Lesson 3: Using Quotes in Your Nonfiction Literary Analysis ____________________________________________________________________________ Subject: Fundamentals of Writing (Periods 4 and 8) Unit: Nonfiction

Literary Analysis Grade: 10th Grade Time Frame: One class period (approximately 45 minutes) Rationale In preparation of the final assessment for this unit, I will be informing students how to properly use quotes as supporting evidence for the nonfiction literary analysis essay. Its important that students participate in this lesson because they are required to show supporting evidence from their nonfiction books in order to perform well on the essay. If students are not considered proficient in this unit, they will not pass Fundamentals of Writing. Also, students will need to know how to use supporting evidence while completing the following research paper unit. Having a prior knowledge base of incorporating and properly formatting evidence will be important for the research paper, which is the largest unit of the semester. Standards to be addressed from Iowa Core W.11-12.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.11-12.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. W.11-12.10: Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. Essential Questions 1. Why is it important to include textual evidence to support the main analysis? 2. How do we distinguish supporting evidence from non-supporting evidence? 3. How do we turn quotes from our literary outlines into paragraphs for the essay? Learning Objectives Students will be able to: 1. Draw evidence from nonfiction book to support analysis, reflection, and research 2. Evaluate the importance and usefulness of evidence as it applies to essay requirements and guidelines 3. Integrate citations into essay appropriately to support final analysis and maintain the flow of ideas

4. Produce clear, coherent writing that is organized according to main ideas 5. Follow the standard format for citations, thus avoiding the risk of plagiarism Objectives to be addressed from West Des Moines Community Schools: 1. Analyze authors use of literary devices in conveying purpose and theme in a literary text. 2. Apply the writing process to communicate ideas in a literary analysis. 3. Use standard expectations of content, organization, voice, word choice, sentence fluency, and conventions in writing.

Technology/Resources Microsoft PowerPoint presentation: How to Use Quotes Elmo and overhead projector Paper (for in-class activity) One writing response (used as a reference guide for activity) Writing utensil Sequencing Hook: I will lead a brief question-and-answer session regarding quotes Prompt: Why do we use quotes in writing? and What would be the characteristics of an essay without supporting evidence versus an essay with quotes/supporting evidence? We will spend approximately three to five minutes discussing these questions. I Do It: At this stage of the unit, students should have completed their initial book response, writing style response, and purpose and theme response. These completed outlines should contain a sufficient amount of quotes and evidence pulled from their nonfiction books. Therefore, quotes will be ready for this lesson and lesson activity. I have created a brief yet informative presentation that explains the importance of supporting evidence in an analysis as well as how to use/format quotes in writing. The presentation will include samples of how to turn their outlines into paragraphs. You Do It Alone: Once the presentation is finished, I will instruct students to take out a sheet of paper, as well as one completed outline to use as a reference guide. All outlines have been graded and returned to students by this time. Students will be given the remainder of the period to work individually on a practice activity. Using a portion of their outlines, students must construct at least one paragraph that includes at least one quote from their nonfiction book. This assignment will be due by the end of the period. The main goal of this assignment is for students to practice using textual evidence (quotes) in their writing. This evidence should be placed appropriately, should strengthen their analysis, and be correctly formatted with proper citation. This activity will only be used as formative assessment data. The accuracy and thoroughness of their completion will determine whether I need to spend more time working with students on this lesson.

Assessment of Objectives 1. Objectives one and two have been summatively and formatively assessed in the three outline assignments and in todays activity. These objectives will ultimately be assessed in the final analysis. 2. Objective three will ultimately be assessed in the final analysis. Todays activity will help assess how achievable this objective will be. 3. Objectives four and five will be assessed in the practice activity from todays lesson as well as in the final analysis.