DATE:

Reteach Plan
How did I teach the skill initially
After looking at the prose literary analysis rubric, initially the
lesson on analyzing literature was completed through
modeling. Teacher modeled analyzing a prose passage,
breaking down the prompt, and creating a thesis and body
paragraphs. Students used a new prompt to create an essay
of their own.
Student Misconceptions:
Insight, if provided, was not early in a paragraph.
Students were only providing one quote per body
paragraph even though text evidence should be
embedded throughout
Writing is simplistic as if students are writing to a
friend versus at an academic level
Quotes should be embedded. Either use a
sentence stem (Cisneros writes, or The text
states, ) or weave it into your writing
(Salvador is described as ).

Clear Learning Objective / COLOSO

Today I will read a sample essay, so that I can compose a prose analysis essay. I know I have it when my essay discusses
theme and irony.

Today I will read a prose passage and write about the effects of language, so that I can analyze the text for the meaning
of the work as a whole. I know Ive got it when I can fill in the blanks of the example essay.

Guided Questions/Prompting Stems:

How is the authors language having an effect on the reader?
What is the meaning of this piece of figurative language?
What is the effect of longer sentences?
What irony is present in the text?
What comment is the author making about society?
What is the structure of a prose analysis essay?
What kind of writing is used in the highest score for the essay?
Anchor Chart:
Drama Elements
STEAL to Reveal
Mentor Text:
55 Miles to the Gas Pump by Annie Proulx
I DO-FOCUSED INSTRUCTION
Connection/Hook:
Students watch a clip from Life Size showing what it can look and feel like when you just go through the motions of
literary analysis without actually understanding it in depth.

Teach:
Teacher reviews rubric scoring and how these scores are connected to writing style. Students take Cornell notes
about the different writing styles used in different levels of essays.
5 and Below Essay 6-7 Essay 8-9 Essay
 Writing to another student
in your AP Lit class
Says what but not how or
why
Cisneros uses various
literary devices to
characterize Salvador.
Writing to your AP Lit teacher
Says the what and how
Cisneros uses various literary
devices to characterize Salvador
as involuntarily responsible.
Writing to a college professor
of English Literature
Says the what, how and why
Cisneros uses various literary
devices to characterize
Salvador as involuntarily
responsible in order to depict
a life typical of impoverished
children.

WE DO-GUIDED PRACTICE
Teacher guides students through color coding a sample essay written from a text students read earlier in the unit.
Students mark the essay for the thesis, insight or effect of the authors use of language, specific text evidence, and
theme/irony. These are components that weve discussed that are absolutely necessary in an essay.
One Color-Thesis
Second Color-Insight
Third Color-Specific Evidence
Fourth Color-Theme and Irony

Guiding Questions:
Where did you find the thesis? End of first paragraph
Where is the insight or the effect of the authors language usage? All over but especially in the beginning of
body paragraphs
Where is specific evidence located? Body paragraphs
How much of the essay is evidence v. insight?a lot more insight than there is evidence. Evidence is reduced
to only what is needed to prove the point
Where can you find theme or the meaning of the work as a whole? Conclusion
Irony?stated in the conclusion
YALL DO-COLLABORATIVE LEARNING
Students work together as a group to analyze Annie Proulxs 55 Miles to the Gas Pump. On the left side of the text,
students will record what is happening in the text as a general summary. On the right side, students will mark the
effect of the authors language. As students are working, teacher monitors progress by asking guiding questions.

How can Rancher Croom be described?

Are all the words used to describe him positive?
What could we consider hobbies of Rancher Croom?
What kind of literary devices does the author use in paragraph 1?
What happens to Rancher Croom at the end of paragraph 1?
What is Mrs. Croom doing in paragraph 2?
What does she find in the attic?
How does the author show Mrs. Crooms reaction?
What comment is the author making about isolation?
YOU DO-INDEPENDENT PRACTICE
Independent Writing Component:

Students will use the analysis they completed with their groups to fill in the blanks of the literary analysis graphic
organizer. Some of the pieces were filled in by the teacher and students have to make inferences about what they
know about essay structure and about the text to fill in missing information.
Exit Ticket:
As an exit ticket, students will answer the following question: What are four components I need to ensure are in my
essay?
1. Thesis
2. Insight
3. Text Evidence
4. Irony/Theme
Closing:
Teacher will redirect students to the objective in order to see if it was met. Teacher will inform students that they will
continue analyzing and writing about prose.