6 Literary Essay 1-8-13 - Writing Across the Curriculum -...
Transcript of 6 Literary Essay 1-8-13 - Writing Across the Curriculum -...
![Page 1: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/1.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 1
Essential Questions 1. HowcanIwriteliterary
essaysusingavarietyofessaystructures?
2. HowcanIextendmyuseofAcademicEnglishtoexpressmyopinions?
3. HowcanIthinkmorecriticallyabouttextsandtheworld?
LITERARY ESSAY
Unit Overview __________________________________________________________________________________
Thefollowinggrade6LiteraryEssayUnitisarevisionoftheSPPS2008LiteraryEssayUnitofStudy,aligningtheunitwiththe2010MinnesotaEnglishLanguageArtsstandardsforwritingarguments(opinionsforgradesK‐5).TherevisedunitisbasedonthegenrestudydevelopedbyLucyCalkinsinACurricularPlanfortheWritingWorkshopGrade6.Thisunitbuildsonstudents’priorexposuretowritingargument.InthefifthgradeLiteraryEssayUnitstudentsdraftentireessaysinaclassperiod,untiltheycanwritewithfluencyandstructure.InthesixthgradePersonalEssayUnit,studentsformedopinions,andextendedtheirwritingwithexamples.IntheResearch‐BasedArgumentUnit,studentswroteandsupportedthesisstatements.ThroughthesixthgradeLiteraryEssayUnit,sixthgradestudentsdevelopacommandofmorecomplexessaysstructures,anddemonstratedeeperanalyticthinking.Studentswilllearntousethethreeessaystructures.Oneofthesestructures,theclaimwithsupportfrompersonalexperience,foreshadowsthesortofwritingrequiredforcollegeentrancetestsandessays.Thisunitaskssixthgraderstoshowagreaterself‐relianceinanalyzingbooksattheirindependentreadinglevel,allowingstudentstodevelopthe“insightsthatmakeforstrongargument”(2011,p.111).Thisunitpreparesstudentsfortheseventhandeighthgradeexpectationsoftracingthedevelopmentofatheme,“todiscussnotjustwhatapieceoftextevidencedemonstratesbuthowitdoesso”(2011,p.111).Themostimportantpartofthiswork,however,istheopportunityforthesixthgraderstousewritingtoincreasetheircriticalthinkinganddeepanalysisoftextsandtheworld.Thisisimportant,notonlyforcollegeandcareer,butalsosoourstudentsbecome“thekindofpeople…whodon’tjustseethesurfaceofthings.Wedon’twanttotakeothersforgranted;wedon’twanttobelieveeverythingthatadvertisersorevenreporterstellus”(2011,p.110).Throughwriting,wecan“pushourthinkingtonewlevels…adeepunderstandingofliteraturewillalsohelpusthinkdifferentlyaboutourselvesandourworld”(2011,p.110).
Unit learning activity summary • Completeon‐demandwritingforassessmentatthebeginningoftheunit• LiteraryEssayOne‐‐exploringathemeoracharacterinasingletext• LiteraryEssayTwo‐‐includingexamplesfromthesecondtextandastudent’sownexperience• LiteraryEssayThree‐‐comparingthetwotexts,exploringdifferenttreatmentofsamethemes• Draft,reviseandedittheessay• Completefinalon‐demandassessmentattheendoftheunit• Reflectiononlearning
6
![Page 2: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/2.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 2
Appendix Textexamples Anchorcharts Blankboxandbulletoutline SampleBoxandbulletoutline Sampleessays
Stage I. Desired Results __________________________________________________________________________________
Standards SPPSunderliningdenotesrigoraddedforthisgradetowardmeetinganchorstandard
# Benchmark SPPSLearningTargets Prim
a
ry
Also
Reading: Literature 6.4.1.1 Citetextualevidencetosupportanalysisofwhatthe
textsaysexplicitlyaswellasinferencesdrawnfromthetext.
• IcanciteevidencefromthetextwhenIanalyzewhatthetextsays
• Icanciteevidencefromthetexttosupportmyinferences
X
6.4.2.2 Determineathemeorcentralideaofatextandhowitisconveyedthroughparticulardetails;provideasummaryofthetextdistinctfrompersonalopinionsorjudgments.
• Icandeterminethethemeorcentralideaofa
text
• Icanexplainhowtextdetailssupportatheme
orcentralidea
• Icansummarizeatextwithoutincludingmy
personalopinionsorjudgments
X
6.4.9.9 Compareandcontrasttextsindifferentformsorgenres,includingthosebyandaboutMinnesotaAmericanIndians(e.g.,storiesandpoems;historicalnovelsandfantasystories)intermsoftheirapproachestosimilarthemesandtopics.
• Icancompareandcontrasttexts(representingdifferentgenres,suchasstories,poems,historicalnovelsandfantasystories,includingthosebyandaboutMinnesotaAmericanIndians)bythinkingabouthowtheyapproachsimilarthemesandtopics.
X
Writing
6.7.1.1 Writeargumentstosupportclaimswithclearreasonsandrelevantevidence:
a. Introduceclaim(s)andorganizethereasonsandevidenceclearly.
b. Supportclaim(s)withclearreasonsandrelevantevidence,usingcrediblesourcesanddemonstratinganunderstandingofthetopicortext.
c. Usewords,phrases,andclausestoclarifytherelationshipsamongclaim(s)andreasons.
d. Establishandmaintainaformalstyle.
• Icanwriteaclaim• Icanidentifycrediblesourcesandusethemto
supportmyclaim• Icansupportaclaimwithreasonsand
appropriateevidence• Icanshowmyunderstandingofthetopicbymy
choiceofreasonsandevidence• Icanusebasicparagraph/essaystructures
(introduction,body,conclusion)whensupportingmyargument
• Icanusetransitionwordsandphrasestoclarifylinksbetweenandamongclaimsandreasoning
• Icanwriteinaformalstyle.
X
![Page 3: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/3.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 3
e. Provideaconcludingstatementorsectionthatfollowsfromtheargumentpresented.
6.7.4.4 Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.
• Icanunderstandmywritingtask• Icanunderstandthepurposeformywriting• Icanidentifytheaudienceformywriting• Icandevelopandorganizemyideasinawaythat
fitsmytask,purpose,andaudience• Icanwritemyideasclearlysotheymakesense• Icanwritemyideasinastylethatfitsmytask,
purpose,andaudience
X
6.7.5.5 Withsomeguidanceandsupportfrompeersandadults,useawritingprocesstodevelopandstrengthenwritingasneededbyplanning,drafting,revising,editing,rewriting,ortryinganewapproach.(EditingforconventionsshoulddemonstratecommandofLanguagestandards1‐3uptoandincludinggrade6.)
• Icanusethewritingprocesstodevelopandimprovemywriting:collectideas,plan,draft,revise,edit,rewrite,andpublish
• Icandevelopandimprovemywritingbytryingnewapproaches
• Icaneditmywritingusinggrade6languageconventions
• Icanworkwithpeersandadultstoimprovemywriting
X
6.7.9.9 Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch:
a. Applygrade6Readingstandardstoliterature.b. Applygrade6Readingstandardstoliterary
nonfiction
• Icanuseevidencefromtexttosupportmythinkingandresearch
• Icanapplysixthgradereadingstandardstohelpmeanalyze,reflect,andresearchwhenIamwriting
Language
6.11.1.1 DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.
a. Ensurethatpronounsareinthepropercase(subjective,objective,possessive).
b. Useintensivepronouns(e.g.,myself,ourselves).c. Recognizeandcorrectinappropriateshiftsin
pronounnumberandperson.d. Recognizeandcorrectvaguepronouns(i.e.,ones
withunclearorambiguousantecedents).e. RecognizevariationsfromstandardEnglishintheirownandothers'writingandspeaking,andidentifyandusestrategiestoimproveexpressioninconventionallanguage.
Underdevelopment X
6.11.2.2 Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,orlistening.
a. Varysentencepatternsformeaning,reader/listenerinterest,andstyle.
Maintainconsistencyinstyleandtone.b. Spell correctly.
