Cross your fingers--and stick around to see what happens! After a while, I called them back and we voted. Look at the amazing stuff they came up with! We took the top 3 vote getters and I sent the students back to discuss further and to really hunt in the text for clear examples.
I sent them away to think about it and told them that the next day we HAD to decide because we had to start writing an introduction.
We could not get agreement at all! I reminded them that we were going to need at least 3 specific examples to use in our essay, so they needed to be thinking about that with their voting. Anyhoo--this led to our next steps. I was already exhausted and was thinking that perhaps I should have just TOLD them the thesis statement I had in mind all along, but I am going to trust my gut and say the sweat and tears will be worth it in the end.
The Teacher Studio 5: I said I wanted them to be able to fill in the blank: It took YET another round of discussions, proof, argument, defense, offense, and pouting some on my part, by the way! We have been wrestling with what to look for! We are going to write an essay as a class on Tiger Rising--our beloved read aloud from earlier this year, group essays based on Flutter when we finish, and then students are going to self-select books they have read to go back and dig deeper into to write a succinct but important literary essay.
We agreed that all of them were true--but we were on a hunt for the ones that really stuck out. I sent the students off to dig for ideas about the two main characters, Rob and Sistine.
Rob was easy--the fact that Rob was a sad character although we REALLY like the word "sorrow" and felt it captured him morebut Sistine was another story! We reviewed the language we used earlier this year with our opinion essays. This has NOT been easy! I thought this would be easier!
I was so convinced that "independent" was a better choice. One of them reminded me that "the people have spoken". I am excited to have a four day week and a week off next week!
Sistine is a very bossy character. I thought, "How I am ever going to help them narrow this down? I am hoping they branch out more for the next few essays!Click on a grade level below to expand the accordian table and see links to specific units of study.
ELA Common Core-Aligned Units. Kindergarten Units. Frequently Asked Questions About the Units Writing Literary Essay. Discovering the Voice Inside Your Heart.
Informational Research Writing. Fourth Grade Units. Frequently Asked. Writing about Reading Unit: Literary Essay 4th grade Page 3 of 8 Last Updated: 6/ appropriate to task, purpose, and audience.
(CCSS: W) b. With guidance and support from peers and adults, develop and strengthen writing as. T Literary Essay: Grade 4 Writing Unit 5 Session 1 Concept Essayists read texts closely and respond to them in writing. Teaching Point Writers learn the structure of a literary essay and create a literary essay with the.
This includes a sample literary essay written by myself about the text "Fox" to supplement TCRWP's 4th grade unit on literary essays. I found sample essays about the text "Fox" to be limited and I wanted to create an essay that focused on a theme found in the text rather4/5(55).
Reading and Writing Project – DRAFT – 1 A Unit of Study on Literary Essays: From Quick Drafts to On-the-Run Revision This writing unit of study runs alongside the thematic text set/interpretation unit, which teaches.
This includes a sample literary essay written by myself about the text "Fox" to supplement TCRWP's 4th grade unit on literary essays.
I found sample essays about the text "Fox" to be limited and I wanted to create an essay that focused on a theme found in the text rather than on a character's trait.Download