RESPONSE TO LITERATURE
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1 RESPONSE TO LITERATURE TEACHER PACKET CENTRAL VALLEY SCHOOL DISTRICT WRITING PROGRAM Teacher Name
2 RESPONSE TO LITERATURE WRITING DEFINITION AND SCORING GUIDE/RUBRIC DE INITION A Response to Literature is a type of writing that examines or analyzes theme, plot, characters, or other aspects of a chapter, story, book, or poem. The purpose of response to literature writing is to deepen, expand, refine a literary reading. Analyzing a piece of literature helps students clarify ideas, organize thoughts, and develop insights. Response to Literature prompts need to be evaluated carefully before being used with students. Check the district website for prompt suggestions. RUBRIC The CV District scores Response to Literature Writing using the 4 Trait model for district writing assessments. For classroom instructional purposes, teachers may also evaluate a student s response using the 6 Traits + 1 model. See the district Language Arts curriculum website for assessment prompts. CONTENT AREA WHAT IT MEANS FOCUS Demonstrates a main idea or theme and stays on topic ORGANIZATION Follows a plan that includes an introduction, effective transitional devices, and a conclusion STYLE Includes use of specific details and precise word choice to explain, clarify, or define meaning CONVENTIONS Demonstrates knowledge of the basic skills of punctuation, capitalization, spelling, usage, and sentence structure 1
3 MS/HS Checklist for Response to Literature My essay or paragraph will analyze successfully if I include thoughtful and specific content and organize my writing well. That means I should o follow the directions given in the writing prompt; o narrow my topic; o stay focused on the main ideas; o elaborate with concrete details by using reasons, well-chosen and specific details, examples, and/or text evidence to support my ideas; o include commentary information and details that are interesting, thoughtful, and necessary for my analysis; o organize my writing with an introduction, supporting paragraphs with main points, text evidence, and an analysis or explanation, and an effective conclusion; o organize my writing into paragraphs; o use transitions to connect my ideas. My essay or paragraph will analyze successfully if I demonstrate an effective style. That means I should o show that I care about my topic by writing in a voice appropriate for my audience and purpose, o use language that is appropriate for my audience and purpose, o use specific words and phrases to help the reader understand my ideas and my analysis of a piece of literature, o use sentences of varied length and structure. My essay or paragraph will analyze successfully if I follow conventions in writing. This means I should o follow the rules of grammar and Standard English usage, o spell words correctly, o use correct capitalization, o use correct punctuation, o write in complete sentences, o indicate where new paragraphs begin. 2
4 CONCRETE DETAIL CD's Information directly from reading paraphrase or quotation The "what" Facts Evidence Examples Illustrations / Anecdotes Statistics (only if quoted) Support Paraphrases Citations Quotations Summary of details In Literature: plot references In Literature: Dialogue TERMS COMMENTARY CM's Comments from your head; under the surface The "so what" The "Why?" The "spin" Analysis Evaluation Inference / Insight Significance / Historical Relevance Reasons / explanation Interpretation / Opinion Reflection may use connotative language Value judgments Speculation / Prediction / Hypothesis RATIO CD:CM Recommended number of CD's to CM's - CD:CM in each body paragraph History: 2+CDs:1 CM Science & Math: 2+CDs:1 CM or all CDs Language Arts: 1CD:2+CM for Response to Lit 2+CDs:1CM for expository and persuasive writing Summary: all CDs Note: These are recommended ratios. Don't get hung up on them. 3
5 WRITING THE PAPER Refer to the Overview Packet for additional information and worksheets: Web off the Word Web off the Topic Scoring Guides and Rubrics Lead-ins and Transitions Compare / Contrast Prompt Construction Prompt Writing Practice Cover Sheets for Writing Assignments 4
6 GATHERING CDS AND CMS ONE-CHUNK RESPONSE TO LITERATURE PARAGRAPHS PROMPT: GATHERING CDS: Think of 3 or more CDs that would fit the prompt and write em below. Then circle the one CD you think is the best. GATHERING CMS: Now brainstorm 5 or more CMs you can for your CD and write them below. Then pick the biggest, most important thought and label it TS in blue. Next, label the 2 best CM thoughts in green as CM1 and CM2. It may make it easier for you to use one of these CM helpers: feels on the inside. feels like. Why does the character do this? 5
7 PREWRITING FOR RESPONSE TO LITERATURE RATIO: 1:2+ 1. Write your topic sentence here: 2. Complete the following T-chart: CDs What does the character do? What happens in the story? CMs feels/felt. feels/felt like a. Why? CM1: CM2: 6
8 PARAGRAPH CONSTRUCTION, 1:2+ TS CDs What does the character do? What happens in the story? CMs feels. feels like a. Why? 1 st 1 st chunk: 1 st chunk 2nd chunk 2nd chunk 7