X
![Page 4: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/4.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 4
Enduring Understandings • Writerswriteliteraryessaysusingavarietyofessaystructures.• WritersuseAcademicEnglishtomoreeffectivelyexpresstheiropinions.• Writersusewritinginordertothinkmorecriticallyabouttextsandtheworld.
Essential Questions • Howdowritersstructuretheiressays?• HowcanIusespecificlanguagetoeffectivelyexpressmyopinion?• HowcanIthinkmorecriticallyabouttextsandtheworld?
Stage II. Assessment Evidence __________________________________________________________________________________
Performance Tasks • On‐demandwritingforassessment• LiteraryEssaysexploringathemeoracharacterinasingletext• LiteraryEssayincludingexamplesfromthetextandastudent’sexperience• PolishedLiteraryEssaycomparingtwotextsthatexploresthedifferenttreatmentofsimilar
themes• Completedself/peerevaluationrubricandediting/revisionchecklist• Completefinalon‐demandassessmentattheendoftheunit• Reflectiononlearning
Other Evidence • EntriesintheWriter’sNotebook:notesabouttexts,Post‐Itnotes,BoxandBulletoutlines,
potentialthesisstatements• Notesfromstudentconferences• Anecdotalnotes
Resources in Support of Assessment
![Page 5: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/5.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 5
Learning Target Checklist Grade 6 Literary Essay Name: Date
Icanwriteaclaim.
Icansupportaclaimwithreasonsandappropriateevidence.
Icanusebasicparagraph/essaystructures(introduction,body,conclusion)when
supportingmyargument.
Icanusetransitionwordsandphrasestoclarifylinksbetweenandamongclaimsand
reasoning.
Icanwriteinaformalstyle.
Icanwritemyideasinastylethatfitsmytask,purpose,andaudience.
Icandevelopandimprovemywritingbytryingnewapproaches.
IcaneditmywritingusingGrade6languageconventions.
IcanciteevidencefromthetextwhenIanalyzewhatthetextsays.
Icandeterminethethemeorcentralideaofatext.
Icancompareandcontrasttexts.
![Page 6: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/6.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 6
Product or Performance Rubric Grade 6 Literary Essay StudentName:_______________________ Date:__________ Beginning Developing Proficient Exceptional
Conten
t
___Doesnotstateanopinionthatrelatestothethemeofthetext
___Doesnotsupporttheopinionwithreasons
___Doesnotidentifyevidencefromthetexttosupportthereasons
___Statesanopinionthatsomewhatrelatestothethemeofthetext
___Supportstheopinionwithreasons
___Identifiessomeevidencefromthetexttosupportthereasons
___Statesanopinionthatrelatestothethemeofthetext
___Supportstheopinionwithlogicalreasons
___Identifiesevidencefromthetexttosupportthereasons
___Statesanopinionaboutthethemeofthetext,goingdeeperinthinking
___Supportstheopinionwithsignificantreasons
___Identifiesspecificevidencetofullysupportreasons,usingmultipleexamples
Organ
ization
___Doesnothaveanintroduction
___Doesnotorganizereasonsandevidenceintoparagraphs
___Doesnoteuselinkingwordsandphrasestoconnectopinions,reasons,andparagraphs
___Doesnothaveaconclusion
___Hasanintroductionthatstatestheopinion
___Organizessomereasonsandevidenceintoparagraphs
___Usessomelinkingwordsandphrasestoconnectopinions,reasons,orparagraphs
___Hasaconclusion
___Hasanintroductionthatprovidesacontextandstatestheopinion
___Organizesreasonsandevidenceintoparagraphsinalogicalorder
___Useslinkingwordsandphrasestoconnectopinions,reasons,andparagraphs
___Hasaconclusionthatrelatestheopiniontoanimportantidea
___Hasanintroductionthatprovidesadeepercontextandstatestheopinioncompellingly
___Organizesreasonsandevidenceintoparagraphsinamorethoughtfulsequence
___Usescreativelinkingwordsandphrasestoconnectopinions,reasons,andparagraphs
___Hasaninsightfulconclusion,relatingopiniontobroadermessage
Process
___Madefewchangestooriginaldrafttoimproveessay
___Didlittleeditingonownorwithpeers
___Didnotwriteclearfinaldraft
___Madesomechangestooriginaldrafttoimproveessay
___Didsomeeditingonownandwithfrompeers
___Wrotefinaldraft
___Madesignificantchangestooriginaldrafttoimproveessayincludingusingstudiedtechniques
___Editedonownandwithhelpfrompeers
___Createdpolishedfinaldraft
___Madeextensivechangestooriginaldrafttoimproveessayincludingusingstudiedtechniques
___Editedonownandwithhelpfrompeers
___Createdpolished,(typed)finaldraft
Mecha
nics
___ContainsmanyerrorsinstandardEnglishcapitalization,punctuation,andspelling
___UsesstandardEnglishcapitalization,punctuation,andspelling,hasseveralage‐appropriateerrors
___UsesstandardEnglishcapitalization,punctuation,andspelling,mayhaveafewage‐appropriateerrors
__UsesstandardEnglishcapitalization,punctuation,andspelling,noerrors
![Page 7: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/7.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 7
Partner Revising and Editing Checklist Grade 6 Literary Essay Name Date
Didwe… Partner1 Partner2
Introducethetopicclearly? Yes________
Revisedit________
Yes________
Revisedit________
Stateanopinion? Yes________
Revisedit________
Yes________
Revisedit________
Organizeideasinalogicalstructurethatfitsthepurpose(usingbasicparagraph/essaystructures:introduction;body;conclusionsupportingargument)?
Yes________
Revisedit________
Yes________
Revisedit________
Givereasonsforopinion,andsupportreasonswithfactsanddetails?
Yes________
Revisedit________
Yes________
Revisedit________
Writereasonsinalogicalorder? Yes________
Revisedit________
Yes________
Revisedit________
Usetransitionwordsandphrasestolinkopinionandreasons?
Yes________
Revisedit________
Yes________
Revisedit________
Writeaninsightfulconclusion,thatrelatestoabroadermessage?
Yes________
Revisedit________
Yes________
Revisedit________
Use6thgradeconventionsofgrammar,spelling,capitalization,andpunctuation?
Yes________
Editedit________
Yes________
Editedit________
![Page 8: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/8.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 8
Stage III. Learning Plan __________________________________________________________________________________
Pacing Adjustlessonstomeettheassessedneedsofstudents.SeeMini‐lessonsuggestionsbelowformoredetailedinformation.
Week1:Essentialquestions1,3
On‐DemandAssessment
QuickWritestoExploreThinkingaboutOneText
EssayOne:CraftingThesisSentences
EssayOne:BoxandBulletPlans
EssayOne:MiningtheTextforRelevantEvidence
Week2:EQ1,3
EssayTwo:CraftingThesisStatementsandBoxandBulletPlans
EssayTwo:DevelopingBodyParagraphs
EssayThree:CraftingThesisStatementsforThemesthatCutAcrossTexts
EssayThree:DevelopingBodyParagraphsFirstApproach
EssayThree:DevelopingBodyParagraphsSecondApproach
Week3:EQ2,3
EssayThree:RevisionforElaboration
RevisingforCoherence,Flow,andEffect
RevisingforCraft
Revisingforcounter‐arguments
RevisionofIntroductionsandconclusions
Week4:EQ3
EditingforCitation
EditingforPronounsandTenses;Finaledit/partnerEdit
Copyortypefinalpublishedversion
On‐DemandWritingAssessment
Reflection/Celebration/Share
Before the Unit Begins • Collecttextswithrichthemesfromclassroom,school,andcitylibraries.Includetexts“squarely
withintheindependentreadinglevel”(2011,p.111)ofeachstudent.
• Throughconferences inReader’sWorkshop,booktalks,and introductions inbookgroups,helpstudents select two independent textswith similar themes to focuson for thedurationof thisunit.
• Make sure students are taking notes about their thinking about theme, character, and plotstructure for these books. Notes could be taken on Post‐It Notes, orwritten in their Reader’sNotebook (with page numbers noted, could additionally be flagged with Post‐It Flags), pagenumbersmarkedwithPost‐ItFlags,orpassagescopiedontowell‐organizedindexcards.
