Analysis/Info/Explanatory

Welcome to the Analysis / Informational /Explanatory Writing Path!

Link to Informative Essay About a Complex Process

I.  Overview  - Informative Essay About a Complex Process

This pathway leads to an essay that explains or describes how to do, make, or appreciate a topic or skill of your choosing.  However, we are going to "build" this essay piece by piece.  The first "piece" is to brainstorm all the possible topics and skills you know and have and which ones others need and want to know.  Next, you will read a variety of mentor texts, profession examples, in order to determine the features or characteristics of strong essays that explain the complex process of a skill.   These professional examples also provide variety examples of strong leads (beginnings) and conclusions.  Last step of all, you will complete the process by organizing and writing a complex process essay of your own.

Objectives: SWBAT

• identify and explain the basics needed to give and receive clear directions
• Identify essential elements and characteristics of strong complex process texts, using mentor texts as examples
• Identify the author’s strategies (craft) to create a clear and cohesive process text.

A. Launch and Idea Generation

1. Paired Directions and Debrief

• With a partner, each select an image from different folders (do not show the image to partner)
• Take turns giving partner directions to draw image
• Debrief using the Complex Process Pre-Writing Capture Sheet

       2. Complete Explain the Connection on the Complex Process Pre-Writing Capture Sheet.

• Compose three sentences about this process using “because”, “but”, and “so”.

B. Overview

Read over the cover sheet of the checklist/packet for idea of the writing task, skills, and general ideas listed at the bottom

• Write down any questions about the task
• Look over the rubric and peer evaluation sheets for important information about skills and scoring weight

C. Topic brainstorming and idea generation

Use the Complex Process Pre-Writing Capture Sheet to record ideas for what YOU would like to learn AND what you would like to know how to do

D.  Read and Analyze Mentor Texts for Features of a Good Process Essay

• Identify leads/claims (introduction to topic), organization of ideas, concepts, and information into broader categories; facts, details, and information provided;
• Identify structures author’s use to organize and clarify ideas, including formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. 

1.  Complex Process Playlist  - on Google Classroom

• Choose any three articles to read (hard copies provided in class), then
• In Google doc, record your ideas in the "Response" column of the Complex Process Playlist to the right after reading each selection.

      2.  Create a Class List of “Features of a Strong Complex Process Essay” (on bottom of Playlist)

• When each person in the group is finished with his/her first three selections, each completes the bottom of the Playlist chart where each group member must list elements of a strong complex process essay
• Pairs/Group discuss all the individual entries listed (on Playlist capture sheet)
• Agree on and create list of features found in most or all of the essays (cross out and add -- do NOT delete)

3. Comparison of Texts (close reading for writer’s craft)

• Look at “How to Write” and “How to Avoid That Cramped Seat”
• Answer the questions on the Comparison of Mentor Text WS (link to form)
• Select at least one other that has been read, to answer the same five questions

• CW: Pairs/Groups: Discuss and list commonalities (Add to “Features of a Strong Complex Process Essay)

4. Analyze Leads/Hooks

. . . and Introductions (first paragraph)

• Sample Leads/Hooks Worksheet (“Hooking” Your Audience)
• With a partner, read and analyze the leads of the mentor texts--answer the questions, then discuss the strategies each author uses to grab readers’ attention
• Add most effective strategies to “Features of a Strong Complex Process Essay” (on bottom of Playlist)

5. Analyze Conclusions

• Sample Endings and Conclusions Worksheet
• With a partner, read and analyze the endings of the mentor texts--answer the questions, then discuss the strategies each author uses to leave a strong impression on readers
• Add most effective strategies to “Features of a Strong Complex Process Essay” (on bottom of Playlist)

II.  YOUR Turn!!! Select topic, plan, draft, and compose

   A. Go back to the Pre-Writing Capture Sheet

• Select TWO ideas as finalists (you feel the strongest connection to those topics)
• Brainstorm ALL you know about and need to address with these two topics on the capture sheet

B. Narrow those two topics down to ONE skill from your list--

• Write Topic in Peer Feedback section
• "Share" CAN EDIT with selected classmates
• Access partners' Capture Sheets and provide feedback to them
• Un-share and review feedback of your own topic

C. Review Peer Feedback--

• Add any new ideas to your own bulleted list
• What other information do you need to research and add? What is missing, needed, or suggested by peers?