9 WEB OFF THE WORD Commentary Sentences Sequence to fill out the Web off the Word page: 1. In the #1 circle in the middle, copy the CM idea from your T-chart. 2. In the #2 box, write down a synonym for the #1 word. This can be a single word or a short phrase. 3. In the #3 clouds, write down phrases. Phrases are 2 or more meaty words. Remember not to include any concrete details. To help you think of phrases, ask yourself, What does it mean to the character to feel? 4. Create your CM sentence, using one or more ideas from your web. 8
10 WEB OFF THE WORD COMMENTARY SENTENCE CM : 9
11 3 treated like a secondclass citizen WEB OFF THE WORD 1 ST COMMENTARY SENTENCE CD: She cooks, clean, and sews by herself. WEB OFF THE WORD 2 nd COMMENTARY SENTENCE CD: She cooks, clean, and sews by herself. 1 lonely 1 ignored 2 sad 2 invisible 3 has an empty space insde 3 afraid her life won t get better a second- 3 treated as though she doesn t exist CM1: She has an empty space inside. CM2: She is treated like a second-class citizen. 10
12 WEB OFF THE TOPIC SENTENCE TO CREATE THE CONCLUDING SENTENCE Sequence to fill out the Web off the Topic Sentence page: 1. In the circle in the middle, copy the CM idea(s) from your topic sentence. 2. Think of 3 or 4 ideas for your web. These can be single words or short phrases. 3. Remember not to include any concrete details. To help you think of ideas, ask yourself, What does it mean to the character to? 4. Create your concluding sentence, using one or more ideas from your web. The only thing you can t use is the idea in the middle circle since you ve already written that in your topic sentence. 11
13 WEB OFF THE WORD Web Off the Topic Sentence for the Concluding Sentence TS: CS: 12
14 1:2+ TS CD 1 st CM 2 nd CM CS 13
15 TS CD 1 ST CM 2 ND CM CD 1 ST CM 2 ND CM CS 14
16 THESIS CONSTRUCTION FRAMED AND OPEN 1. Framed: This is a fill-in-the-blank thesis for those students who need it. In by, is/was/feels/felt (title) (author) (character) in the beginning but at the end. (CM word) (CM word) Example of framed thesis: In Romeo and Juliet by William Shakespeare, Friar Laurence is optimistic in the beginning but devastated at the end. 2. Open: This is an unstructured thesis for those students who are ready for it. In by, (title) (author) (character) (CM thoughts to finish the sentence) Example of open thesis: In Romeo and Juliet by William Shakespeare, Friar Laurence does not consider the consequences for his foolish optimism The Jane Schaffer Writing Program janeschaffer.com 15
17 SHAPING FOR INTRO PARAGRAPH RESPONSE TO LITERATURE SENTENCE NUMBER WHAT IT DOES SENTENCE 1 a theme sentence that introduces one or more themes from the story all commentary no CD from the story 2 says more stuff about the first sentence remembers where the thesis is going 3 your thesis names the book and author has 2 or more CM words in it 2006 The Jane Schaffer Writing Program janeschaffer.com 16
18 SHAPING FOR CONCLUDING PARAGRAPH RESPONSE TO LITERATURE SENTENCE NUMBER CM HELPERS SENTENCE 1 (In this story, the author wanted us to realize that) 2 (and)... (because)... (because)...(and)... (and)...(because)... 3 (In the final analysis,)... OR (In the big picture, ) 17
19 ALTERNATIVE RESOURCES 18
20 DISCOVERING THEME Fill in the blank as many times as you have thoughts: the excerpt from A breaking White Heron out is a story about overcoming challenges perseverance perseverance determination determination achieving a goal testing herself overcoming odds new experiences breaking away from the routine breaking out daring to be different struggle becoming one with nature having a vision 19
21 WEB OFF THE THEMES Perseverance working at it till it s done undeterred by obstacles motivation comes from the inside, not imposed on her by others Curiosity wants to find out what is out there the unexplored stretches beyond the comfort zone Achieving a goal proving to herself that she can do whatever she chooses has a new perspective on the world thrilled she has taken the risk and won 20
22 WEB OFF THE THEMES 21
23 T-CHART FOR RESPONSE TO LIT PARAGRAPH QUOTATION CDS CDs What happens in the story? What does the character do? CMs (...) feels/felt on the inside. (...) feels/felt like a. Why.? Lead-in After Although As Before Since While When... Quotation (...). 22
24 PREWRITING FOR RESPONSE TO LITERATURE (1:2+ RATIO) 1. Write your topic sentence here (title + author + character(s) and opinion, no CDs): 2. Complete the following T- chart: CDs What does the character do? What happens in the story? CMs feels/fel t feels/fel t like a What can you infer about the character? Why? CD1 (on the line): CM1(between the lines, insight into the story): Web off the topic to create the Concluding Sentence: CM2 (beyond the lines, simile universal truth or life connection): 23
