strategic instrucon in grade 9-10 literature: $15 e. ellis...

SpecificallydesignedtotargetthefollowingCommonCoreEnglishLanguageArtsStandardsforReadingLiterature:CCSS.ELA-LITERACY.W.9-10.1Writeargumentstosupportclaimsinananalysisofsubstan4vetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.

CCSS.ELA-LITERACY.W.9-10.2Writeinforma4ve/explanatorytextstoexamineandconveycomplexideas,concepts,andinforma4onclearlyandaccuratelythroughtheeffec4veselec4on,organiza4on,andanalysisofcontent.

CCSS.ELA-LITERACY.W.9-10.3Writenarra4vestodeveloprealorimaginedexperiencesoreventsusingeffec4vetechnique,well-chosendetails,andwell-structuredeventsequences.

StrategicInstruc.oninGrade9-10Literature:Wri4ngAboutLiteratureModule

ThismodulefeaturesthreeTier1StratagemsandtwoTier2Stratagems,eachfeaturingaspecificformofessaywri?ng.EachStratagemincludesready-to-useDVTPowerPointslides,DVTfillablePDFforms,DVTrubrics,andlessonplans,aswellassamplesofhowteachershaveusedthem.

Featuresfundamentalsofargumenta?vewri?ngstrategywherebyawritertakesaposi?onorformsasupposi?onaboutsomeaspectofaliterarywork

OpinionWri.ngTier2Stratagems

PersonalExperienceNarra.veFeaturesasimplestructurefororganizingideasforawri?ngapersonalnarra?veessay(e.g.,seKngandsitua?onset-up,Explainingkeyeventswithsuppor?ngdetailsaccompaniedwithanexplana?onofaccompanyingthoughts/reac?ons/feelings,Conclusionthataddresses“WhatIlearnedabout…myself,otherpeople,and/orsimilarsitua?ons”).

andthendefendstheposi?onwithmul?plereasonsand/orformsofevidence.

Featuresanargumenta?vewri?ngstrategywherebyawritertakesaposi?onorformsasupposi?onaboutsomeaspectofaliteraryworkandthendefends

TheDEBATEStrategyTier1Stratagems

LiteraryAnalysisFeaturesastrategywherebywritersuseDVTspreviouslydeveloped(e.g.,CharacterAnalysis,ThemeAnalysis,etc.)asabasic

StoryNarra.veProvidesthebasicstructureforplanningandcomposingaworkoffic?on(e.g.,designingfeaturesof

theposi?onwithmul?plereasonsand/orformsofevidencewhilealsoaddressingcounter-arguments.

structureforconver?ngtoExpositoryessaysdesignedtoexplainakeyfeatureofaliterarywork.

protagonistsandantagonists,seKngset-ups,includingphysicaldescrip?onsandmood,unfoldingconflict,?ppingpoint,andresolu?on).

© E.Ellis&V.RickeVsGraphicOrganizers.com

(205)394-5512

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SeesampleDVTsfromthismoduleonthefollowingpages

The DEBATE Strategy, pg. 1 Writeargumentstosupportclaimsinananalysisofsubstan?vetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.

Back-up the position with reasons and supporting facts (weakestreason1st,strongestreasonlast)

Establish a clear position on the issue Myposi?onis…

WHATbackgroundinforma?ondoreadersneedtohaveabasicunderstandingofthetopic?-OR-WHOshouldbeconcernedabouttheissue?WHY?

WHATisthetopicorissue?

Define the topic / issue

Suppor?ngfacts REASON(weakest)

Suppor?ngfacts REASON(strongest)

WasitmorallyrightforGeorgetokillLenniebeforethelynchmobreachedhim?

PremeditatedmurdertypicallyreceivesthemaximumpunishmentintheU.S.31statesusecapitalpunishmentorthedeathpenaltyEventhoughpremeditatedmurderistherea?meitcouldbemorallyright?RReferencetoaBiblescripture:Foreverythingthereisaseason,anda?meforeverything…ATimetoKill(Ecclesiastes3:2)GeorgeisfacedwiththedecisionofleKnghisintellectuallydisabledfriend,LenniebetortureandhangedbyalynchmoborprotecthimfromthatbygivinghimapainlessandpeacefuldeathWhenGeorgekilledLennie,itwasanactofloveItwasamorallyright?metokill

Georgedidthekind,lovingthingwhenheshotLennieinthebackofthehead.