• InReader’sWorkshop,especiallyinsmallgroups,begintodiscussthedifferentwaystwobooksmightpresentthesametheme.
• Collect multiple copies of two familiar, rich fiction texts for the beginning and endingassessments.
![Page 9: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/9.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 9
• Select an additional two familiar, rich texts that can be used for modeling during the mini‐lessons.
• GatherchartsfrompreviousWriter’sandReader’sWorkshopunits:Themechart(Listofthemesinyoungadultliterature.SeetheAppendixforexamples).
• Ifcomputersareavailableinyourbuilding,considerschedulingtime.IfEssay1and2aretyped,Essay3couldbecreatedmuchmorequickly.
Mini-Lesson Options
• Usedatacollectedfromtheinitialon‐demandwritingassessmenttodeterminehowyourclasswillproceedthroughthemini‐lessonoptionslistedbelow.Themini‐lessonsamplesbelowareadaptedfromLucyCalkins’ACurricularPlanforWriter’sWorkshop,Grade5(2011),andCalkinsandMedeaMcEvoy,LiteraryEssaysGrades3‐5:WritingAboutReading(2006).Pleaseseethereferencedpagesformorespecificlessondetails,worksamples,andconferringnotes.Adjustthepacingandsequencingoflessonstomeettheassessedneedsofyourstudents.
Week1QuickDraftofFirstEssay LearningTargets
OnDemandBenchmarkAssessment(see2011,p.139)
• Givestudentsanessaypromptbasedonarichpieceofchildren’sliteraturethatthewholeclassknowswell,andhasmultiplecopiesreadilyavailable.Havestudentsdecideonthethemeormessageofthebook,andtouseexamplestosupportthattheme.Example:
o We’vereadandtalkedabout(‘OntheBridge’)alot.Rightnow,writealiteraryessayinwhichyoutellreadersanideathatyouhaveabout(‘OntheBridge’)andthenshowevidencethatsupportstheidea,drawingondetailsfromthetext(2011,p.113).
o Youhavefortyminutestoplanandwriteyouressayo Ijustwanttoknowwhatyoualreadyknow.Ican’thelp(orprompt)you
onthisactivity• Analyzeyouron‐demandwritingtodeterminewhichwritingandrevision
strategiesthelargegroupwillneed,andwhichrevisionstrategiessmallergroupsmayneed.Canthestudentidentify/discussanopinionbasedonatheme?Writereasonstosupportit?Useaboxesandbulletoutlinetoplan?Onwhichconventionsmighttheyneedinstruction?
QuickWritestoExploreThinkingaboutOneText
• RevisitconversationsfromReader’sWorkshop,extendingthethinkingstudentsaredoingabouttheirreading,remindingthemofthemanyinterpretations.UsearichtextfromReader’sWorkshopthatstudentsknowwellasanexample.
o In(title)youhadreallydifferentideaseventhoughyouallheardthesamestory:(Listthedifferentideasaboutthemestudentshad).
o Someofyousaid(themesfromstudents).There’snorightanswerhere—alloftheseideascanbeconnectedbacktothesameshortstory.”(2011,p.114)
• Icandeterminethethemeorcentralideaofatext
• Icanapplysixthgradereadingstandardstohelpmeanalyze,reflect,andresearchwhenIamwriting
![Page 10: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/10.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 10
• ModelhowyouwouldwriteaboutatextinyourWriter’sNotebooktoexploretheme,character,evidence,andthelargermessagesofyourtext.
WorkTime
• InWriter’sNotebookquick‐writes,studentsexplorethefirstselectedtext:o Writersoftentryrehearsingafewideas…byjottingourideasandthen
listing,retelling,andanalyzingthepivotalmomentsinthestorythatsupportsouridea.Aswelookatourideasandevidence,wekeepaskingourselves:(2011,p.126)
• Present“ExtendingourThinking”ChartfromAppendix.
EssayOne:CraftingThesisSentences
• ModelhowyoumightuseyourQuickWritenotesfromthepreviousdaytodraftpossiblethesisstatementsinyourWriter’sNotebook.
• Showhowyoucanfocusonavarietyofideas,andavarietyofwaystophrasethethesissentence.
• PresentthefollowingtheThesisStartersfromtheThesisStartersChartinAppendix:(Additionalexamplesfrom2006,p.96‐99).
• Modelatleastoneexampleinwhichthethemeisn’tapparentuntiltheendofthetext,andwhereevidenceisnotbespreadthroughoutthetext.Directstudentstothesentencestem:“Atfirstitseemsthisisastoryabout…,butbytheendofthestorywelearnthat(theme)….“(See2011p.114‐115forexamples).
WorkTime• StudentsformatleastthreepossiblethesisstatementsintheirWriter’sNotebook.
• Icanwriteaclaim
EssayOne:BoxandBulletPlans
• EachstudenthastheWriter’sNotebookduringthemini‐lesson.• Modelselectingyourstrongestthesisstatement.• Modelaskingyourself:
o Ifyoucareaboutthethesisstatement?o Ifyoucansupportitwithtextevidenceacrossthetext
• Studentsquicklyselectthethesisstatementtheywouldliketousefortheirfirstessay,answeringbothquestions.
• ModelextendingyourselectedthesisstatementintoaBoxandBulletOutline.(SeeCalkins2011p.115forexamples)
[ClaimorIdeainbox(2011p.127)]
• Supportfromoneplaceinthetext• Supportfromanotherplaceinthetext• Supportfromathirdplaceinthetext• Reflection/insight/realization
WorkTime• StudentsextendtheirthesesintoBoxandBulletoutlines.
• Icansupportaclaimwithreasonsandappropriateevidence
• Icanuseevidencefromtexttosupportmythinkingandresearch
![Page 11: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/11.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 11
EssayOne:MiningtheTextforRelevantEvidence(from2011,p.115)
• Quicklymodelhowyouefficientlysearchforappropriateevidence,especiallyinlongertexts.ShowhowyouusePost‐Itflags,Post‐Itnotes,andnotesyouhavewritteninyourReader’sNotebook.Showhowyouuseyourknowledgeofstorystructure,memoryofwhensomethingtookplace,andchaptertitlestofindevidencemorequickly.
• Modelhowyouwouldstartwritingatleasttwobodyparagraphs,withacleartopicsentencerestatingthethesisstatementandthetopicofthebodyparagraph.
WorkTime• Studentsefficientlyfindsufficientevidencefortheirthesis.• Studentswriteatleasttwobodyparagraphs,(withacleartopicsentencerestating
thethesisstatementandthetopicofthebodyparagraph).• Remindstudentstowritevolumes–fiveorsixminutesperpageofwriting.Have
studentssetagoalforlengthofwriting.(Calkins,2011,p.118)Mid‐Workshop:PartnerSupport• Inpartners,havestudentstryoutpossibleevidence.• Havestudentsasktheirpartner:
o Doesthisreallygetattheideathatyouarewritingabout?o Doesitseemtrulyconnected?o I’mnotsureIseehowthisfits.Canyousaymoreaboutwhythisscene
showshow(Katnissputsherownneedsaside?”)• Whilepartnersdiscussevidence,theyshouldmakebriefnotesaboutwhichpieces
ofevidencefit,whichneedtobeexplained,andwhichshouldbecrossedoutinordertofindmorerelevantexamples.
• Icanshowmyunderstandingofthetopicbymychoiceofreasonsandevidence
• Icanusebasicparagraph/essaystructures(introduction,body,conclusion)whensupportingmyargument
WeekTwoEssaystwoandthree,additionalorganizationalapproaches
EssayTwo:CraftingThesisStatementsandBoxandBulletPlans(2011,p.116)
• Studentsselectsecondtext.• Explainthatincollegepreparationclasses,collegeentranceexams,andsome
collegeclasses,studentsaresometimesexpectedtousesupportingevidencefromthetextandfromtheessaywriter’slife.