D.  Identify/Decide the Form / Structure that best fits your topic

E.  Graphic Organizer

• Double-click to type ideas in text boxes

F.  Rough Draft

• Draft Lead and Introduction

"Good Beginnings / Hook" and "Transitional Words and Phrases" WS

• Draft Body
• Draft Conclusion

G.  Peer Evaluation

• #1 - Ideas and Development (Content), organization (form / structure)
• #2 - Language usage (Word Choice, Diction), sentence fluency, and conventions (mechanics)

*Teacher feedback (request with specific focus)

H.  Revise

I.  Turn-in Final Copy (homework completion grade for turn-in)

• Be sure to Turn-In electronic copy to appropriate Google Classroom folder
• Scoring Rubric

Link to Checklist for Analysis of One or More Stylistic Techniques an Author Uses in a Text

Analysis of One or More Stylistic Techniques an Author Uses in a Text  (Well-Developed Paragraph)

Overview

This path will lead to a well-developed paragraph that will identify at least one stylistic technique used in a single text, support that technique using clear, strong, and specific support, then explain the purpose of the support making clear and logical connections with the claim (thesis).

Steps in this writing task are

• Read a variety of fictional/non-fictional passages and texts
• Read model/mentor texts of analysis
• Identify specific techniques used by author in one text and examples/text support 
• Explain the purpose of each technique, in general
• Identify, explain, and support the purpose for ONE technique in a single text, then
• Write a well-developed paragraph that includes a clear claim (thesis), embedded support, correct citation, clear and logical explanation making connections between the thesis and the support, and a concluding statement that follows from and supports the thesis.

1.  Short Story Analysis

Objective: SWBAT compose and develop a thesis, identifying a clear supporting feature, and using relevant text support for thesis.

a. In class, choose and read short story, focusing and taking notes setting, character and conflict, especially those ideas and elements that seem connected with class novel.

• 
  
• 
  
• "Why, You Reckon?" by Langston Hughes
•  
• "Sonia" by E.R. Frank

2. Preparing and Drafting a Well-Developed Paragraph

a.  Make a Claim --  Watch "Making a Claim" video

• identify the key components to a claim by answering the questions in the Google form linked below, then
• draft a claim for the text and prompt you have selected (write these on separate paper or Google form).

b. Gather evidence from the text, based on the prompt and your claim.  *Remember, you need three well-chosen quotes to support your claim.

c.  Write a rough draft of your response to the prompt.  Remember the paragraph mantra from 6th grade:  CSI --  Claim-Support (a.k.a evidence, or quotations)-Interpretation (a.k.a. explanation)

3. Embedding Quotations

a.  With claim written and evidence gathered to support your claim.  Now, you need to think not only of putting them together in a paragraph, but very importantly, HOW to put these together in a paragraph.

• Watch the following two videos to learn about embedding quotations in your writing--what it is and how to do it.
• Answer the questions on paper (notes to refer to later) and in the Embedding Quotations with Mr. Bruff Google form (completion grade).

Video #1: "Embedding Quotations and Choosing the Best Quotations: Mr. Bruff Classics"

• Video #2 -- "Integrating Quotes Smoothly" (below)
• View and write down the major ideas, as well as any questions or comments about the information in the video.

• Video #3 -- “Choosing and Using Quotations” by Schmoop (2:31)
• View and write down the major ideas, as well as any questions or comments about the information in the video.

Now, which writing task will you tackle next? Fictional Narrative? Product Review?

Overview

This path will lead to an essay that will compare a novel you have read with a short story you choose.  However, we are going to "build" this essay piece by piece.  The first "piece" is to review elements and techniques authors use to create strong narratives.

Then, read and analyze one text first, then choose the question (prompt) you want to answer and write a well-developed paragraph answering the question, using that first text.  This is body paragraph 1.

The next step is to read and analyze the second text, then write a well-developed paragraph answering the same question, but using this second text and making comparisons to the first text.  This will be body paragraph 2.