CurleydoesnotwanttofindLennieandtakehimtotheauthori?es.Hejustwantstofindhimandhanghim.GeorgewantstokillLennieinamercifulway.Theybothtakethelawintotheirownhands

CurleymayeventortureLenniebeforehanginghim.Hesayshejustwantsjus?ceforhiswife’smurder,butitismorethanthat.Lennie’sstrengthhasin?midatedhim,sohewantstoexerthispoweroverLennieinthenameofjus?ce.GeorgeknowsthisaboutCurley.Curleywantssadis?crevenge.GeorgejustwantstoprotectLenniefromthat

Lenniecan’tbeheldaccountableforhisac?onslikemostadults.Hismindislikeachild’s.AllowingCurleyandthelynchmobtohangLennieislikeallowinga6-yearoldboytobestrungup.

Today,Lenniewouldbegiventheappropriatesupportforhisdisability,andGeorgewouldnothavehadthetotalresponsibilityforLennie’sbehaviorwhiletryingtowork.Since2002,theSupremeCourtruledthattheintellectuallydisabledcan’tbeeligibleforcapitalpunishment.

SampleDVTfromStrategicInstruc.oninLiterature,Grades9-10

Wri4ngAboutLiteratureModule©AllRightsReserved

GraphicOrganizers.com(205)394-5514

The DEBATE Strategy, pg. 2 Writeargumentstosupportclaimsinananalysisofsubstan?vetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.

Acknowledge the opposition’s position

Tell why the opposition’s position is incorrect (opposi?on’sstrongestreason1st,weakestreasonlast)

Opposi?on'sposi?onis…

Inconclusion… End with a concluding statement that re-states your position

Suppor?ngpointstheopposi?onmightprovide… 1stREASONopposi?onmightgive…(strongest)

Factsthatsupportyourposi?onandweakentheopposi?on’sreason COUNTER:Whythisreasonisfaulty…

Suppor?ngpointstheopposi?onmightprovide… 2ndREASONopposi?onmightgive(weakest)…

Factsthatsupportyourposi?onandweakentheopposi?on’sreason COUNTER:Whythisreasonisfaulty…

GeorgecouldhavehelpedLennieescapeinsteadofkillinghim.

GeorgecouldhavelenLennieinacave.Then,hecouldhavesteeredCurleyandhisgangtorideintheoppositedirec?on.

ItdoesnotmaVerwhatreasonsGeorgehad,hecommiVedmurder.Heshouldnothavetakenthelawintohisownhands.

Curleyandhismenwerenotinterestedinupholdingthelaw.Georgeknewthattheywerenotinalawabidingenvironment.

:GeorgeknewthatkillingLenniecouldbeaseriouscrime.buthewasmoreconcernedwithdoingthecompassionatethingforhisfriend.HealsoknewthatCurleymightbegladthatLenniewasdead.Curleywasnotconcernedwithfollowinglaws.That’swhyGeorgetooktherisktokillLennieinamercifulway.

Eventually,GeorgewouldhavehadtogotoLennie.LenniewastoodependentonGeorgetohavelastedlongwithouthishelp.

Curleywouldnothaveletitgo.HewouldhavegoVenmorementotakeupthesearchforLennie,andhewouldhavewatchedGeorge’sac?onscarefully.

ItwaswrongforGeorgetokillLennie.

ItwasmorallyrightforGeorgetokillLenniebecauseLenniewasnotresponsibleforhisac?onsasanintellectuallydisabledman.Hewaslikeasmallchild.Curleyandhismenwouldhavetorturedandkilledhim.Georgedidalovingactbygivinghimapainlessandpeacefuldeath.

Itisagainstthelawtokillanotherpersonincoldblood.