• ModelhowtoquicklywriteseveralpossiblethesisstatementsintheWriter’sNotebookthatallowstudentstodrawexamplesfromthetextinthefirstparagraphandfollowwithrelatedexamplesfromtheessayist’sownlifeinthesecondbodyparagraph.(SeeCalkins2011,p.115forexamples.)
o Aswerehearseideasaboutcharacters,lessons,issues,orthemes,wemayalsowritemomentsinourliveswhenwehavelearnedasimilarlessonorthatillustratethesameidea,issue,ortheme.(2011,p.126)
o Wewillcompareamomentinastorytoamomentinourlife,tosupportanideathatfeelstrueinthestoryandourlife.Todothat,wemaydraftinthisstructure(2011,p.127):
• IcanciteevidencefromthetextwhenIanalyzewhatthetextsays
• Icanciteevidencefromthetexttosupportmyinferences
![Page 12: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/12.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 12
[ClaimorIdeainbox] Amomentfromthetextthatevokesthisidea Amomentfromourlifethatevokesthisidea Reflection/insight/realization
SendOff• Studentswriteatleastthreethesisstatementsrelatingtothetextandtheessay
writer’slife.• Studentsselectthestrongestthesisstatement,andcreateaBoxandBulletPlanfor
secondessay.
EssayTwo:DevelopingBodyParagraphs
• ModelhowtodevelopBodyparagraphs,miningthetextandyourlifeforrelevantevidencefordraft.
• Remindstudentshowtoefficientlysearchthetextforappropriateevidence.• Modelhowyouwouldstartwritingatleasttwobodyparagraphs,withacleartopic
sentencerestatingthethesisstatementandthetopicofthebodyparagraph.
SendOff• Studentsefficientlyfindsufficientevidencefortheirthesis.• Studentswriteatleasttwobodyparagraphs,(withacleartopicsentencerestating
thethesisstatementandthetopicofthebodyparagraph).
Mid‐Workshop:PartnerSupport• Inpartners,havestudentstryoutpossibleevidence.• Havestudentsasktheirpartner:
o Doesthisreallygetattheideathatyouarewritingabout?o Doesitseemtrulyconnected?o I’mnotsureIseehowthisfits.Canyousaymoreaboutwhythisscene
showshow<Katnissputsherownneedsaside?”>• Whilepartnersdiscussevidence,theyshouldmakebriefnotesaboutwhichpieces
ofevidencefit,whichneedtobeexplained,andwhichshouldbecrossedoutinordertofindmorerelevantexamples.
• Icandevelopandorganizemyideasinawaythatfitsmytask,purpose,andaudience
EssayThree:CraftingThesisStatementsforThemesthatCutAcrossTexts
• Explainthatstudentsarenowgoingtowriteessaysthatcomparetwoormoretexts.Selecttwofamiliarstorieswiththesame(orsimilar)theme.
o Howisthethemetreateddifferentlyinthetwostories?o Isthereadifferenceintone?(Isoneisdarkerthananother)?o Isthereadifferenceinimplications(oneadvocatesforchange,whereas
theotherseemsresignedtothingsastheyare)?o Isthereadifferenceinintendedaudience(Isonegearedtoayoungerage
group)?(Calkins2011,p.119)• Inpartners,discussthedifferencesbetweenthetwotexts.• ModelhowtobrainstormideasusingaVennDiagram,sketchingoutthe
similaritiesanddifferencesbetweenthetwotexts,focusingontheme.SendOff
• StudentscreateaVenndiagramofsimilaritiesanddifferencebetweenthetexts.
Icancompareandcontrasttexts(representingdifferentgenres,suchasstories,poems,historicalnovelsandfantasystories,includingthosebyandaboutMinnesotaAmericanIndians)bythinkingabouthowtheyapproachsimilarthemesand
![Page 13: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/13.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 13
MidWorkshop
• ModelselectingasharedthemefromcenteroftheVenndiagram.
topics.
EssayThree:DevelopingBodyParagraphsFirstApproach
• Re‐readthecommonthemefromthetwobooks.• Modeltakingnotesonthedifferenttreatmentofthisthemeintwofamiliar
texts.• Doyounoticedifferencesin(from2011,p.119):
Tone(isonedarkerthantheother)?o Implications(doesoneadvocateforchange,whereastheotherseems
resignedtothingsastheyare)?o Differenceinintendedaudience(isonegearedtoayoungeragegroup)?
• Extendthesenotesintoapotentialthesisstatement.Example:o Assoonaswehaveanideathatistrueinmorethanonetext,webegin
toexplorehowdifferentauthorsinterpretthatidea.Forinstance,ratherthansaying,‘TheHungerGamesandThirteenReasonsWhyarebothaboutgrowingup,’wemightsay,‘TheHungerGamesandThirteenReasonsWhyofferdifferentinterpretationsofwhatitmeanstogrowup.SuzanneCollins,inTheHungerGames,suggeststhattogrowup,wemustlearntosometimessacrificeourownwishes.JayAsher,inThirteenReasonsWhy,leavesuswiththeideathatgrowingupmeansrealizinghowmuchouractionsaffectothers.(2011,p.128)
SendOff• Studentstakenotesonthedifferenttreatmentofathemebetweenthetwo
texts.• Studentsusethesenotestowriteatleastthreepotentialthesisstatements.
MidWorkshop–ExtendingtoaBoxandBulletPlanforEssayThree,ApproachOne• Modelhowtoselectthestrongestthesisstatement.• ModeltheorganizationalBoxandBulletOutlinebelow.• StudentscreateaBoxandBulletPlan,selectingevidencefromeachtextina
separateparagraph(2011,p.128).
[ClaimorIdeainbox]
Howonetextevokesthisidea Howadifferenttextevokesthisideainadifferentway Reflection/realization/insight
• Icancompareandcontrasttexts(representingdifferentgenres,suchasstories,poems,historicalnovelsandfantasystories,includingthosebyandaboutMinnesotaAmericanIndians)bythinkingabouthowtheyapproachsimilarthemesandtopics.
EssayThree:DevelopingBodyParagraphsSecondApproach
• Demonstratethatthesameevidenceandthesisstatementcanbeused,butorganizeddifferently.
• Insteadofhavingseparateparagraphsforeachtext,therecanbeaparagraphforsimilarities,andaparagraphfordifferences,andinsightsorreflectionscouldbeinafinalparagraph.
• BoxandBulletPlan:Studentswillre‐organizetheirinformation,groupingsimilar
• Icanidentifycrediblesourcesandusethemtosupportmyclaim
• Icansupportaclaimwithreasonsandappropriate
![Page 14: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/14.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 14
elementsfrombothtextsintooneparagraphandcontrastingelementsintoasecondparagraph.
• TheBoxandBulletPlanwouldlooklike:(2011,p.129).
[ClaimorIdeainbox]
• Howtwotextsaresimilarintheirtreatmentofthisidea• Howthetextsaredifferentintheirtreatment• Reflection/realization/insight
Mid‐Workshop
• ThestudentwillquicklydecideonanorganizationalapproachandselectthatBoxandBulletOutline(Approach1,paragraphsbytext,orApproachTwo,paragraphsbysimilarities/differences).
• ItmaybebesttoselectApproach1ifthetextsaremorealikethandifferent,andApproach2iftheyaremoredifferentthanalike.
• ThestudentwillwritetheessayusingtheselectedBoxandBulletPlan.Ifthestudentshastypedthefirsttwoessays,therearesentencesandparagraphsthatcouldbecopiedandpasted.Ifthestudenthasahand‐writtendraft,aphotocopy,scissors,andtapecouldbeusedtosavetimeonpartsthatcanbeborrowedfromtheoriginalfirstdrafts.
evidence
WeekThreeRevisingforCraft
EssayThree:RevisionforElaboration
• Teachermodelsrevisingtextformoreskillfulelaborationofevidence(2011,p.120):
o Clearcitationso Transitionsbetweentexts(seeTransitionsChartinAppendix)o Elaborateon/explaininghowevidencesupportsthesiso Writingforpeoplelessfamiliarwithyourtext:retellingenoughtoexplain
thecontextofasymbolormotif,andexplaininghowitdemonstratesthistheme(2011,p.123)
• Icanusetransitionwordsandphrasestoclarifylinksbetweenandamongclaimsandreasoning
RevisingforCoherence,Flow,andEffect(2011,p.121‐123)
• Modelquietlyrereadingaloudtoyourselfandtoaskingyourself:o What’smissing?o Whereisthereaholeinmyargument?o Whereisthereapieceofevidencethatjustdoesn’tfit?
