how the evidence connects with, or supports the claim"

Help students as they work Remind students of the with partners to analyze how importance of analyzing their a scene supports the rationale evidence to provide their 67 69 70 for a claim, using thought readers with a more prompts to push their compelling argument in thinking support of their claim

Small Groups to Using a Checklist Support Students 61 for Self-Analysis 63 as They Draft and Goal-Setting

Troubleshooting Common Problems with Analysis of Evidence

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Giving Feedback Using the Checklist

W6.1, W6.4, W6.5, W6.9, W6.10, RL6.1, RL6.2, RL6.3, RL6.10, SL6.1, SL6.2, SL6.3, L6.1, L6.2, L6.3

W6.1, W6.5, W7.1, RL6.1, 73 RL6.2, SL6.1, SL6.3, L6.1, L6.2, L6.3, L6.6

Bend 2: Elevating the Complexity of Literary Essays Wk Session Mini-Lesson Pg Teaching Point

Pg Active Engagement

Pg Link

Pg Conferring

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"Often the life lessons that a character learns are the life lessons that the author hope that the reader will learn. To Students should think about Remind students that today figure out what those life the lessons a character learns they'll be aiming for lessons might be, it helps to by examining the motivations universality as they chart the Looking for Themes in 76 look more closely at the 78 and the problems of the 81 motivation, problem, and 82 the Trouble of a Text troubles a character faces, protagonist. Invite students to possible theme in the same and how they get in the way share their thinking and their story about which they wrote of what the character wants, process their character essay asking, 'What lessons does the character learn from all this?"

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Drafting Using All that 89 You Know

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First Impressions and Closing Remarks

Quoting Texts

"When literary essayists write Channel students to think introductions, they often lead about their own essay by first with a universal statement Summarize the steps of the thinking of the essay's larger about life and then transition lesson. Ask students to recall 93 95 landscape. Ask them to work 97 97 to the text-based claim itself, and name what they know with a partner to begin to by narrowing their focus to about revision generate lists of possible the particular story they are leads writing about"

"Essayists know that the Set students up to practice words of a text matter, and finding and using quotes for they make careful decisions, 103 105 their own literary essays, 108 choosing powerful quotes or repeating the process you parts of quotes, to support demonstrated their thinking"

Send writers off to work, reminding them of the full array of potential activities they can select from to strengthen their essays

The Power of Compliments

Addressing Struggles

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Planning a Thematic Essay

Writing Conclusions

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W6.1, W6.4, W6.5, W6.10, RL6.1, RL6.2, RL6.3, SL6.1, SL6.4, SL6.6, L6.1, L6.2, L6.3

W6.1, W6.4, W6.5, RL6.1, 100 RL6.2, SL6.1, L6.1, L6.2, L6.3, L6.6

W6.1, W6.4, W6.9, RL6.1, Finding and Minding the Gaps RL6.2, RL6.5, 108 Selecting 109 111 in Essays SL6.1, SL6.3, Powerful Quotes SL6.4, L6.1, L6.2, L6.3

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Editing Inquiry Centers

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Bend 3: Writing Compare-and-Contrast Essays Wk Session Mini-Lesson Pg Teaching Point

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Pg Active Engagement

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Pg Conferring

Have students try the same work with different objects. "Writers can compare and Offer two of your shirts for contrast by putting two the class to compare and Building the Muscles subjects side by side and encourage them to think of Set students up to go off and to Compare and 118 asking, 'How are they similar? 121 122 123 categories that might guide work in centers Contrast How are they different?' Then their thinking. Debrief. Recall they write in an organized the teaching point and put way" today's work in a bigger context

Deepening Students' Initial Observations

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Set up students to write their "Essayists bring all of their own compare-and-contrast skills to compare-and-contrast Direct students to compare essays, on texts and a theme Taking the Bumps essays - by comparing what is 128 130 and contrast a theme across 132 of their own choosing. 133 in the Road in 134 similar and contrasting what two stories they have read Emphasize the importance of Stride is different about the themes this project- that their essays in different texts" will culminate the unit

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Comparing and Contrasting Themes Across Texts

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"Essayists ask, 'What do I already know - and what resources can I use - that will Direct students to review Encourage writers to call Applying What You Thinking about help me do this revision work their own drafts and all the forth and use everything they Have Learned in the How to Write an 138 well?' Then they hold 140 resources available to them, 142 know about writing strong 142 143 Past to Today's Essay, Not Just themselves accountable for so they can plan meaningful essays, and send them off to Revision Work What drawing on all they've learned ways to revise their essays work before as they revise their drafts"

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Strategies for Comparing and Contrasting

W6.2, W6.4, W6.9, W6.10, RL6.1, RL6.3, 126 SL6.1, SL6.2, SL6.4, L6.1, L6.2, L6.3

Being Literary Scholars

W6.2, W6.5, W6.9, RL6.1, RL6.2, RL6.10, 136 SL6.1, SL6.2, SL6.4, L6.1, L6.2, L6.3

Offering Constructive Feedback

W6.2, W6.5, W6.9, RL6.2, 145 SL6.1, L6.1, L6.2, L6.3

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Identifying Run-Ons and Sentence 146 Fragments

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Celebrating Literary 150 Essays