Literature Explanatory Essay Planner pg.1 Writeinforma?ve/explanatorytextsinwhichtheymakecleartheconnec?onsanddis?nc?onsbetweenkeyideasappropriatetothepurpose;includeformaKngwhenusefultoclarifyideas.

STEP1:DeterminethepurposeoftheessayandassociatedDVT.

Describeacharacter’squali.es,ac.ons,androleinthestory …………………………………………………………………………….CharacterAnalysisDVT

Theessaywillexplain...

Explainthestory’sthemeandhowitwasdeveloped,shapedandrefinedasthestoryunfolded;describehowthethemewasconveyedthoughcharactersandscenes.

Describehowacharacter’smo.va.onaffectedhis/hergoalsandac.onsand,inturn,howtheseaffectedthestory

……….……………………….Mo4va4onInferencesDVT

Describehowacharacterinteractedwithothercharactersandwhytheseinterac.onswereimportanttothestory

……….……………………….CharacterInterac4onsDVT

Describehowthestorywasstructuredandtheconflictwasdevelopedandresolved…………………..………………..……….….StoryStructureDVT

Describehowtheauthorusedflashbackstoenhancethestory’sdrama …………………….…………………………….……….FlashbackAnalysisDVT

…………………………………………….T.H.E.M.E.AnalysisDVT

KeyIdeasaboutaCharacter.

KeyIdeasaboutthePlotorConflict.

KeyIdeasabouttheTheme.

STEP2:Plantheessay’sintroducLonComposeasentencedesignedtocreatereaderinterestthatwillserveasthefirstsentenceintheessayandaddressestheessay’stopic.

WhilestaLngthenameoftheliteraryworkandauthor,composeasentencethatindicatesthetopicofyouressay.

WritesentencesthatsummarizeskeyinformaLonaboutthetopic.

EndtheintroducLonwithasentencethatrevealsthepurposeoftheessay.

X

Doesevillurkwithinallofus?Isthatwhypeoplecommitactsofcrueltytolovedones?

Oneofthemaintopicsin“TheScarletIbis”byJamesHurstistheevilthatlurkswithin.Hurstusesthistopictocommunicatehismessage,ortheme,powerlessnessleadstocruelty.Throughoutthestory,Brother(theantagonist)saysanddoescruelthingstoDoodle(theprotagonist).Each?meBrotherfeelspowerless,helashesoutatDoodlewhichcauseshimharm.Overall,theseedofcrueltyseemstogrowoutoffeelingsofpowerlessness,andthatpowerlessnesstakesovertothepointofhur?ngothers,evenlovedones.

Thisimportantthemein“TheScarletIbis”canteachusthattheconsequencesofcommiKngactsofcrueltycanbetragicforothersandforourselves.




Literature Explanatory Essay Planner pg.2 Writeinforma?ve/explanatorytextsinwhichtheymakecleartheconnec?onsanddis?nc?onsbetweenkeyideasappropriatetothepurpose;includeformaKngwhenusefultoclarifyideas.

STEP3:Planthemainbodyoftheessay1.   AccesstheDVTthatbestmatchesthepurposeoftheDVT(see#1onpreviouspage).

2.   NoteideasontheDVT(iftheDVThasnotalreadybeendeveloped).3.   Plantheorderinwhichtheideaswillbecommunicated.

NOTE:AlthoughtheideasthatappearontheDVTmayalreadybeinthebestorderduetothedesignoftheDVT,some?meitmaymakemoresensetocommunicatetheideasinadifferentorder.Notenumbersineachoftheinforma?onboxesontheDVTtoindicatetheorderyouplantofollowwhencommunica?ngtheideas.

STEP4:Plantheessay’sending

AttheboVomofmanyoftheDVTsisacomponentforno?ngconclusions.IftheDVTyouareusingtoplanyouressayincludesthiscomponent,thenusetheseideastowhenplanninghowtheessaywillend.

STEP5:ComposeadraYoftheessay,edititusingtheExplanatoryEssayRubric,andreviseasnecessary.

Summarizeormakeconclusionsaboutthecentralideasaddressedintheessay.

Provideclosurebygivingthereaderanimportantideauponwhichtoreflect.

In“TheScarletIbis”thetopicoftheevilthatlurkswithinwasveryprevalentaswellasthethemeofpowerlessnessleadingtocruelty.

ThethreemainreasonsthatBrotherfeltpowerlesswerelossofaVen?on,athreatenedself-image,anddamagedpride.Tofeelpowerful,BrothersaidhursulthingsandcommiVedcruelactstowardDoodle,hisownsibling.HislastactofcrueltymayhavecausedDoodle’sdeath.

Inmyopinion,JamesHurstwantsthereadertoseethatcommiKngactsofcrueltycanhavetragicconsequences.Inthisstory,Brotherlosthissiblingandbestfriend,andhewouldbeforeverpowerlesstodoanythingaboutit.




Personal Experience Narrative Planner, pg.1 Writenarra?vestodeveloprealorimaginedexperiencesoreventsusingeffec?vetechnique,well-chosendetails,andwell-structuredeventsequences.

SETTINGSet-Up:FeaturesyouwanttorevealabouttheSETTINGwhereyouhadtheexperiencePOINT IN TIME

LOCATION

SITUATIONSet-Up:Whatishappeningthatcreatedtheopportunityfortheexperiencetooccur

PHYSICAL DESCRIPTION

TITLE Isabout…

Star?ngin1968,freshmanyearforthenarrator

GlendaleHighSchool

-Largebutveryovercrowdedschool-InSouthernpartoftown-Studentsformonebigmassinthehalls-Everyone,includingthenarrator,iswalkingdownthehallslikeanyotherday.

-Narratorseesastudentwhostandsoutbecauseofhisunhealthyappearance:emaciatedbody,transparentskin

-TheboyisbackedupagainstthelockersandapopularboyintheFreshmanclass,Lance,wastalkingloudlytohim

-Lancelaughsattheboyandsaysheisafreak.

-Lancegivestheboythenickname,“Glendale’sGhostFreak.”Thisrevealstothereaderwherethe?tlecamefromaswellaswhatthestoryisgoingtobeabout.

anillboywhohideshissicknessinordertoliveanormallife,however,heisplaguedbyextremeshynessandcruelbullies.

TheGhostofGlendale





Mythoughts/reac.ons/feelingsaboutevent

KeyEvent+details


KeyEvent+details


KeyEvent+details

Conclusionisabout…What I learned about myself What I learned about people What I learned about situations like this one

-Nowsecondsemesterof9thgrade,Civicsclass-Narratorgoesinearlyandfindstheemaciatedboythere.-Narratorsitsbyhimandtriestotalk,boywon’treplyorlookherineyes-ReaderlearnsheisScoVyBurns-Heisverysmart,geKngallA’sintheclass,butteachernevercallsonhim.-NarratorcomplimentsScoVyonhisgradesbuthedoesn’tsayanything,simplysmiles

-Now10thgradeoutsidecafeteria-LanceandanotherhugeboyyellatScoVyaskinghimifhewantsTwinkies,callhimnames-ScoVycon?nuestowalkaway-ThetwobulliesthrowTwinkiesathimwhichstrikeScoVyroughly-ScoVydoesn’tretaliate,onlystopswalking-AnotherboystandsupforScoVyandstopstheabuse

-Nowearlyintothe11thgrade,narratorisinDramaclass-Sirensareheardarrivingattheschool,ambulancepullsup,EMTsruninsidewithastretcher-TheEMTstakeoutacoveredfigureonthestretcher-PrincipalmakesannouncementthatitwasScoVyandhepassedaway,herevealsScoVyhadseriousheartcondi?on,buts?llwantedtoaVendschool,keptstraightA’s

-WantedtogettoknowScoVybutsawthathewouldnotlethisguarddownforanyone,hehasprobablybeenbulliedtoomany?mes-Upsetabouttheteacher’sprac?ceofnotkeepingthegradesprivate,however,usedthatopportunitytopraiseScoVyforhishighscores-RealizedScoVyneverspoke

-AppalledbythebulliesopencrueltytowardsScoVy-CanunderstandandsenseScoVy’sfear-PrayedfortheAssistantPrincipaltoshowupandstopthebullies-VerythankfulforTimwhoendedthe“fight”,smiledathimingra?tude

