Finding Textual Evidence to Build Literary Essays

I can analyze textual evidence that supports a characterization claim for a literary essay.

Students have previously interacted with texts and supported claims about a character using the text to support it, typically through discussions or short writing assignments (such as RACES paragraphs). This lesson teaches students to use tracking/annotating techniques to find evidence that can be used later to build the body paragraphs of a literary essay about character traits (though you can easily adapt it to be about theme, plot, etc.).

This lesson follows the Writer’s Workshop framework of connect, mini-lesson, work time, and share time. This allows for students to gain direct instruction at the beginning and individual support from the teacher during work time. Students are also using choice texts (a component of Reader’s Workshop) to identify character traits, which allows students to read any book (which is useful for struggling readers, advanced readers, English Language Learners, etc.).

UDL is utilized by allowing students to have a choice in how they interact with text, and this lesson uses a Google Doc to have students track their text evidence. This is done to provide students with options: they can use features such as speech-to-text or traditional typing to share their ideas/track their information. The teacher can also comment on their document in real-time, or peers can share among each other (or even work together on an essay if the teacher chooses).

This lesson aligns with CRP because, if the teacher is intentional in helping students choose books that showcase an array of characters from diverse backgrounds, students are making cultural connections. Also, this lesson asks students to create connections between what they read and explain how it relates to them, the world, or others, or what new information it has taught them. This ideal grows both in academic success for providing evidence and formulating explanations for writing essays, but also for developing their critical consciousness because the characters they write about will help them draw connections to the real world.

Technology is utilized by the teacher when they use a slide deck to provide the lesson to students. The slide deck can be uploaded to the LMS to give students continued access to it. The notice and notes are done on Google Docs to allow students to work together (whether they are hybrid, synchronous, asynchronous, or face-to-face) if the teacher desires, it can allow teachers to give real-time feedback, even if students are not in the same physical space, and it allows for more functionality (such as speech-to-text, screen reading, etc.).

• Slide Deck for Lesson
• Example Notice and Notes Document

Stage 1 (5 mins)

Give students about 5 minutes to write down all possible character traits that the character in their choice text/book has (This choice book should come from a teacher-generated list of texts that center around a given theme, idea, etc., with the goal of increasing cultural competence. For example, a teacher might include books/stories that center around activism and include works by Greta Gerwig, Malala Yousafzai, Ruby Bridges, etc.). If your students are new to annotation techniques, you can also use a character from a shared, whole-class read/short story. This is beneficial for students who might not speak English as a first language, for example. Tell students to write down any traits they can think of until the timer stops. Once the timer goes off, ask students to circle 3-4 traits that they think are best for the character.

Stage 2 (2 mins)

Share and break down the learning target and agenda for the day with the class to build the expectation for the day’s lesson.

Stage 3 (2 mins)

Connect: Ask for students to share their ideas of how what they are doing today connects with the class or to future learning (see slide deck for notes about how the learning connects).

Stage 4 (2-3 mins)

Mini-lesson: Start by discussing with students the importance of being a critical reader and how that leads to critical writing, and also refresh students about how texts can be doors, windows, or mirrors, and this influences how we view ourselves, others, and the world.

Stage 5 (10 mins)

Mini-lesson (pt. 2): Explain the notice and notes process. Students will use the Google Doc template to track specific examples of their character demonstrating one of their selected traits throughout the text. These examples will eventually become the evidence that builds their support of their argument in the literary essay they will write. Demonstrate with students how to fill out the organizer. The teacher also has the ability to differentiate instruction for students in a few ways here: students can directly quote the text, paraphrase the text, or provide their response to the reading; students can print out the organizer and write, type on the virtual Doc, or even use speech-to-text.

Stage 6 (20-30 mins)

Give students time to work on completing the notice and notes template. While they complete, the teacher can monitor the students and provide feedback (either conferencing with students, writing comments on their Docs, walking around and observing, using breakout rooms on Zoom, etc.). Students can also share their Docs with a “critical friend” (a classmate who can provide them with feedback on their work), in order to collaborate as they write.

Stage 7 (2-3 mins)

Allow students the opportunity to share what traits they chose and what evidence they found to support the traits with a partner or the class. Ideally, a whole-class share/post with a visual element is the best because it allows students to view the ideas of others (and see what others’ books are about for future reading inspirations). Tools such as Jamboard, Padlet, discussion questions on Canvas, etc. are great for this.

Stage 8

Review with students the learning target and provide students with a glimpse of what to expect in the next class (writing thesis statements and introductory paragraphs about character traits selected today).

From the Indiana Academic Standards English Language Arts: Grade 6.

6.RL.2.1 Analyze what a text says explicitly as well as draw inferences from the text through citing textual evidence.

6.W.3.1 Write arguments in a variety of forms that –
a. Introduce claim(s), using strategies such as textual analysis, comparison/contrast and cause/effect.
b. Use an organizational structure to group related ideas that support the argument.
c. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
d. Establish and maintain a consistent style and tone appropriate to purpose and audience.
e. Use appropriate transitions that enhance the progression of the text and clarify the relationships among claim(s) and reasons.
f. Provide a concluding statement or section that follows from the argument presented.

6.W.4 Apply the writing process to all formal writing including but not limited to argumentative, informative, and narrative –
a. Plan and develop; draft; revise using appropriate reference materials; rewrite; try a new approach; and edit to produce and strengthen writing that is clear and coherent, with some guidance and support from peers and adults.
b. Use technology to interact and collaborate with others to generate, produce, and publish writing.