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Literary Analysis

Unit Plan

Literary Analysis

Objectives

In this unit, students will develop their literary analytical skills and compose a literary analysis. Students will:

  • identify and analyze author’s purpose in particular selections.
  • identify some of the literary elements used within a particular selection, including characterization, setting, plot, and theme.
  • practice analyzing how character, setting, and plot affect one another.
  • identify effective patterns of organization for an analysis.
  • apply what they have learned by composing an analysis of a literary work.
  • support the thesis of the analysis with appropriate evidence.
  • explain the relevance of the evidence used in the analysis.
  • maintain a clear thesis throughout the analysis.
  • identify the characteristics of an effectively written analysis.
  • respond to the writing of their classmates.
  • revise their own writing, applying what they have learned about effective analysis.

Essential Questions

How do grammar and the conventions of language influence spoken and written communication?
How do readers know what to believe in what they read, hear, and view?
How do strategic readers create meaning from informational and literary text?
How does interaction with text provoke thinking and response?
What is the purpose?
What is this text really about?
What makes clear and effective writing?
What will work best for the audience?
Who is the audience?
Why do writers write?
  • How does interaction with text provoke thinking and response?
  • Why do writers write? What is the purpose?
  • What makes clear and effective writing?
  • Who is the audience? What will work best for the audience?
  • How do readers know what to believe in what they read, hear, and view?
  • How do grammar and the conventions of language influence spoken and written communication?

Related Unit and Lesson Plans

Related Materials & Resources

The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.

  • The Child as Critic: Teaching Literature in Elementary and Middle Schools by Glenna Davis Sloan. Columbia University/Teachers College Press, 1984.
  • The Child as Critic: Developing Literacy through Literature, K–8,4th ed., by Glenna Davis Sloan. Columbia University/Teachers College Press, 2003.

Formative Assessment

  • View

    Short-Answer Item:

    Read a children’s story such as “The Three Bears.” Identify a theme and list points of evidence from the story to support the choice of a thesis statement.

    Short-Answer Key and Scoring Rubric:

    Points

    Description

    3

    Student responds to a short story by doing the following:

    • identifying a theme of the story.
    • listing points of evidence from the story to support the choice of thesis statement.

    2

    Student responds to a short story by doing the following:

    • identifying a theme of the story.
    • including one point of evidence from the story to support the choice of thesis statement.

    1

    Student responds to a short story by doing the following:

    • identifying a theme of the story.

    0

    Student does not appear to identify a theme of the story.

    Performance Assessment:

    The final draft of the analysis of the student’s independent reading book will serve as the performance assessment. It will be evaluated with a rubric of your choice, which should be shared with students before they compose the initial draft of the analysis. You could use the rubric that follows or a rubric of your own creation.


    Performance Assessment Scoring Rubric:

    Sample Rubric for a Literary Analysis Paper

     

    I. Thesis                                                          excellent       good        fair          weak

    A. Has clear thesis statement in introduction     4                3             2                   1

    B. Maintains that thesis throughout paper         4                3             2                   1

     

    II. Content

    A. Presents well-detailed evidence                    4                3             2                   1

    B. Explains evidence                                          4                3             2                   1

    C. Connects thesis to story’s climax                  4                3             2                   1

     

    III. Organization

    A. Groups evidence in a logical pattern             4                3             2                   1

    B. Includes title, author in introduction             4                3             2                   1

    C. Prepares reader for paper in introduction      4                3             2                   1

    D. Restates thesis in conclusion                         4                3             2                   1

    E. Includes at least 2 sentences in conclusion    4                3             2                   1

     

    IV. Style

    A. Uses formal tone                                           4                3             2                   1

    B. Uses present tense                                         4                3             2                   1

    C. Uses complete sentences                               4                3             2                   1

     

    V. Conventions

    A. Follows conventions of standard English     4                3             2                   1

     

Final 05/24/2013
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