-Shockedandterrifiedbyambulance-Verycontempla?veaboutScoVyandhischoicetostayinschoolwhiledying-Shameandguiltaboutnotinterveninginbullyingtowardshim-Makespersonalvowtostandupforthebulliedinthefuture

Thenarratorwasabletogiveaspeechaboutapersonwhowasinfluen?alinherlife.ShechoseScoVybecauseofthebullyinghehadendured.Intheconcludingparagraph,thenarratorgivesScoVythe?tle“Mockingbird”becausehenevercausedanyonepain,buthewass?fledandneverallowedtobehimself.ThenarratorreflectsonhowScoVycouldhavebeenbroughtsomuchwisdomifhehadnotbeenbulliedintosubmission.ThenarratorgivesScoVycreditforinspiringnewcouragewithinher.ShesaysthatbullyingwasnottheonlythingthatwoundedScoVy,hernotstandingupforhimwasalsoawound.Inherfinalconclusion,shesaysthattothisday,shehaskepthervowtonotjustacceptcrueltytowardsothers.

X X




Opinion (4 Reasons + Evidence) Write arguments to support claims with clear reasons and relevant evidence

STORY

CONCLUSION about my opinion…

SUPPORTING DETAILS / EVIDENCE supporting my opinion… REASON




Important TOPIC (e.g., author’s writing style, plot, event, character, setting, theme, use of literary devices) associated with this story… My opinion about this topic…

TheOdyssey

ThePowerofCunningoverPhysicalStrength

Itismorevaluabletobeastrategicthinkerthanitistobephysicallystrong.

Shrewdthinkingcangetoneoutofdangerousplaces.

Whenapersonreliesonhismindoverhismuscles,heisaccustomedtothinkingbeforeac?ng.

Whenoutnumberedbyyounger,strongerenemies,strategicthinkingcanbringavictory.

Physicallystrongcreaturescanbeoverpoweredbysomeonewhoisintellectuallystronger.

Odysseusknowsthathecan’tphysicallyoverpowerPolyphemuswhenhe&hismenaretrappedinhiscave,soheexploitshisstupidity.(Book9)

TheCyclopsgetsdrunk.Odysseussayshisnameis“nobody”.HeblindstheCyclopswhoscreamsthat“Nobody”hurthim,sonohelpcomes.

Odysseusandhismens?llhavetogetoutofthecave,soheuseshisshrewdthinking.(Book9)

TheblindPolyphemusletshisramsoutthenextmorning.Odysseusandhismenrideoutwiththem,tuckedundertheirbellies.

WhenOdysseusmeetsAchillesintheUnderworld,hepraiseshimforhisgodlystrength,butAchillesjustreliedonstrength&felltoatrick.(Book11)Achillesdoesn’tcarethathewasreveredforhisstrength.HetellsOdysseusthatbeingaliveisagin.Hekeepshissenses.

Odysseusdevisesaplantodestroythesuitorsthathavetakenpossessionofhispalace.(Books19-20)Odysseus,disguisedasabeggar,entersthecontestforPenelope.Hewins&revealshimself.He,Telemachus,andservantsslaythesuitors.

Strategicthinkerscangetoutofdangerousplaces,outwitmonstrouscreatures,andwinvictoriesoveryounger,stronger,enemiesingreatnumbers.Theirplanningpreventsthemfromimpulsivity.Cunningismorevaluablethanphysicalstrength.

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1

3

4





SETTINGSet-Up:FeaturesyouwanttorevealabouttheSETTINGwhereyouhadtheexperiencePOINT IN TIME

LOCATION

SITUATIONSet-Up:Whatishappeningthatcreatedtheopportunityfortheexperiencetooccur

PHYSICAL DESCRIPTION

TITLE Isabout…

Recently,thefirstdayof9thgrade

RooseveltHighSchool,ElPaso,Texas

-Areasonablylargehighschool(the9thgradehasover300students)l-Apublicschoolwithlockersinthehall

-Firstdayofhighschool,beforethefirstclass

-Iheardaloud,malevoiceridiculinganotherstudent

-Theboyisbackedupagainstthelockersshowingextremefear

-AboynamedTroyismakingfunofhim.

-Troycallshimanalienbecausehelookssodifferent.

-Manystudentslaughathim

-Ijuststoodtherewhiletheboyenduresverbalhumilia?on

A9thgradeboywhoisbulliedstar?ngthefirstdayofhighschoolandlas?ngforseveralmonthsun?litendsintragedy.

IJustStoodThere




Personal Narrative Planner, pg.2 Writenarra?vestodeveloprealorimaginedexperiencesoreventsusingeffec?vetechnique,well-chosendetails,andwell-structuredeventsequences.


KeyEvent+details


KeyEvent+details


KeyEvent+details-  Firstdayof9thgrade-  Thinboyisbeingbullied-  IwatchedasaboynamedTroyridiculedhim-  Otherstudentslaughedathim-  Ijuststoodtherewatching-  Isawhiminthelibraryandtriedtotalkto

him,buthejustscurriedaway

-Nowafewdayslater-Isawhimbulliedatanassembly-Troyandotherboyscallhim“Alien”-Hedoesnotturnaroundorrespond-  DuringthePledgeofAllegiance,Troy&otherboysthrewpaperwadsathim

-Istoodtherewatching

-Now.AroundThanksgiving(9thgrade)-  9thgradeisgeKngreadyforafieldtriptoThePlanetarium

-Troyyellsattheboy,callinghimAlien-  Theboydoesnotturnaroundorrespond.

-  Troythrowsarock,hitshim&causeshimtofall,hiKngthebridgeofhisnoseonastepinthebus.

-  Hecollapsesandisrushedtoahospital

-  Principalmakesannouncement:Hediedofabrainhemorrhage.

-  Iwasmor?fiedbythebully“sac?ons,butIdidn’tdoanythingtostopit.

-  Itriedtobefriendlyinthelibrary,buttheboydidnotrespond.IwasafraidthathethoughtIwasoneofthestudentswholaughedathim.

-  IwasshockedwhenTroyandotherboysthrewpaperwadsathim.

-  Icouldfeelhishumilia?onastheyhit

-  Ijuststoodtherewatching,feelingsorry

-Ididn’ttrytogetateachertostopit

-  Icouldn’tbelievethatTroythrewtherockathim

-  Iwasstunnedwhenhefellhardagainstthebusstep.

- Whentheprincipalannouncedthattheboy(BobbyLong)haddied,Ifeltanguish,guilt,andoverwhelmingshamethatIhadn’tdoneanythingtostopthebullying




Personal Narrative Planner, pg.2 Writenarra?vestodeveloprealorimaginedexperiencesoreventsusingeffec?vetechnique,well-chosendetails,andwell-structuredeventsequences.

What I learned about myself What I learned about people What I learned about situations like this one

X X X

Conclusionisaboutaresolu.onoftheconflictand/orpersonalreflec.onabouttheexperience

Ididalotofreflec?ngaboutthisexperience.First,IthoughtaboutwhatacowardIhadbeen.IwasafraidtospeakuptoTroyandtheotherswhomadefunofBobby.Ishouldhavealertedtheassistantprincipalanerthefirstepisodeofbullying.Bobbymights?llbealiveifIhaddonethat.ThatissomethingIwilllivewithfortherestofmylife.ThesecondthingIthoughtaboutwasthatpeopleseemtodothingsinacrowdthattheyprobablywouldn’tdoiftheywerebythemselves.IknewsomeofthestudentswholaughedatBobby,butIdonotthinktheywouldhavelaughedathimiftheyhadbeenalone.Thelast,andmostimportantthingIthoughtaboutwastheimportantlessonthisexperiencehadtaughtme.Bullyingisneverjus?fied.Itiscruelandharmful.Itiswrongandneedstobestoppedimmediately.ImadeasolemnvowtomyselfthatifIeverwitnessedsomeonebeingbulliedagain,IwouldNOTjuststandthere.




strategic instrucon in grade 9-10 literature: $15 e. ellis...

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