• Modelrewritingtofilltheholes.• Modelcrossingoutirrelevantpassages.• Modelwritingasuspensefulretellingfromascene(fromtextorlives).• Generatealistofdifferentwaystosay:‘thetextsays,’andchangethesetomake
theessaysound“morenatural.”(2011,p.112).• Revisefortransitions.
SendOff
• Studentsrevisetheiressayforcoherence,flow,andeffect.
• Icanwritemyideasclearlysotheymakesense
![Page 15: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/15.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 15
• Draftshouldbemorefleshedoutandcompletebytheendofthehour.
RevisingforCraft(2011,p.129)
• Pointouthowreadinganessaycanchangeareader’sanalysisaboutabook.• Refertopreviouscraftcharts.Reviewexamplesofauthor’scraftfromother
units;howitappliestoliteraryessay:(using‘alive’words,usingdescriptivelanguage,andpacingtoallowthereadertovisualizethestory,howyoucouldusethistomakeavividandsuspensefulretellingofascene).
• Makingastrongclaim/thesis(eliminatewordslike‘kindof’or‘maybe’or‘alittle’).
• Couldpointoutwhatacharacterdidn’tsayordo,topointoutthesignificanceofwhatheorshediddo.
• Icanwritemyideasinastylethatfitsmytask,purpose,andaudience
RevisingforCounter‐Arguments(2011,p.122)
o Imagineyouweretryingtotalkyourfamilyintolettingyougetadog.Youwouldmakealistofreasonswhyyouthinkyoushouldbeallowedtohaveone:companionship,exercise,andresponsibility.Next,youimaginewhatargumentsyourfamilymightmakesothatyoucanblockthoseargumentsaheadoftime.Youmightthensay,“Iknowyouareafraidofthework,allergies,andcostassociatedwiththedog,butIhavealreadyfiguredthatout.Iwilldothefeeding,groomingandwalkingofthedogsoyoudon’thavetodoanything.Ihaveresearcheddogbreeds,andIevenknowadogthatyouwillnotbeallergicto.Iwillearnmoneyforthedog’sfoodbybabysittingourneighbor’skid.”Thisiscalled“ConsideringCounter‐Arguments.
• Essayistsconsidercounter‐arguments.Theyimaginehowpeoplemightdisagreewiththeirclaim,andwritesentencestoblockthesedisagreements.
• Modelthinkingaboutwaysinwhichsomeonecouldarguewithyourclaim.Modelusingthefollowingsentencestarterstomention,thenblocktheseclaims:
o “Othersmightclaimthat...”oro “Somepeoplemightarguethat...”oro “Anotherpossibleinterpretationis...”
• Icanwritemyideasinastylethatfitsmytask,purpose,andaudience
RevisionofIntroductionsandConclusions(2011,p.122)
• Untilnow,thestudentsmayonlyhavesimple,bare‐bonesintroductionsandconclusions.
• Informstudentsthatintroductionsandconclusionsbothreachouttothereaderandhaveanimpact.Theintroductionsetsacontextfortheessayandtheclaim,theconclusiondrivesthepointshome,andmakesthereaderbelievetheclaimmatters(likeanopeningstatement,andclosingstatementincourtTVshows/movies).
• Remindstudentsofleadstrategiesfromotherwritingunits:o ActionLead:vividretellingfromthestorytosetthescene.o Dialoguelead:Aquotationfromthebookthatreallyreflectstheclaim
theauthorisgoingtomakeo Question:Aquestionthatgetsthereaderthinking,drawsthereaderino Personallead:theessaywritermayshareasmallpersonalexamplethat
relatestotheclaim
• Icanwritemyideasinastylethatfitsmytask,purpose,andaudience
![Page 16: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/16.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 16
o Statistic:theessaywritermightshareastatisticifitrelatestotheclaim(I.e.astatisticabouthungerintheU.S.foranessayaboutsocialjusticethemesinTheHungerGames)
• Remindstudentsthatconclusionsmustleavereaderswithafeelingofcompletion.Essaywritersremindreadersoftheclaimandhowtheysupportedit.Theconclusionalsousuallyreflectsonwhythethemeisimportantandwhatlessonswemightlearnfromit.
WeekFourPolishingonepiece
EditingforCitation(2011,p.124)
• Showstudentswhentodirectlycitetext(whenthewordsclearlyrelatetotheclaim)andwhentoparaphrase(whentheeventsupportstheclaim).
• Showhowtociteandhowtoparaphrase.Refertocitation/paraphrasecheatsheetintheAppendix(orhaveModernLanguageAssociationorotherguidebookhandy).
• RemindstudentsoftheInteractiveEditingprocessforparaphrasing,ifnecessary:studentcrossesoutunimportantwordsinatextselection.Studentselectsandwritesdownthemostimportantkeywords.Studentcoverstext,andwritesnewsentences,usingonlyacouplekeywords.
• Studentsneedtomakesureeachexamplehaselaboration/explanationonhowitsupportstheclaim
• Icanexplainhowtextdetails
supportatheme
orcentralidea
EditingforPronounsandTenses(2011,p.122)
• InAcademicEnglish,writerseliminatemostusesofthepronoun“I.”o Writerssometimeschangethesentencetopassive(tokeepthefocuson
thetextandnotthereader)o Writerssometimesuse“themoreinclusivewe”or“thereader”
• InAcademicEnglish,writersarecarefulwiththeirverbtensestoensurethereadercanclearlyunderstandthewriting.
• Usuallyliteraryessayistsusuallywriteinpresenttense,butquotethetextinpasttense(2011,p.127).
MidWorkshop:Finaledit/partnerEdit• Usingtheeditingchecklist,haveeachstudentedit,stepbystep,foreachofthe
itemsonthelist.• Havethemassembleintopartnersandedit,sidebyside,workingthroughthe
partnereditingchecklist.
• Icanwriteinaformalstyle.
Copyortypefinalpublishedversion
• Iftechnologyallows,theteachermaywishtohavestudentstypethisessaytohelpstudentsmeetsixthgradestandardsfortyping.
• Icanusethewritingprocesstodevelopandimprovemywriting:collectideas,plan,draft,revise,edit,rewrite,andpublish
On‐DemandWritingAssessment
• Inordertoassesswhatstudentshavelearnedsincethefirstdayoftheunit,again
![Page 17: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/17.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 17
studentswillthinkaboutthethemeofabook,thenwriteforfortyminutesontheprompt.Donotgivethemanyreminders.Theteachermayselectonefamiliartextforthewholeclass,textsfromsmallgroupreading,orallowstudentstoselectatext:
o “Rightnow,youwillwritealiteraryessayinwhichyoutellreadersanideathatyouhaveaboutatextandthenshowevidencethatsupportstheidea,drawingondetailsfromthetext”(2011,p.139).
o Youhavefortyminutestoplanandwriteyouressay.
Reflection
• Handouttheon‐demandwritingfromthefirstday.• Askstudentstocomparetheirtwoessays,andwriteaboutwhattheyhave
learned.Celebration/Share• Strategicallyasktargetedstudentswhohavehad“aha”moments–thosewho
havetransformedtheirwritinginsomesmallorlargewaytosharetheirreflections.
• Ifpossible,showexamplesofthesetransformations(usingadocumentcamera,oroverheadtransparenciesofstudentwork).
• Haveallstudentssharetheircompletedessays(smallgroups,inamuseumwalk,orinpartners,etc.).
![Page 18: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/18.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 18
Appendix __________________________________________________________________________________
TextExamplesUsedbyCalkins
• Stories‘Carrots’and“MySideoftheStory”byAdamBagdasarianfromFirstFrenchKissandOtherTraumas
• “OntheBridge”byToddStrasser,fromVisions:19ShortStoriesbyOutstandingWritersforYoungAdults,editedbyDonaldR.Gallo,1987.(AvailableonToddStrasser’sWebsite:http://www.toddstrasser.com/html/OnABridge.htm)
• ThirteenReasonsWhybyJayAsher• FeedbyMTAnderson• HungerGamesbySuzanneCollins
OtherTextExamples
*BelowgradeleveltextsEvil/Injustice
• TheGiverbyLoisLowry• TheHungerGamesbySuzanneCollins• HarryPotterseriesbyJ.K.Rowling• PercyJacksonSeriesbyRickRiordan• NumbertheStarsbyLoisLowry• AWrinkleinTimebyMadelineL’Engle• “TheLottery”shortstorybyShirleyJackson.
http://www.d.umn.edu/~csigler/PDF%20files/jackson_lottery.pdfSocialInequality
• TheMostBeautifulPlaceintheWorld*byAnnCameron• TheHungerGamesbySuzanneCollins• EsperanzaRisingbyPamMuñozRyan• TheTrueConfessionsofCharlotteDoylebyAvi• TheWatsonsGotoBirmingham–1963byChristopherPaulCurtis
Identity
• American‐BornChinese(graphicnovel)byGeneLueneYang• BecomingNaomiLeonPamMuñozRyan
Families
• JoeyPigzaSwallowedtheKeybyJackGantos• BecomingNaomiLeonbyPamMuñozRyan• TheMostBeautifulPlaceintheWorld*byAnnCameron• AfternoonoftheElvesbyJanetTaylorLisle
• SadieandRatz*bySonyaHartnett• Superfudge*byJudyBloom
![Page 19: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/19.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 19
• JacobHaveILovedbyKatherinePatterson• JakeandLily*byJerrySpinelli• MatildabyRoaldDahl
Outsiders/FittingIn
• American‐BornChinesebyGeneLueneYang• JoeyPigzaSwallowedtheKeybyJackGantos• PercyJacksonSeriesbyRickRiordan• AWrinkleinTimebyMadelineL’Engle• TheMisfitsbyJamesHowe• AfternoonoftheElvesbyJanetTaylorLisle
Isolation/Survival
• HatchetbyGaryPaulsen• IslandoftheBlueDolphinsbyScottO’Dell• IAmtheIceWormbyMaryAnnEasley• MySideoftheMountainbyJeanCraigheadGeorge• SarahBishopbyScottO’Dell• JulieoftheWolvesbyJeanCraigheadGeorge
Anchor Charts
ExtendingourThinkingChart(2011p.114,and126)o Thismakesmerealize...o Istillwonder...o Ontheotherhand...o Anotherwaytosaythismightbe...o Thisremindsmeof,inmylife,amomentwhen...o Whatdoesthismomentreallymean?o Whatisitteachingthecharacterorme?o What does this book have to say about…<themes from themechart>
ThesisStarterso (Title)isthestoryof…o Inthestory(title)by(author),(character)learns…o WhenIfirstread(author)’sstory(title),Ithoughtitwasabout…,butnowIrealizeitisabout…o Somepeoplethink(author)’sstory(title)isabout…,butIthinkitisreallyabout…o Afirstreadof(author)’sstory(title)mightsuggestitisabout…;acarefulre‐read,
however,showsitisreallyabout…o Manypeopleread(author)’sstory(title)andthinkitisabout…,butIthinkitisabout…o Atfirstitseemsthisisastoryabout…,butbytheendofthestorywelearnthat(theme)….
![Page 20: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/20.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 20
SampleThemesinYoungAdultLiterature(developedfrombooksread,andaddedtoallyear)o Growingupo Lossofinnocenceo Sacrificingselfforfamilyorcommunityo Natureo Fightingforthecommongoodo Societyo Findingyourownidentityo Familydifficultieso Siblingrivalryo Beingdifferento Isolationo Honesty/deception
TransitionCharto Forexampleo Nexto Thisisrelatedtoo Thisshowsthato Becauseo Foronethingo Incontrasto Especiallyo Whenaparagraphendswithanidea/wordandthatisechoedinthenextparagraph,but
inanewway
![Page 21: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/21.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 21
SupportingYourClaimWithEvidence
Citing/Quoting:
• Usewhenauthor’swordsarebeautiful,concise(short),andreallysupportyourclaim• Usetheauthor’snameinthesentencethefirsttime“quotationmarks”(pagenumber).
o “Minnieandme,waisthigh,holdinghandsandwaitingtomarch”(5).o InATasteofColoredWater,byMattFaulknerLuluandJellyrealizedthatthe“wheelsof
fatewereturning”(6).Paraphrasing:
• Puttingthestoryintoyourownwords.Toparaphrase,selectoneortwokeywords,coverthetext,thenwriteyourownsentence
• Usewhenaneventinthestorysupportsyourclaim• Therearen’texactwordsthatsupportyourclaim• Useauthor’snameinthesentencethefirsttime(pagenumber).
o Inthebeginning,Minnieandtheprotagoniststarttonoticethescentofrosesbeckoningthemthroughthewindow(1).
![Page 22: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/22.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 22
Boxes and Bullets Graphic Organizer Name:____________
• ____________________________________________________________________________________________________________________
• ____________________________________________________________________________________________________________________
• ____________________________________________________________________________________________________________________
• ____________________________________________________________________________________________________________________
![Page 23: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/23.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 23
EssayandBoxandBulletOutlineSample#1:EsperanzaRising
AfirstreadofPamMuñozRyan’sEsperanzaRising,mightsuggestitisaboutthetragedyofagirlgoingfromrichestorags.Acarefulre‐read,however,showsitisreallyaboutthepowerofpeopleworkingtogethertoovercomeadversityinhardtimes.
Mamagaveuprichesandpowertokeepherfamily
together,togotoanewland.
WhenMamabecamesick,Esperanzatransformedintoahardworkingbreadwinner
Reflection/insight/realization:Notonlycanwetogethergetthroughthehardtimes,butwealsocreateabetterlifeforourselves
![Page 24: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/24.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 24
EssayOneSampleTheHopeofRisingTogether
“Nohayrosassinespinas.Thereisnorosewithoutthorns”(MuñozRyan,14).InthebookEsperanzaRisingbyPamMuñoz,wemeetEsperanza.Thirteenyear‐oldEsperanzalivedafairytalelifeonaplantationinMexicoin1930.Shehadbigparties,beautifulchinadolls,servants,anadoringMamaandPapa,andaspunkygrandma,Abuelita.Butjustasthereisnorosewithoutthorns,thereisalsonolifewithoutdifficulty.Onenight,Esperanza’slifechangedforever.Shelosthermoneyandherhope;leavingthefamilywithonlyhardchoices.AfirstreadofEsperanzaRisingmightsuggestitisaboutthereversefairytaleofagirlgoingfromrichestorags;acarefulre‐read,however,showsitisreallyaboutthepowerofpeopleworkingtogethertoovercomeadversityinhardtimes.
Onenight,Papawaskilledbybandits.Sincelandcouldnotbelefttowomenatthattime,the
landwaslefttothe“devious,dangerous”(33)TíoLuis,Papa’sstepbrother.Mamahadadifficultchoice:marrytherichTíoLuis(sendingEsperanzatoboardingschool)orleavethecountry.Mamachosetogiveuprichesandpowertokeepherfamilytogether.MamatellsEsperanzato“remember,wearegoingtoaplacethatwillbebetterthanlivingwithTíoLuisandatleastwewillbetogether”(67).MamaandEsperanzaescapedtoAmericawithherformerservantstobecomefarmworkers.Inthistwistoffate,theservants“arenolongerourservants.Weareindebtedtothemforourfinancesandfuture”(52‐3).Mamasacrificedservantsandpowertokeepthefamilytogether.TheyallworkedhardtogetherwiththeirformerservantstoescapeTíoLuis,andgetthroughthehardtimestogether.
Atthebeginningofthestory,Esperanzadidn’tknowhowtocontributetothegroup.Herfirst
task,sweeping,wasadisaster.Shetookthebroom,and“Itswungwildly.Themotionseemedawkwardandthefinedirtonthewoodenplanksliftedintoacloud”(116).WiththehelpofMamaandfriends,Esperanzalearnedhowtowork.Shelearnedhowtosweep,todolaundry,andtocarefortheirfriend’sbabies,helpingthegroupsurvive.WhenMamabecameseriouslyill,Esperanzatransformedfromalittlequeentoahardworkingbreadwinner.Sheworkedwithherfriendsfromsunuptosundown,cuttingpotatoeyes,tyinggrapevines,andpickingasparagus.Thelittlequeen’shandsbecamethehandsofaworker,and“shenolongerrecognizedthemasherown.Cutandscarred,swollenandstiff,theylookedlikethehandsofaveryoldman”(180).Thesehardworkinghandshelpedpayfornecessities.Thesehard‐workinghandsearnedmoneytobringAbuelitatotheUnitedStates,completingthefamily.Esperanzalearnedthatbyperformingbackbreakingworkwithfamilyandfriends,shecouldgetthroughthehardtimes.
Atthebeginning,Esperanzabelievedthatlifewasafairytale,andthatthingswouldalwaysbebeautifulandeasy.Latershelearnedthatfancythingsarejustthat:things.Shelearnedthattheimportantthinginlifeisthattherearenoroseswithoutthorns,andthatlifeisn’tlifewithoutdifficulties.Shelearnedthatyoumustworkhard,sacrifice,andtogetheryoucansurviveyourdifficulties.Thestoryendsonahopefulnote.Esperanza“Soaredwiththeanticipationofdreamssheneverknewshecouldhave,oflearningEnglish,ofsupportingherfamily,ofsomedaybuyingatinyhouse”(250).Throughthishopefulending,Irealized,thatsurvivinghardtimesisnotenough.Byworkingtogether,wecanmakeabetterlifeforourselvesandforourfamilies.
![Page 25: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/25.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 25
EssayandBoxandBulletOutlineSample#2:TheHungerGames
Katniss,inTheHungerGamesbySuzanneCollins,teachesustheimportanceofsacrificingforyourlovedones.
Shebecameheadofhouseholdtosavethefamily.Shevolunteeredtosavehersister’slife.
Shesacrificedforafriend,riskingherlifetosavePeeta.
Mydadworkedtwojobstoaffordmetheopportunitieshedidnothave.
![Page 26: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/26.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 26
EssayTwo(Sample) Howfarareyouwillingtogotohelpyourfamily?TheHungerGamesbySuzanneCollinsisadisturbingtaleaboutapossiblefuturefeaturingtheHungerGames,anannualrealityTVeventpittingteenstogetherinabattlefordeath.KatnissEverdeen,asixteenyear‐oldgirl,poachedanimalstotakecareofherwidowedmotherand12year‐oldsisterPrimrose.Everyyearshehopedtoavoidbeingchoseninthedrawingas“Tribute”fortheHungerGames.Katnisswasfacedwithmanyhardchoices,andconsistentlychosesacrificetohelpherfamily.TheHungerGamessupportsmybeliefthatitisimportanttosacrificeforyourlovedones. Katnisswaswillingtosacrificeherchildhoodandherlifeforfamilyandforfriends.Whenherfatherdiedinaminingaccident,Katniss’smotherwas“lockedinsomedarkworldofsadness”(27).Elevenyear‐oldKatnisswasfacedwithachoice:beplacedinafostercarecommunityhomeortakeoverasheadofhousehold.Shefedandclothedhermotherandsister.Katnisssneakedintothewoodstohunt,although“trespassinginthewoodsisillegalandpoachingcarriestheseverestofpenalties”(5).NotonlywasKatnisswillingtosacrificeherchildhood,shewasalsowillingtosacrificeherlife.WhenthegovernmentselectedPrimrosetofighttothedeathfortheamusementofthenation,Katniss,hadahardchoice:followthetraditionandallowhersistertofacecertaindeath,orvolunteer.Katnissagainchosethepathofself‐sacrificetosaveherdelicatesister.Katnissshouted,“IvolunteerasTribute”(22).Thiswasaboldmove.Katnissexplained,“Familydevotiononlygoessofarformostpeopleonreapingday.WhatIdidwastheradicalthing”(26). Katnissalsoriskedsacrificingherlifeforherfriends.IntheHungerGames,Katnisswasanablecompetitor,capableandwillingtokillherfellowtributeswhennecessary,butnotherclassmatePeeta.KatnisscaredaboutPeeta,becauseheoncesavedherlife(32).WhenPeetawasneardeathfromaleginfection,Katnissriskedherlifetogetmedicine.Withouthispermission,sheembarkedonadangerousmissiontogetthemedicinethatwouldsavehislife(274).Ibelieveitisimportanttosacrificeforfamily.Althoughnooneinmyfamilyfaceddeathtosacrificeforourfamily,theysacrificeinsmallerwayseveryday.WhenIwassmall,mymotherstayedhomewithuskidsinsteadofworking.Withonlyoneincome,wewereverypoor.Irememberthehushedwhispersbetweenmyparentsthatalwaysmeanttheywerediscussingmoney.Mymomsacrificedmoneyfortimewithus.Inordertomakeendsmeet,mydadsacrificedhistimetodoextrajobswheneverhecould.Inadditiontohisfull‐timejob,heworkedatagrocerystoreforextramoney.Whenwewerealittlebigger,mymomwenttowork.Evenwithtwoincomes,hesacrificedhistimeforasecondjob.Heusedsomeofthemoneytogiveusopportunitiesthatheneverhad.Hepaidforpianolessons,androadtripstovisitfamilyinTexas.Becauseofthissacrifice,wegottolearnaboutmusicandseetheworldalittle.Iamthankfulforthissacrifice.SomedayIhopeIwillbeabletohelpmyfamilyinthewaythattheyhavehelpedme.IhopeIneverhavetoriskmylifelikeKatnissdidforherfamilyinTheHungerGames.
![Page 27: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/27.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 27
EssayThree,BoxandBulletOutline(EssayThree,ApproachOne)
BothTheHungerGamesbySuzanneCollinsandEsperanzaRisingbyPamMuñozRyan,showustheimportanceofsacrificingtohelpyourlovedonesthrive.
InEsperanzaRising,Esperanzasacrificedhertime(andhandstokeepthefamilytogether
InTheHungerGames,Katnisssacrificedherchildhoodandriskedherlifetosavehersister.
Bothtextsshowedustheimportanceandrisk)ofsacrificetohelplovedonesthrive.
![Page 28: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/28.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 28
SampleEssayThree–ApproachOne
Yourunasfastasyoucan.Theyareafteryou,andtheywanttokillyou.Youmustkillthemfirst.ThisscaryscenarioisfromTheHungerGames,adystopianbookaboutadisturbingpossiblefuture.Onfirstglance,EsperanzaRisingbyPamMuñozRyanandTheHungerGamesbySuzanneCollinsareverydifferentbooks.UnlikeTheHungerGames,EsperanzaRisingisahistoricalfictionbookaboutariches‐to‐ragsfarmworkerinCalifornia.Despitethedifferences,bothbooksshowustheimportanceofsacrificingtohelpyourlovedonesthrive.InthebookEsperanzaRisingbyPamMuñoz,thirteenyear‐oldEsperanzalivedafairytalelifeonaplantationinMexicoin1930.Onenight,Esperanza’slifechangedforever,leavingherwithnomoneyandnohope.TheHungerGamesbySuzanneCollins,ontheotherhand,isadisturbingtaleaboutapossiblefuturefeaturingtheHungerGames,anannualrealityTVeventpittingteensagainsteachotherinabattlefordeath.KatnissEverdeen,asixteenyear‐oldgirl,poachedanimalsandtookcareofherwidowedmotherand12year‐oldsisterPrimrose.Everyyearshehopedtoavoidbeingchoseninthedrawingas“Tribute”fortheHungerGames.Bothbooksshowthatitisimportanttosacrificeforyourlovedones,buttheydifferinthelevelofsacrificedepicted.
