Writing Literary Essay

` ELEMENTARY EDUCATION DEPARTMENT
PROFESSIONAL SEMESTER PROGRAM

Template for LESSON PLAN FORMAT
Teacher Candidate: Yomara Rivas Date:2/23/23 Time: 10:00am-

10:50am
Mentor Teacher: Mrs. Hemphill Mentor Initials:
Group Size: 22 Students Grade Level:3rd
Subject or Topic: Writing Section:
STANDARD: (PA Common Core):

 Standard - CC.1.4.3. S
Draw evidence from literary or informational texts to support analysis, reflection, and
research, applying grade-level reading standards for literature and informational texts
 Standard - CC.1.4.3. T
With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing.
I. Performance Objectives (Learning Outcomes):

The students will be able to read and form an opinion about the main idea of a nonfiction text.
II. Instructional Materials:

 Chromebooks (to log into epic)
 Pencil
 Literary essay planning page
 Literary opinion essay outline
 Whiteboard
III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, outline of
additional content):
A. Prerequisite skills
 Writing
 Basic concept of planning
 Filling out an outline
B. Key Vocabulary
 Non-fiction- writing that is based on facts, real events, and real people, such as
biography or history.
 Evidence- is something that, because it exists, helps prove something about some
other thing.
 Literary essay- a piece of writing in which the author identifies a theme, or big
idea, from a text by generating a thesis statement.
 Claim- A claim is the main argument of an essay, it defines the paper's goals,
direction, and scope that is supported by evidence.
C. Big Idea
Students are learning to apply their understanding of writing a literary essay about a
fiction text to write a literary essay about a nonfiction text.
D. Additional Content
The students can write a literary essay that uses evidence from the text to support their
claim.
IV. Implementation:
A. Introduction –
 The students will be asked to get out their writing binders from their desk and
come up to the carpet.
 The students will then proceed to sit in their reading workshop spots.
 “Friends in life we all at some point form opinions about different things, it may
be about the food we like, the different clothes we wear, or our favorite movies.”
 “I can say that in that topic my kids and I have different opinions on the best
foods there are! I say steak tacos and they say pepperoni pizza.”
 “My husband and I also have very different opinions on movies, my favorite
movie of all time is the Titanic, and he can never make up his mind to choose just
one favorite movie.”
 But just like we form opinions about different things in our lives, we can write
opinions we have about different types of texts.”
B. Development –
 “Writers, today I want to teach you that good writers of literary essays not only
form and write about their opinions related to fiction texts, like what you have
been practicing, but they also write about their opinions related to nonfiction
texts.”
 I will point to my slide and proceed to read our learning target.
 “Our learning target for today is I am learning to apply my understanding of
writing a literary essay about a fiction text to write a literary essay about a
nonfiction text.
 “But to do this you will need to do two things and that is to read and form an
opinion about the main idea of a nonfiction text.”
 “Number two is to write a literary essay that uses evidence from the text to
support your claim.”
 Before the students are sent off to begin writing we will together engage in a web
activity making a web of different things they have learned good writers do when
writing literary essays.
 I will proceed to bring up the slide with the web on the board.
 “I would like for you to turn and talk to your partner about important things you
have learned good writer do when writing literary essays.”
 “Friends let’s make sure each person has a turn to share.”
 They will then be asked to share as a class, and we will begin to fill out our web.
C. Closure –
 “Class for this essay you will have two days to work on your essays.”
 “Today I have selected a text for you Epic about Sacagewea, a Native American.”
 “You will all have the option of reading the text on your own or you can have the
text be read to you, if you do choose that option, please make sure you have your
headphones on to listen to the text. “
 “You will be collecting your evidence on your planning sheet (I will hold up the
sheet to show them) before you begin to write your essay on lined paper.”
 “Class keep in mind this is a nonfiction text, so you will be reading to find the
main idea to use in your claim just how you identified the main idea in our
nonfiction reading unit. “
 Students can find the text shared with them on Google classroom and in their
mailbox on Epic!
 I will then hand out the organizer and have students go back to their seats and
begin to work on their writing piece.
D. Accommodations / Differentiation -
 The students will be provided with the literary essay planning page and the
outline for them to reference back as needed to collect their evidence and keep
their writing organize.
 As each student is working, I will be walking around to provide additional one-
on-one support to those students that need it.
E. Assessment/Evaluation plan -
1. Formative- As the students write their claim and three pieces of evidence, I
will provide a check on their worksheets to approve their claim and evidence, this
will let them and me know that what they collected has been approved to move to
their next step of writing their essay.
2. Summative- The students will complete writing their literary essay and it will
be collected and look through by Mrs. Hemphill or myself to check their
understanding on writing their literary essay on a non-fiction text.
V. Reflective Response:
A. Report of Students’ Performance in Terms of States Objectives (Reflection on

student performance written after lesson is taught, includes remediation for
students who failed to meet acceptable level of achievement)
The lesson objective of: The students will be able to read and form an opinion
about the main idea of a nonfiction text was met by the students, as pre-planned the
book provided the students with two main ideas/claim for their essay and they all
were able to write either one or the other and from that they were able to write their
three pieces of evidence on their planning sheet provided. Their sheet provided
evidence of them succeeding in retrieving that information from the book they read.
The couple of students who did not achieve the objective and had a little more
difficult time finding their evidence for their claim I would maybe add a video in
reference to the book to providence with extra evidence for their claim or give more
additional one-on-one support to guide them through each evidence.
B. Personal Reflection (Questions written before lesson is taught.
Reflective answers to questions recorded after lesson is taught.)
1. What was the highlight of my writing lesson?

2. Did I pace my lesson plan accordingly?
3. What could I have added or taken away from my lesson?
4. Were my students engaged and demonstrate an understanding of the lesson?
The highlight of my lesson was when I was not able to pronounce the title of the
book and I got to slide of the book and once they saw the book they were able to
pronounce the word for me and I was relieved because I had been practicing and I
felt I did not get it right but it made it much easier for me when they helped me
out on that part of my lesson. Personally, I feel that I pace the lesson correctly
with the students, providing enough time to introduce the lesson, provide
instructions, and allow them to complete the task at hand with the lesson. The
lesson did not require any additional items as it showed that the way they
responded to the lesson by reading the non-fiction text and filling out their
planning sheet that they understood the objective of the lesson. The students
demonstrated little to no distraction during the time the duration of the lesson.

Writing Literary Essay

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Writing Literary Essay

Uploaded by

Copyright:

Available Formats

` ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM

Teacher Candidate: Yomara Rivas Date:2/23/23 Time: 10:00am-

STANDARD: (PA Common Core):

I. Performance Objectives (Learning Outcomes):

II. Instructional Materials:

A. Report of Students’ Performance in Terms of States Objectives (Reflection on

1. What was the highlight of my writing lesson?

You might also like