With the body paragraphs written, you will then be able to write a clear introductory and concluding paragraph!  Voila, your essay is done!

Review and practice with Authors' Tools

To begin this path toward writing an essay that will analyze and compare a short story and a novel you read, you must first review, practice, and apply some of the "tools" or techniques authors use in narrative writing--figurative language, sensory details and imagery, precise word choice (connotation vs. denotation), and characterization.

A. Figurative Language--Review and Practice

  1.  To begin, review a variety of Figurative Language using the following video:

Watch the video "Figurative Language in Movies" to review, then near the end. . .
    

• Check your knowledge of figurative language by completing the Figurative Language in Movies Check (Google Form).

 If necessary, review, study and test your knowledge of figurative language using Quizlet.

Quizlet Figurative Language Definitions/Examples/Pictures

Preparation/Pre-reading:

Follow the directions on the Voki to interpret the Wordle.

Wordle Introduction

Lemon Brown Wordle (click to enlarge)

Read and Analyze

Step One:
Now that you have formed some initial impressions of the story based on the Wordle, read the excerpt from "The Treasure of Lemon Brown" by Walter Dean Myers.  As you read, highlight examples of figurative language, then record them on the Descriptive Language Capture Sheet.  Be sure to note the author's purpose for each (effect on reader) and be prepared to share and discuss these examples with classmates.

Step Two:
Look at a second example, reading an excerpt from chapter 1 from The Pearl by John Steinbeck.  Again, highlight examples of figurative language, and record these and the author's purpose on the Descriptive Language Capture Sheet for The Pearl.

4. "Final Word" Reflection (done in class)

5.   On a separate sheet of paper (or on the back of one of the capture sheets), identify 2-3 examples of figurative language from the novel you are reading.  Be sure to:

• write the quote and page number, 
• label what kind of figurative language it is, then 
• explain the author's purpose for each (effect on reader) and be prepared to share and discuss these examples with classmates.

B. Sensory Imagery and Details --

In addition to figurative Language, another technique, or "tool", authors use to convey feeling and make their writing come alive is description that appeals to the five senses:  sight, sound, smell, taste, and touch.

Review and Practice

2.  Watch video "Using Sensory Language:  Writing Strategy Using All 5 Senses" by Vivian Price.

• As you watch the video clips, pause the video to write down the descriptive words you would use for each example on the Sensory Language Capture Sheet (in your packet or in Google form--linked here). Sensory Language Capture Sheet (Google form) 

C.  Precise Word Choice (a.k.a. Connotation)

Now, we need to look at another skill that authors use to make their writing more vivid, memorable, and especially, to create a feeling for the reader.  Author's very carefully choose certain words to create a desired effect on the reader.

     1.  First, watch the video "Word Choice: Author's Purposeful Use of Language" Denotation vs. Connotation

• After watching the video, complete the front AND back of the Working with Word Choice worksheet.  You will see me demonstrate and explain how to do it at the end of the video.
• BE SURE you can tell me what Connotation means and what Denotation means.

     3.  Yes--one last time-- re-reread/re-visit the excerpts from "The Treasure of Lemon Brown" and The Pearl, and identify at least three (3) examples of words with STRONG CONNOTATION.  Record those words and the ideas they bring to mind on the Descriptive Language Capture Sheets for each text.

D.  Characterization

Objective: SWBAT identify character traits and techniques authors use to develop characters in narrative texts.

     1. Now, you need one more "tool" before you can start analyzing texts.  That "tool" that authors use is direct and indirect characterization.  Watch both Characterization videos below to review the techniques used.  For each video, note down the major ideas of the video and any questions or comments you have as you watch. 

With this "Characterization Lesson:  Using Disney's Frozen" video, note the major ideas, questions, and comments PARTICULARLY, the two DIFFERENT techniques mentioned from the first video -- _____________________________  and ______________________________ . 

• Identify, on a separate sheet of paper, characterization techniques used in the excerpt from "The Treasure of Lemon Brown" and The Pearl.  Identify at least two techniques in each text.

