Analyze a Personal Essay by a Noted Author

Objectives

Students will read a personal essay by a noted author. [IS.15 - All Students] Students will: [IS.16 - Language Function]

discuss the basic elements of a personal essay.
analyze how literary elements enhance the author’s purpose in a personal essay.
compare and contrast literary elements and elements of a personal essay.

Essential Questions

How does interaction provoke thinking and response?

Vocabulary

[IS.1 - Preparation ]

[IS.2 - ELP Standards]

[IS.3 - ELL Students]

Alliteration: The repetition of initial consonant sounds in neighboring words. [IS.4 - All Students]
Flashback: A device used in literature to present action that occurred before the beginning of the story. Flashbacks are often introduced as the dreams or recollections of one or more characters. [IS.5 - All Students]
Foreshadowing: A device used in literature to create expectation or to set up an explanation of later developments. [IS.6 - All Students]
Irony: The use of a word or phrase to mean the exact opposite of its literal or usual meaning; incongruity between the actual result of a sequence of events and the expected result. [IS.7 - All Students]
Literary Devices: Tools used by the author to enliven and provide voice to the writing (e.g., dialogue, alliteration). [IS.8 - All Students]
Metaphor: A figure of speech that expresses an idea through the image of another object. Metaphors suggest the essence of the first object by identifying it with certain qualities of the second object. An example is “But soft, what light through yonder window breaks? It is the east, and Juliet is the sun” in William Shakespeare’s Romeo and Juliet. Here, Juliet, the first object, is identified with qualities of the second object, the sun. [IS.9 - All Students]
Personification: An object or abstract idea given human qualities or human form (e.g., Flowers danced about the lawn). [IS.10 - All Students]
Satire: A literary tone used to ridicule or make fun of human vice or weakness. [IS.11 - All Students]
Simile: A comparison of two unlike things in which a word of comparison (like or as) is used (e.g., She eats like a bird). [IS.12 - All Students]
Symbolism: A device in literature where an object represents an idea. [IS.13 - All Students]
Syntax: The pattern or structure of word order in sentences, clauses, and phrases. [IS.14 - All Students]

Duration

60–120 minutes/1–2 class periods [IS.17 - Struggling Learners]

Prerequisite Skills

Prerequisite Skills haven't been entered into the lesson plan.

Materials

[IS.18 - ELL Students]

“February” from The Collected Essays of Ralph Ellison by Ralph Ellison. Modern Library, 2003.
An alternative creating writing text is What If? Writing Exercises for Fiction Writers. The book has exercises for writing short fiction and personal memories, the essence of the personal narrative. In Part I, students learn how to begin a narrative. Part II shows how to write about memorable moments, people, and events. What If? Writing Exercises for Fiction Writers by Anne Bernays and Pamela Painter. Longman, 2009.
student copies of the Elements of Fiction chart (L-L-5_Elements of Fiction_student.doc)
Elements of Fiction chart, teacher copy (L-L-5_Elements of Fiction_teacher.doc) [IS.19 - Level 1]

Related Unit and Lesson Plans

Related Materials & Resources

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Related materials and resources haven't been entered into the lesson plan.

Formative Assessment

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Keep the focus of the lesson on the analysis of personal essays. Students should be able to identify the five elements of fiction in a personal essay.
- Collect the completed Elements of Fiction charts for individual assessment.
- Provide feedback and opportunities for additional practice if needed.

Suggested Instructional Supports

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Scaffolding, Active Engagement, Explicit Instruction

W:	Connect the elements of fiction to nonfiction, specifically the personal essay.
H:	Have students read an essay by Ralph Ellison to see how his writing style works in nonfiction.
E:	Help students analyze Ellison’s essay and compare their own writing to it. Point out that character, setting, and events (plot) are in a clear order.
R:	Provide opportunities for students to work in small groups and then review the information in large groups.
E:	Have students complete a chart to review the elements of fiction in a personal essay.
T:	Provide opportunities for students to work in large and small groups to review additional examples of how elements of fiction are used.
O:	Have students compare their personal essays to a professional writer’s personal essay.

IS.1 - Preparation

Preparation: List ELLs in class and their level(s) of English proficiency.

IS.2 - ELP Standards

Identify ELP standard(s) to be addressed in this lesson.

IS.3 - ELL Students

ELLs will need many opportunities to use this vocabulary orally. Plan for activities for oral development of these terms.

IS.4 - All Students

For all learners, consider using this clip to illustrate alliteration: https://www.youtube.com/watch?v=F3GbMgs7NLI&feature=related

IS.5 - All Students

For all learners, consider using the following clip to illustrate literary devices, flashback, foreshadowing, symbolism, atmosphere, and plot twist.

https://www.youtube.com/watch?v=13NYEimqla8

IS.6 - All Students

For all learners, consider using the following clip to illustrate literary devices, flashback, foreshadowing, symbolism, atmosphere, and plot twist.https://www.youtube.com/watch?v=13NYEimqla8. Also, To build background knowledge of Irony, consider having students view the following clip: http://hr014.k12.sd.us/irony%20movie_0001.wmv

IS.7 - All Students

For all learners, consider this user-friendly definition: Irony—the difference between what you think is going to happen and what actually does happen.

IS.8 - All Students

For all learners, consider using the following clip to illustrate literary devices, flashback, foreshadowing, symbolism, atmosphere, and plot twist.https://www.youtube.com/watch?v=13NYEimqla8

IS.9 - All Students

For all learners, consider this user-friendly definition. Metaphor—a strong, direct comparison that does NOT use like or as.

Also, see this short clip for an illustration of simile, metaphor, and personification.

https://www.youtube.com/watch?v=oF9_fsUkxuk

IS.10 - All Students

For all learners, consider this user-friendly definition. Metaphor—a strong, direct comparison that does NOT use like or as.

Also, see this short clip for an illustration of simile, metaphor, and personification.

https://www.youtube.com/watch?v=oF9_fsUkxuk

IS.11 - All Students

For all learners, Consider providing students with relevant examples of satire. Also, see:

https://www.youtube.com/watch?v=mtlbZf1N3_0

IS.12 - All Students

For all learners, consider this user-friendly definition. Metaphor—a strong, direct comparison that does NOT use like or as.

Also, see this short clip for an illustration of simile, metaphor, and personification.

https://www.youtube.com/watch?v=oF9_fsUkxuk

IS.13 - All Students

For all learners, consider this user-friendly definition: Symbolism—something that stands for or represents something else. Also, for all learners, consider viewing the following short clip on symbolism:

https://www.youtube.com/watch?v=uwE_ai5zyOg

IS.14 - All Students

For all learners, be prepared to provide concrete examples of syntax

IS.15 - All Students

For all learners, to accomplish these listed objectives (“discuss, analyze, and compare), consider engaging students in discussion on the selected personal essay using a Socratic Seminar.

For info on the Socratic Seminar, see:

For information on the Socratic Seminar, see:

http://www.pattan.net/Videos/Browse/Single/?code_name=socratic_seminar

and: www.paideia.org

IS.16 - Language Function

Include a language function objective to be developed orally in this lesson (e.g., conditional tense)

IS.17 - Struggling Learners

For struggling readers/writers, consider extending the time frame for this lesson.

IS.18 - ELL Students

How are these texts culturally relevant to ELLs? Use your answer to activate prior knowledge

IS.19 - Level 1

Level 1	Level 2	Level 3	Level 4	Level 5
Entering	Beginning	Developing	Expanding	Bridging
Name key vocabulary in response to description or example with a partner	Give definition of key vocabulary with a partner	Relate a "what if" memory from own life using appropriate verbs in a small group	Discuss and orally analyze pros and cons of choices of others' "what if" memories in small group	Explain choices of literary elements for preparation of own personal essay in small group. Defend own point of view

IS.20 - All Students

For all learners, and to preserve the sequence of this lesson, consider completing Part 2 of this lesson first.

IS.21 - All Students

For the reading and discussion of the essay, consider using the Socratic Seminar. (see IS.15)

IS.22 - All Students

For all learners, consider using this as an opening seminar question.

IS.23 - All Students

For all learners, consider using this as a seminar question.

IS.24 - All Students

For all learners, consider using this as a seminar question.

IS.25 - All Students

For all learners, consider phrasing this statement as a question and using it in the seminar.