InEsperanzaRising,Esperanzasacrificedhertime(andhands!)tohelpherfamily.Atthebeginningofthestory,whenEsperanzafirstwentfromrichestorags,shedidn’tknowhowtowork,andcouldn’tcontributetothewelfareofthegroup.Whenhermotherbecameseriouslyill,Esperanzatransformedfromalittlequeentoahardworkingbreadwinner.Esperanzaworkedwithherfriendsfromsunuptosundown,cuttingpotatoeyes,tyinggrapevines,andpickingasparagus.Thelittlequeen’shandsbecamethehandsofaworker,and“shenolongerrecognizedthemasherown.Cutandscarred,swollenandstiff,theylookedlikethehandsofaveryoldman”(180).Thesehardworkinghandshelpedpayfornecessities.Thesehard‐workinghandsearnedmoneytobringhergrandmatotheUnitedStates,completingthefamily.Esperanzalearnedthatbysacrificingherselftobackbreakingwork,youcouldhelpyourfamilythrive.
TheHungerGamesbroughtsacrificeforyourfamilytoadifferentlevel.Inthebeginningofthebook,Katniss’ssacrificeresembledEsperanza’ssacrifice.Katnisssacrificedherchildhoodandherlifeforfamilyandforfriends.EsperanzaandKatnisseachlostafather,plungingbothofthemintopoverty.WhenKatniss’sfatherdiedinaminingaccident,Katnisswasforcedtotakeoverasheadofhousehold.Shefedandclothedhermotherandsister.Shesneakedintothewoodstohunt,although“trespassinginthewoodsisillegalandpoachingcarriestheseverestofpenalties”(5).Notonlydidshesacrificeherchildhood,shealsowaswillingtosacrificeherlife,takingtheideaofsacrificeforfamilytoanewlevel.WhentheyselectedPrimrosefighttothedeathfortheamusementofthenation,Katnissagainchosethepathofself‐sacrificetosaveherdelicatesister.Katnissshouted,“IvolunteerasTribute”(22).Thiswasaboldmove.Katnisssaid,“Familydevotiononlygoessofarformostpeopleonreapingday.WhatIdidwastheradicalthing”(26).Thisradicalthingwassacrificetoletyourfamilythrive. Bothtextsshowusthatfamiliesoftensacrificetohelptheirlovedonesthrive.Sacrificingtime,energy,andhardworkareimportanttohelpfamilymembersgetthroughhardtimes.Thereissomerisk,though,tosacrificingyourselfforyourfamily.Eventoday,somepeopleareinthissituation.Somepeoplejointhemilitarytotakecareoftheirfamiliesandservetheircountry,eventhoughtheycouldgotowar.Otherparentshaveriskedtheirlivestoescapetheircountrytocreateanewlifefortheirchildren.Mostpeoplehavetosacrificetheirtimeandenergytohelptheirfamilyorcommunitythrive.ItisfarrarertosacrificeyourlifeasKatnissdid.Bothtextsshowthenecessityofthiskindofsacrifice,butinTheHungerGames,itwaschillinganddramatic.
![Page 29: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/29.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 29
EssayThree,ApproachTwo:
BothTheHungerGamesbySuzanneCollinsandEsperanzaRisingbyPamMuñozRyanshowustheimportanceofsacrificingtohelpyourlovedonesthrive,butdifferintheoptimismtheyshowfortheworld.
Bothcharactersendurepovertyafterlosingtheirfathersandsacrificedforlovedones
EsperanzaRisingshowsanoptimisticviewofhumanityandlife,butTheHungerGamesshowsamorepessimisticviewofhumanityandlife.
IrealizetheworldisamixoftheonefromEsperanzaRisingandinTheHungerGames.
![Page 30: 6 Literary Essay 1-8-13 - Writing Across the Curriculum - …writingsbs.weebly.com/.../6_literary_essay_1-8-13.pdfLiterary Essay SPPS Writer’s Workshop December, 2012 1 Essential](https://reader031.fdocuments.net/reader031/viewer/2022022502/5aae68727f8b9aa8438c0b21/html5/thumbnails/30.jpg)
Grade6LiteraryEssaySPPSWriter’sWorkshopDecember,2012 30
SampleEssayThree–ApproachTwo
Istheglasshalfemptyorhalffull?Onfirstglance,EsperanzaRisingbyPamMuñozRyanandTheHungerGamesbySuzanneCollinsareverydifferentbooks.EsperanzaRisingisahistoricalfictionbookaboutariches‐to‐ragsfarmworkerinCalifornia,butTheHungerGamesisadystopianbookaboutadisturbingpossiblefuture.InthebookEsperanzaRisingbyPamMuñoz,wemeetEsperanza.Thirteenyear‐oldEsperanzalivedafairytalelifeonaplantationinMexicoin1930.Onenight,Esperanza’slifechangedforever,leavingherwithnomoneyandnohope.TheHungerGamesbySuzanneCollins,ontheotherhand,isadisturbingtaleaboutapossiblefuturefeaturingtheHungerGames,anannualrealityTVeventpittingteensagainsteachotherinabattlefordeath.KatnissEverdeen,asixteenyear‐oldgirl,poachedanimalsandtookcareofherwidowedmotherand12year‐oldsisterPrimrose.Everyyearshehopedtoavoidbeingchoseninthedrawingas“Tribute”fortheHungerGames.Despitethedifferencesinsettingandgenre,bothbooksshowustheimportanceofsacrificingtohelpyourlovedonesthrive,butdifferintheamountofoptimismtheyshowtowardtheworld. BothKatnissandEsperanzasufferedpovertyafterlosingtheirfatherstragically.Bothwereforcedtosacrificetheirchildhoodstohelptakecareofthefamily.InEsperanzaRising,Esperanzasacrificedhertimetohelpherfamily,becomingtransformedfromalittlequeentoahardworkingbreadwinner.Esperanzaworkedwithherfriendsinthefieldsfromsunuptosundown,cuttingpotatoeyes,tyinggrapevines,andpickingasparagus.InTheHungerGames,Katnisssacrificedherchildhoodtobecomeheadofhousehold,andherlifetosavehersister.WhenKatniss’sfatherdiedinaminingaccident,Katnisswasforcedtotakeoverasheadofhousehold.Shefedandclothedhermotherandsister.Katnisssneakedintothewoodstohunt,although“trespassinginthewoodsisillegalandpoachingcarriestheseverestofpenalties”(5).Bothtextstalkabouttheimportanceandnecessityforpeopletosacrificeforfamily. EsperanzaRisingshowsusthesadworldinwhichweoncelived,butTheHungerGamesshowsanevenscarierworldwemayonedaysee.InEsperanza’sworld,thecharacterswerepooranddiscriminatedagainstbecauseoftheirnationality.Theyhadtosacrificejusttogetby,buttheirsacrificesdidn’tinvolvedeath.InKatniss’sworldwasdifferent.WhenKatniss’ssisterPrimrosewaschosenforthegames,Katnisschosetopotentiallysacrificeherlifetosaveherdelicatesister.Thissacrificewas“radical”(26),buttheonlykindofsacrificethatmatteredinherscaryworld.TheendingsalsoshowCollins’srelativepessimism.EsperanzaRisingendswithdreamsof“learningEnglish,ofsupportingherfamily,ofsomedaybuyingatinyhouse”(250),andthepromiseoflove.EsperanzaRising,ontheotherhand,endswithKatnissindanger,becausesheoutsmartedtheGamemakers.Sheendsthebooktryingtododamagecontrolas“themostdangerouspartofthehungergamesisabouttobegin”(359).TheHungerGamesisamuchmorepessimisticviewoftheworld,oneinwhichamuchmoredrasticformofsacrificeisrequired. Irealizedourworldisaworldinwhichtheglassishalfemptyandhalffull.ItissometimessimilartotheoptimisticworldofEsperanzaRisingandthepessimisticworldofTheHungerGames.Bothtextsshowusthatfamiliesoftensacrificetohelptheirlovedonesthrive.Thisofteninvolvessacrificingtimeandenergy,butsometimesrequiresbeingwillingtosacrificeyourlife,asinpeoplewhoserveinthemilitary,orescapeacountryasrefugees.Inreallife,therearesometimeshappyendings,andsometimesthereareendingsinwhichthefutureisstillscaryandmorechallengesawait.