25 GATHERING CDS AND CMS TWO-CHUNK RESPONSE TO LITERATURE PARAGRAPH PROMPT: *This is a WASL style prompt. When a WASL prompt asks for 2 details, it is asking for 2 concrete details. You need to write your response in a two-chunk (1:2+ ratio) format. This means that you will need 2 commentary sentences for each concrete detail. Remember to include topic and concluding sentences. TS idea (word or phrase): GATHERING CDS (quote and page number): Think of 3 or more CDs that would fit the prompt and write them belo w. Now circle the two CDs you think are the best. GATHERING CMS: Now brainstorm 5 or more CMs you can for your best CD from above and write them below. It may make it easier for you to use one of these CM helpers: feels on the inside. Why does the character do this? feels like. What can you infer about the feels as if. character? For CD1 TS idea: For CD2 Now pick the biggest, most important thought and label it TS in blue. Next, label the 4 best CM thoughts in green as CM1, CM2, CM3, and CM4. 24
26 T-CHART FOR RESPONSE TO LIT PARAGRAPH QUOTATION CDS CDs What happens in the story? What does the character do? CMs (...) feels/felt on the inside. (...) feels/felt like a. Why.? 1 ST CHUNK: Lead-in After Although As Before Since When While... Quotation (...). 2 ND CHUNK: Lead-in After Although As Before Since When While... Quotation
27 PREWRITING FOR RESPONSE TO LITERATURE (1:2+ RATIO) 1. Write your topic sentence here (title + author + character(s) and opinion, no CDs): 2. Complete the following T- chart: CDs What does the character do? What happens in the story? CMs feels/fel t feels/fel t like a What can you infer about the character? Why? CD1 (on the line): CM1(between the lines, insight into the story): CM2 (beyond the lines, simile universal truth or life connection): CD2 (on the line): CM3 (between the lines, insight into the story): Concluding Sentence: CM4 (beyond the lines, simile universal truth or life connection): 26
28 EDITING SHEET Reduce repetition Check for sentence variety Add transitions Work on lead-ins to quotations (no dropped quotes). Check to make sure you DO NOT have CDs in your TS, CMs or CS Topic Sentence Concrete Detail Commentary Commentary Concrete Detail Commentary Commentary Concluding Sentence 27
29 Name: Essay Prompt: Write a 5 paragraph essay analyzing the character of Jonas and describing how he changes throughout The Giver. INTRODUCTION PARAGRAPH: (4-5 sentences) Sentence Number What it does Sentence 1 2 theme sentence that introduces one or more themes from the story all commentary no CDs! introduce main character brief explanation of the story 3 4 expands on the ideas about theme from the first sentence and connects them to the 2 nd sentence remembers where the thesis will be going thesis names book and author responds to prompt CONCLUSION PARAGRAPH: (4-5 sentences) Sentence Number Helpers Sentence 1 2 Connect to the theme mentioned in your introduction In this story, the author wanted readers to realize... Explain how the story ended 3 Explain what sentence #1 means Lesson learned Life connection Universal truth 4 Connect your conclusion to your thesis Overall... In the final analysis... In the big picture... 28
30 Name: Two Chunk Response to Literature Paragraph (1 CD: 2+ CMs) Essay Prompt: Write a 5 paragraph essay analyzing the character of Jonas and describing how he changes throughout The Giver. The Giver Ch 1-7 Body Paragraph BODY PROMPT: Write a two-chunk (1:2+ ratio) response to literature explaining how Jonas felt about his society in Chapters 1-7 of The Giver. TS: (Jonas feeling toward his society in these chapters) Transition: CDs: (facts that support your TS) CD 1: (what Jonas does or what happens in the story) CMs: (explain how CDs connect to & support TS) CM 1: (between the lines, insight into story) (Page #: ) CM 2: (further insight or beyond the lines, life lesson or universal truth) CDs: (facts that support your TS) Transition: CD2: (what Jonas does or what happens in the story) CMs: (explain how CDs connect to & support TS) CM 3: (between the lines, insight into story) (Page #: ) CM 4: (further insight or beyond the lines, life lesson or universal truth) CS: (reinforce your main idea from your TS using different words) 29
31 Response to Literature Revision Check-List Name o o What is the title for your essay? What is your topic? Who is the audience? What is the purpose? What is your thesis? o o o Highlight the first three words of every sentence in yellow. Change them so that no two sentences begin the same way in any of your paragraphs. Using the Web-off the Word Strategy, change AT LEAST one word in each paragraph to a three-syllable word (even if you already have one). Write your changes here. o o o o o o Do your topic sentences make sense and support your thesis? Do you have concluding sentences for all of your paragraphs? Have you used transition words or phrases to move from one idea to the next? Highlight in pink. Have you included concrete evidence from the text? Do you have more commentary analyzing the topic than concrete detail? Highlight in red and green. What is the hook for your introduction? Write it here. o Read all your paragraphs out loud to yourself. Do you have any questions which the reader may need to have answered? 30
32 o o Have a neighbor read your paper. Who? List at least three suggestions they made o How did you make adjustments in your paper? o What else can you do to make your final paper better than your draft? 31
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