IS.26 - All Students

For all learners, consider having students use the essay from “Lesson 2: Writing a Personal Essay”. Suggestion would be to embed literary techniques discussed in Part 1 of this lesson, as well as editing for grammar and syntax.

IS.27 - All Students

For all learners, consider completing this in class (see IS.26)

IS.28 - All Students

Instructional Procedures

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Focus Question: How does the decision to incorporate literary elements enhance personal essay?

Part 1 [IS.20 - All Students]

Say, “Does your essay show any similarities of a famous writer?” Have students read Ellison’s essay “February.” [IS.21 - All Students]

After students have finished, ask, “How does Ellison’s personal essay compare to a story?” Point out that often a personal essay is a relatively short piece of writing in which the author uses elements of fiction to express a main idea. It usually is less formal than other types of essays, and it is organized like a story, including characters, setting, and main idea or theme, revealed through a plot. Because a personal essay can read like a story, it may be difficult to determine if the events are true or made up unless the reader knows something about the author’s life; however, a personal essay is nonfiction. Remind students that in a personal essay, the writer reflects on the significance of the event or topic, which is another way a personal essay may differ from a story.

Ask, “How does Ellison’s essay compare to the essays you wrote in class?” [IS.22 - All Students] Students will likely see the connection between Ellison’s narrative style and organization and the writing read aloud in class.

Have students work in small groups to analyze the essay in more detail. Distribute the Elements of Fiction chart (L-L-5_Elements of Fiction_student.doc). Say, “Identify the elements of fiction Ellison uses in his essay. Find at least one piece of evidence from the essay for each element of fiction.” Assess students while they work in small groups.

Eventually, students will fill their charts for every element of fiction. Encourage students to add or change information on their charts.

Note: An extensive list of details and evidence is included on the teacher’s copy of the Elements of Fiction chart (L-L-5_Elements of Fiction_teacher.doc).

Discuss the following questions. Ask, “Why did the author express his main idea in the form of a story?” [IS.23 - All Students]

Examples:
- more dramatic effect
- interesting style
- creative approach
- easier to understand the critical moment
- A story is an interesting form of writing.
- The reader can see events unfold one at a time.
Ask, “What literary techniques can a writer include in a personal essay?” [IS.24 - All Students]

Examples:
- literary devices such as alliteration, metaphor, simile, personification, symbolism, satire, foreshadowing, flashback, and irony
- correct grammar, solid syntax, sentence variety
- humor, imagery
Say, “Find examples of each of the following literary devices in Ellison’s essay: alliteration, metaphor, imagery, flashback, sentence variety.” [IS.25 - All Students]

Examples:

Alliteration:
- “I broke the brook to drink . . .”
- ‘. . . with distant Dayton . . .”
Metaphor:
- “ghost of quail tracks . . .”
- “. . . Dayton drowsing wavery to my eyes . . .”
Imagery:
- “a park like grove, the tall trees stark . . .”
- “. . .traces of goldleaf clinging to its flaking wood.”
Flashback:
- “And I recalled the valley . . .”
Sentence variety:
- “And now in this place of hidden fruit and bird-tracked snow . . .”
Collect the Elements of Fiction charts to assess students’ work.

Part 2

Ask students to choose one of their story starters from Lesson 2 and to write a complete first draft of a personal essay. [IS.26 - All Students] Prompt students to write for 10 minutes. Then, for homework, [IS.27 - All Students] have students write a complete second draft in which they add details, condense or expand ideas, use sentence variety, edit for correct grammar, and incorporate the literary techniques discussed in Part 1.

Have students bring their second drafts to class. [IS.28 - All Students] Use the following checklist for students to critique their essays. Say, “Today you are going to do one peer critique or one self-critique.”

Checklist

___ I identify some characters in my personal essay.

___ My essay has a setting.

___ My essay has a main idea or theme.

___ I use some of the literary techniques discussed in class to create interest in my personal essay.

___ There is a plot to my story (including conflict, turning point, climax, and resolution).

___ I have details to support my thoughts.

Extension:
- For additional practice, have students read another essay and analyze the author’s use of the elements of fiction.

Analyze a Personal Essay by a Noted Author

Lesson Plan