E.  Short Story Analysis and Well-Developed Paragraph

Objective: SWBAT compose and develop a thesis, identifying a clear supporting feature, and using relevant text support for thesis.

1.  In class, choose and read short story, focusing and taking notes setting, character and conflict, especially those ideas and elements that seem connected with class novel.

• "The Cutting of My Long Hair" by Zitkala-Sa
• "The Struggle to Be An All-American Girl" by Elizabeth Wong
• "Why, You Reckon?" by Langston Hughes
• "Like Mexicans" by Gary Soto 
• "Sonia" by E.R. Frank

4. Watch "Making a Claim" video

• identify the key components to a claim by answering the questions in the Google form linked below, then
• draft a claim for the text and prompt you have selected (write these on separate paper or Google form).

Preparing and Drafting a Well-Developed Paragraph

5.  a. Gather evidence from the text based on the prompt you chose and your claim.  *Remember, you need three well-chosen quotes to support your claim.
     b.  Write a rough draft of your response to the prompt.  Remember the paragraph mantra from 6th grade:  CSI --  Claim-Support (a.k.a evidence, or quotations)-Interpretation (a.k.a. explanation)

Revising - Embedding Quotations

6.  With claim written and evidence gathered to support your claim.  Now, you need to think not only of putting them together in a paragraph, but very importantly, HOW to put these together in a paragraph.

• Watch the following two videos to learn about embedding quotations in your writing--what it is and how to do it.
• Answer the questions on paper (notes to refer to later) and in the Embedding Quotations with Mr. Bruff Google form (completion grade).

Video #1: "Embedding Quotations and Choosing the Best Quotations: Mr. Bruff Classics"

• Video #2 -- "Integrating Quotes Smoothly" (below)
• View and write down the major ideas, as well as any questions or comments about the information in the video.

III.  Analysis of Class Novel

1.  Gather evidence (at least 3 QUOTES) from your choice novel to answer the same prompt as the short story.  Be sure to have the page numbers for the quotes.

2.  Using the SAME prompt as the short story, draft a well-developed paragraph for your choice novel.

• Claim 
• Support (evidence, quotes)
• Interpret (explain how the quote proves the claim)

IV. Comparison of Two Narrative Texts -- Pulling It All Together!

1.  Read examples of comparison essays for literature (plus one outline of topic sentences TS)

• After reading each of the examples, make a list of what they have in common (common features)
• Watch video explaining Comparison/Contrast Essay
• Identify the two structures writers can use to organize their comparison of ideas

2.  Complete the graphic organizer of Introduction and Conclusion

3.  Watch the following two videos--one more on embedding quotes and one on Comparison/Contrast  Essays.

"How to Embed Quotes"

"Comparison/Contrast Essay"

5. Review the purple "The Hook (a.k.a. Lead)" handout.

• Draft at least 2 different leads--using two different ways from the handout to begin your essay.

6.  Rough Draft -- Finish Drafting your essay.

7.  Peer Evaluation

8. Revise, Edit, and Polish --

• Review your classmates' comments and make appropriate changes/revisions
• Follow the purple "Polishing Prose" and "Considerations for Final Copies" to look at the smaller details, like conventions (grammar, language usage, spelling, punctuation, and so on)
• Type your paper, if not already done.  
• Below is a link to the "Writing Assignment Format" to refer to or use to begin your paper correctly.

https://docs.google.com/a/mcpsmd.net/document/d/1yOvEKEnFQyYWI2KvMizUGG_aVmewK3JS6e9mmXUAt4s/edit?usp=sharing

10.  Final copy -- 

             Group 1 -- due Monday, October 17

             Group 2 -- due ?, October ?

When you turn-in your final copy, you need to turn-in:

• Electronic Copy (in appropriate Google Classroom folder)

Grammar / Language Usage

1.  Simple, Compound, and Complex Sentences

• Watch the following video--

• THEN, review page 1 of the grammar packet "Simple, Compound, Complex, and Compound-Complex Sentences"; AND 
• Complete the practice sheet on page 2 (front and back) following the directions;
• Last, complete the EXIT CARD (5 points) to demonstrate your knowledge of the basic sentence structures.

If needed, use the following video for review or re-teaching: