StrategicInstruc.oninGrade9-10Literature:
Wri4ngAboutLiteratureModule
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SpecificallydesignedtotargetthefollowingCommonCoreEnglishLanguageArtsStandardsforReadingLiterature:
CCSS.ELA-LITERACY.W.9-10.1Writeargumentstosupportclaimsinananalysisofsubstan4vetopicsortexts,usingvalidreasoningandrelevantandsufficientevidence.
CCSS.ELA-LITERACY.W.9-10.2Writeinforma4ve/explanatorytextstoexamineandconveycomplexideas,concepts,andinforma4onclearlyandaccuratelythroughthe
effec4veselec4on,organiza4on,andanalysisofcontent.
CCSS.ELA-LITERACY.W.9-10.3Writenarra4vestodeveloprealorimaginedexperiencesoreventsusingeffec4vetechnique,well-chosendetails,andwell-structuredevent
sequences.
ThismodulefeaturesthreeTier1StratagemsandtwoTier2Stratagems,eachfeaturingaspecificformofessaywri?ng.EachStratagem
includesready-to-useDVTPowerPointslides,DVTfillablePDFforms,DVTrubrics,andlessonplans,aswellassamplesofhowteachershave
usedthem.
Tier1Stratagems
LiteraryAnalysis
TheDEBATEStrategy
Featuresanargumenta?ve
wri?ngstrategywherebya
writertakesaposi?onor
formsasupposi?onabout
someaspectofaliterary
workandthendefends
theposi?onwithmul?plereasonsand/or
formsofevidencewhilealsoaddressing
counter-arguments.
StoryNarra.ve
Featuresastrategy
wherebywritersuseDVTs
previouslydeveloped(e.g.,
CharacterAnalysis,Theme
Analysis,etc.)asabasic
structureforconver?ngtoExpository
essaysdesignedtoexplainakeyfeature
ofaliterarywork.
Tier2Stratagems
OpinionWri.ng
Providesthebasic
structureforplanning
andcomposingawork
offic?on(e.g.,
designingfeaturesof
protagonistsandantagonists,seKngsetups,includingphysicaldescrip?onsand
mood,unfoldingconflict,?ppingpoint,
andresolu?on).
PersonalExperienceNarra.ve
Featuresfundamentalsof
argumenta?vewri?ng
strategywherebyawriter
takesaposi?onorformsa
supposi?onaboutsome
aspectofaliterarywork
andthendefendstheposi?onwithmul?ple
reasonsand/orformsofevidence.
Featuresasimplestructurefororganizingideasforawri?nga
personalnarra?veessay(e.g.,seKngandsitua?onset-up,
Explainingkeyeventswithsuppor?ngdetailsaccompaniedwith
anexplana?onofaccompanyingthoughts/reac?ons/feelings,
Conclusionthataddresses“WhatIlearnedabout…myself,
otherpeople,and/orsimilarsitua?ons”).
SeesampleDVTsfromthismoduleonthefollowingpages
The DEBATE Strategy, pg. 1
Writeargumentstosupportclaimsinananalysisofsubstan?vetopicsortexts,usingvalidreasoningand
relevantandsufficientevidence.
Define the topic / issue
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WHATisthetopicorissue?
WasitmorallyrightforGeorgetokillLenniebeforethelynchmobreachedhim?
WHATbackgroundinforma?ondoreadersneedtohaveabasicunderstandingofthetopic?-OR-WHOshouldbeconcernedabouttheissue?WHY?
PremeditatedmurdertypicallyreceivesthemaximumpunishmentintheU.S.
31statesusecapitalpunishmentorthedeathpenalty
Eventhoughpremeditatedmurderistherea?meitcouldbemorallyright?R
ReferencetoaBiblescripture:Foreverythingthereisaseason,anda?meforeverything…ATimetoKill(Ecclesiastes3:2)
GeorgeisfacedwiththedecisionofleKnghisintellectuallydisabledfriend,Lenniebetortureandhangedbyalynchmoborprotecthimfrom
thatbygivinghimapainlessandpeacefuldeath
WhenGeorgekilledLennie,itwasanactoflove
Itwasamorallyright?metokill
Establish a clear position on the issue
Myposi?onis…
Georgedidthekind,lovingthingwhenheshotLennieinthebackofthehead.
Back-up the position with reasons and supporting facts
(weakestreason1st,strongestreasonlast)
REASON(weakest)
Suppor?ngfacts
CurleydoesnotwanttofindLennieandtakehimto
theauthori?es.Hejustwantstofindhimandhang
him.
GeorgewantstokillLennieinamercifulway.
Theybothtakethelawintotheirownhands
CurleymayeventortureLenniebeforehanginghim.Hesayshejustwantsjus?ce
forhiswife’smurder,butitismorethanthat.Lennie’sstrengthhasin?midated
him,sohewantstoexerthispoweroverLennieinthenameofjus?ce.
GeorgeknowsthisaboutCurley.
Curleywantssadis?crevenge.GeorgejustwantstoprotectLenniefromthat
REASON(strongest)
Suppor?ngfacts
Lenniecan’tbeheldaccountableforhisac?ons
likemostadults.Hismindislikeachild’s.Allowing
CurleyandthelynchmobtohangLennieislike
allowinga6-yearoldboytobestrungup.
Today,Lenniewouldbegiventheappropriatesupportforhisdisability,andGeorge
wouldnothavehadthetotalresponsibilityforLennie’sbehaviorwhiletryingtowork.
Since2002,theSupremeCourtruledthattheintellectuallydisabledcan’tbeeligible
forcapitalpunishment.
The DEBATE Strategy, pg. 2
Writeargumentstosupportclaimsinananalysisofsubstan?vetopicsortexts,usingvalidreasoningand
relevantandsufficientevidence.
Acknowledge the opposition’s position
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Opposi?on'sposi?onis…
ItwaswrongforGeorgetokillLennie.
Tell why the opposition’s position is incorrect
1stREASONopposi?onmightgive…(strongest)
(opposi?on’sstrongestreason1st,weakestreasonlast)
Suppor?ngpointstheopposi?onmightprovide…
Itisagainstthelawtokillanotherpersonincold
blood.
ItdoesnotmaVerwhatreasonsGeorgehad,he
commiVedmurder.Heshouldnothavetakenthe
lawintohisownhands.
COUNTER:Whythisreasonisfaulty…
Factsthatsupportyourposi?onandweakentheopposi?on’sreason
:
Curleyandhismenwerenotinterestedin
upholdingthelaw.Georgeknewthattheywerenot
inalawabidingenvironment.
2ndREASONopposi?onmightgive(weakest)…
GeorgeknewthatkillingLenniecouldbeaseriouscrime.buthewasmoreconcerned
withdoingthecompassionatethingforhisfriend.HealsoknewthatCurleymightbe
gladthatLenniewasdead.Curleywasnotconcernedwithfollowinglaws.That’swhy
GeorgetooktherisktokillLennieinamercifulway.
Suppor?ngpointstheopposi?onmightprovide…
GeorgecouldhavehelpedLennieescapeinsteadof
killinghim.
GeorgecouldhavelenLennieinacave.Then,he
couldhavesteeredCurleyandhisgangtoridein
theoppositedirec?on.
COUNTER:Whythisreasonisfaulty…
Factsthatsupportyourposi?onandweakentheopposi?on’sreason
Eventually,GeorgewouldhavehadtogotoLennie. Curleywouldnothaveletitgo.Hewouldhave
LenniewastoodependentonGeorgetohave
goVenmorementotakeupthesearchforLennie,
lastedlongwithouthishelp.
andhewouldhavewatchedGeorge’sac?ons
carefully.
End with a concluding statement that re-states your position
Inconclusion…
ItwasmorallyrightforGeorgetokillLenniebecauseLenniewasnotresponsibleforhisac?onsasanintellectuallydisabledman.Hewaslikea
smallchild.Curleyandhismenwouldhavetorturedandkilledhim.Georgedidalovingactbygivinghimapainlessandpeacefuldeath.
Literature Explanatory Essay Planner
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Writeinforma?ve/explanatorytextsinwhichtheymakecleartheconnec?onsanddis?nc?onsbetweenkeyideas
appropriatetothepurpose;includeformaKngwhenusefultoclarifyideas.
STEP1:DeterminethepurposeoftheessayandassociatedDVT.
Theessaywillexplain...
KeyIdeasaboutaCharacter.
Describeacharacter’squali.es,ac.ons,androleinthestory …………………………………………………………………………….CharacterAnalysisDVT
Describehowacharacter’smo.va.onaffectedhis/hergoalsandac.onsand,inturn, ……….……………………….Mo4va4onInferencesDVT
howtheseaffectedthestory
Describehowacharacterinteractedwithothercharactersandwhytheseinterac.ons ……….……………………….CharacterInterac4onsDVT
wereimportanttothestory
KeyIdeasaboutthePlotorConflict.
Describehowthestorywasstructuredandtheconflictwasdevelopedandresolved…………………..………………..……….….StoryStructureDVT
Describehowtheauthorusedflashbackstoenhancethestory’sdrama
…………………….…………………………….……….FlashbackAnalysisDVT
KeyIdeasabouttheTheme.
X
Explainthestory’sthemeandhowitwasdeveloped,shapedandrefinedasthestory
unfolded;describehowthethemewasconveyedthoughcharactersandscenes. …………………………………………….T.H.E.M.E.AnalysisDVT
STEP2:Plantheessay’sintroducLon
Composeasentencedesignedtocreatereaderinterestthatwillserveasthefirstsentenceintheessayandaddressestheessay’stopic.
Doesevillurkwithinallofus?Isthatwhypeoplecommitactsofcrueltytolovedones?
WhilestaLngthenameoftheliteraryworkandauthor,composeasentencethatindicatesthetopicofyouressay.
Oneofthemaintopicsin“TheScarletIbis”byJamesHurstistheevilthatlurkswithin.Hurstusesthistopicto
communicatehismessage,ortheme,powerlessnessleadstocruelty.
WritesentencesthatsummarizeskeyinformaLonaboutthetopic.
Throughoutthestory,Brother(theantagonist)saysanddoescruelthingstoDoodle(theprotagonist).Each?meBrother
feelspowerless,helashesoutatDoodlewhichcauseshimharm.Overall,theseedofcrueltyseemstogrowoutof
feelingsofpowerlessness,andthatpowerlessnesstakesovertothepointofhur?ngothers,evenlovedones.
EndtheintroducLonwithasentencethatrevealsthepurposeoftheessay.
Thisimportantthemein“TheScarletIbis”canteachusthattheconsequencesofcommiKngactsofcrueltycanbetragic
forothersandforourselves.
Literature Explanatory Essay Planner
pg.2
Writeinforma?ve/explanatorytextsinwhichtheymakecleartheconnec?onsanddis?nc?onsbetweenkeyideas
appropriatetothepurpose;includeformaKngwhenusefultoclarifyideas.
STEP3:Planthemainbodyoftheessay
SampleDVTfrom
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1.  AccesstheDVTthatbestmatchesthepurposeoftheDVT(see#1onpreviouspage).
2.  NoteideasontheDVT(iftheDVThasnotalreadybeendeveloped).
3.  Plantheorderinwhichtheideaswillbecommunicated.
NOTE:AlthoughtheideasthatappearontheDVTmayalreadybeinthebestorderduetothedesignoftheDVT,some?meitmay
makemoresensetocommunicatetheideasinadifferentorder.Notenumbersineachoftheinforma?onboxesontheDVTto
indicatetheorderyouplantofollowwhencommunica?ngtheideas.
STEP4:Plantheessay’sending
AttheboVomofmanyoftheDVTsisacomponentforno?ngconclusions.IftheDVTyouareusingtoplanyouressayincludesthis
component,thenusetheseideastowhenplanninghowtheessaywillend.
Summarizeormakeconclusionsaboutthecentralideasaddressedintheessay.
In“TheScarletIbis”thetopicoftheevilthatlurkswithinwasveryprevalentaswellasthethemeofpowerlessness
leadingtocruelty.
ThethreemainreasonsthatBrotherfeltpowerlesswerelossofaVen?on,athreatenedself-image,anddamagedpride.
Tofeelpowerful,BrothersaidhursulthingsandcommiVedcruelactstowardDoodle,hisownsibling.Hislastactof
crueltymayhavecausedDoodle’sdeath.
Provideclosurebygivingthereaderanimportantideauponwhichtoreflect.
Inmyopinion,JamesHurstwantsthereadertoseethatcommiKngactsofcrueltycanhavetragicconsequences.Inthis
story,Brotherlosthissiblingandbestfriend,andhewouldbeforeverpowerlesstodoanythingaboutit.
STEP5:ComposeadraYoftheessay,edititusingtheExplanatoryEssayRubric,andreviseasnecessary.
Personal Experience Narrative Planner,
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Writenarra?vestodeveloprealorimaginedexperiencesoreventsusingeffec?vetechnique,
well-chosendetails,andwell-structuredeventsequences.
TITLE
TheGhostofGlendale
Isabout…
anillboywhohideshissicknessinordertoliveanormallife,however,heisplaguedbyextremeshyness
andcruelbullies.
SETTINGSet-Up:FeaturesyouwanttorevealabouttheSETTINGwhereyouhadtheexperience
POINT IN TIME
LOCATION
Star?ngin1968,freshmanyearforthenarrator
GlendaleHighSchool
PHYSICAL DESCRIPTION
-Largebutveryovercrowdedschool
-InSouthernpartoftown
-Studentsformonebigmassinthehalls
SITUATIONSet-Up:
Whatishappeningthatcreatedtheopportunityfortheexperiencetooccur
-Everyone,includingthenarrator,iswalkingdownthehallslikeanyotherday.
-Narratorseesastudentwhostandsoutbecauseofhisunhealthyappearance:emaciatedbody,
transparentskin
-TheboyisbackedupagainstthelockersandapopularboyintheFreshmanclass,Lance,wastalking
loudlytohim
-Lancelaughsattheboyandsaysheisafreak.
-Lancegivestheboythenickname,“Glendale’sGhostFreak.”Thisrevealstothereaderwherethe?tle
camefromaswellaswhatthestoryisgoingtobeabout.
Personal Experience Narrative Planner,
pg.2
Writenarra?vestodeveloprealorimaginedexperiencesoreventsusingeffec?vetechnique,
well-chosendetails,andwell-structuredeventsequences.
KeyEvent+details
-Nowsecondsemesterof9thgrade,Civics
KeyEvent+details
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KeyEvent+details
-Now10thgradeoutsidecafeteria
-Nowearlyintothe11thgrade,narratorisin
class
-LanceandanotherhugeboyyellatScoVy
Dramaclass
-Narratorgoesinearlyandfindsthe
askinghimifhewantsTwinkies,callhim
-Sirensareheardarrivingattheschool,
emaciatedboythere.
names
ambulancepullsup,EMTsruninsidewitha
-Narratorsitsbyhimandtriestotalk,boy
-ScoVycon?nuestowalkaway
stretcher
won’treplyorlookherineyes
-ThetwobulliesthrowTwinkiesathim
-TheEMTstakeoutacoveredfigureonthe
-ReaderlearnsheisScoVyBurns
whichstrikeScoVyroughly
stretcher
-Heisverysmart,geKngallA’sintheclass,
-ScoVydoesn’tretaliate,onlystopswalking
-Principalmakesannouncementthatitwas
butteachernevercallsonhim.
-AnotherboystandsupforScoVyandstops
ScoVyandhepassedaway,hereveals
-NarratorcomplimentsScoVyonhisgrades
theabuse
ScoVyhadseriousheartcondi?on,buts?ll
buthedoesn’tsayanything,simplysmiles
wantedtoaVendschool,keptstraightA’s
Mythoughts/reac.ons/feelingsaboutevent Mythoughts/reac.ons/feelingsaboutevent Mythoughts/reac.ons/feelingsaboutevent
-WantedtogettoknowScoVybutsawthat
-Appalledbythebulliesopencruelty
-Shockedandterrifiedbyambulance
hewouldnotlethisguarddownfor
towardsScoVy
-Verycontempla?veaboutScoVyandhis
anyone,hehasprobablybeenbulliedtoo
-CanunderstandandsenseScoVy’sfear
choicetostayinschoolwhiledying
many?mes
-PrayedfortheAssistantPrincipaltoshow
-Shameandguiltaboutnotinterveningin
-Upsetabouttheteacher’sprac?ceofnot
upandstopthebullies
bullyingtowardshim
keepingthegradesprivate,however,used
-VerythankfulforTimwhoendedthe
-Makespersonalvowtostandupforthe
thatopportunitytopraiseScoVyforhis
“fight”,smiledathimingra?tude
bulliedinthefuture
highscores
-RealizedScoVyneverspoke
Conclusionisabout…What
I learned about myself
X
X What I learned about people
What I learned about situations like this one
Thenarratorwasabletogiveaspeechaboutapersonwhowasinfluen?alinherlife.ShechoseScoVybecauseofthebullyinghehadendured.
Intheconcludingparagraph,thenarratorgivesScoVythe?tle“Mockingbird”becausehenevercausedanyonepain,buthewass?fledand
neverallowedtobehimself.ThenarratorreflectsonhowScoVycouldhavebeenbroughtsomuchwisdomifhehadnotbeenbulliedinto
submission.ThenarratorgivesScoVycreditforinspiringnewcouragewithinher.Shesaysthatbullyingwasnottheonlythingthatwounded
ScoVy,hernotstandingupforhimwasalsoawound.Inherfinalconclusion,shesaysthattothisday,shehaskepthervowtonotjustaccept
crueltytowardsothers.
Opinion (4 Reasons + Evidence)
Write arguments to support claims with clear reasons and relevant evidence
TheOdyssey
STORY
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Important TOPIC (e.g., author’s writing style, plot, event, character, setting, theme, use of literary devices) associated with this story…
ThePowerofCunningoverPhysicalStrength
My opinion about this topic…
Itismorevaluabletobeastrategicthinkerthanitistobephysicallystrong.
2
REASON
Shrewdthinkingcangetoneoutof
dangerousplaces.
1
REASON
Physicallystrongcreaturescanbe
overpoweredbysomeonewhois
intellectuallystronger.
3
4
REASON
Whenapersonreliesonhismindover
hismuscles,heisaccustomedto
thinkingbeforeac?ng.
REASON
Whenoutnumberedbyyounger,
strongerenemies,strategicthinking
canbringavictory.
SUPPORTING DETAILS / EVIDENCE supporting my opinion…
Odysseusandhismens?llhavetogetoutofthecave,soheuseshisshrewd
thinking.(Book9)
TheblindPolyphemusletshisramsoutthenextmorning.Odysseusandhismen
rideoutwiththem,tuckedundertheirbellies.
SUPPORTING DETAILS / EVIDENCE supporting my opinion…
Odysseusknowsthathecan’tphysicallyoverpowerPolyphemuswhenhe&his
menaretrappedinhiscave,soheexploitshisstupidity.(Book9)
TheCyclopsgetsdrunk.Odysseussayshisnameis“nobody”.Heblindsthe
Cyclopswhoscreamsthat“Nobody”hurthim,sonohelpcomes.
SUPPORTING DETAILS / EVIDENCE supporting my opinion…
WhenOdysseusmeetsAchillesintheUnderworld,hepraiseshimforhisgodly
strength,butAchillesjustreliedonstrength&felltoatrick.
(Book11)Achillesdoesn’tcarethathewasreveredforhisstrength.Hetells
Odysseusthatbeingaliveisagin.Hekeepshissenses.
SUPPORTING DETAILS / EVIDENCE supporting my opinion…
Odysseusdevisesaplantodestroythesuitorsthathavetakenpossessionofhis
palace.(Books19-20)
Odysseus,disguisedasabeggar,entersthecontestforPenelope.Hewins&
revealshimself.He,Telemachus,andservantsslaythesuitors.
CONCLUSION about my opinion…
Strategicthinkerscangetoutofdangerousplaces,outwitmonstrouscreatures,andwinvictoriesoveryounger,stronger,enemiesingreat
numbers.Theirplanningpreventsthemfromimpulsivity.Cunningismorevaluablethanphysicalstrength.
Personal Experience Narrative Planner,
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Writenarra?vestodeveloprealorimaginedexperiencesoreventsusingeffec?vetechnique,
well-chosendetails,andwell-structuredeventsequences.
TITLE
IJustStoodThere
Isabout…
A9thgradeboywhoisbulliedstar?ngthefirstdayofhighschoolandlas?ngforseveralmonthsun?litendsintragedy.
SETTINGSet-Up:FeaturesyouwanttorevealabouttheSETTINGwhereyouhadtheexperience
POINT IN TIME
LOCATION
Recently,thefirstdayof9thgrade
RooseveltHighSchool,ElPaso,Texas
PHYSICAL DESCRIPTION
-Areasonablylargehighschool(the9thgradehasover300students)l
-Apublicschoolwithlockersinthehall
SITUATIONSet-Up:Whatishappeningthatcreatedtheopportunityfortheexperiencetooccur
-Firstdayofhighschool,beforethefirstclass
-Iheardaloud,malevoiceridiculinganotherstudent
-Theboyisbackedupagainstthelockersshowingextremefear
-AboynamedTroyismakingfunofhim.
-Troycallshimanalienbecausehelookssodifferent.
-Manystudentslaughathim
-Ijuststoodtherewhiletheboyenduresverbalhumilia?on
Personal Narrative Planner, pg.2
Writenarra?vestodeveloprealorimaginedexperiencesoreventsusingeffec?vetechnique,
well-chosendetails,andwell-structuredeventsequences.
KeyEvent+details
-  Firstdayof9thgrade
-  Thinboyisbeingbullied
-  IwatchedasaboynamedTroy
ridiculedhim
-  Otherstudentslaughedathim
-  Ijuststoodtherewatching
-  Isawhiminthelibraryandtriedto
talkto
him,buthejustscurriedaway
KeyEvent+details
-Nowafewdayslater
-Isawhimbulliedatanassembly
-Troyandotherboyscallhim“Alien”
-Hedoesnotturnaroundorrespond
-  DuringthePledgeofAllegiance,
Troy&otherboysthrewpaper
wadsathim
-Istoodtherewatching
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KeyEvent+details
-Now.AroundThanksgiving(9thgrade)
-  9thgradeisgeKngreadyforafield
triptoThePlanetarium
-Troyyellsattheboy,callinghimAlien
-  Theboydoesnotturnaroundor
respond.
-  Troythrowsarock,hitshim&causes
himtofall,hiKngthebridgeofhis
noseonastepinthebus.
-  Hecollapsesandisrushedtoa
hospital
-  Principalmakesannouncement:He
diedofabrainhemorrhage.
Mythoughts/reac.ons/feelingsaboutevent Mythoughts/reac.ons/feelingsaboutevent Mythoughts/reac.ons/feelingsaboutevent
-  Iwasmor?fiedbythebully“s
ac?ons,butIdidn’tdoanythingto
stopit.
-  Itriedtobefriendlyinthelibrary,
buttheboydidnotrespond.Iwas
afraidthathethoughtIwasoneof
thestudentswholaughedathim.
-  IwasshockedwhenTroyandother
boysthrewpaperwadsathim.
-  Icouldfeelhishumilia?onasthey
hit
-  Ijuststoodtherewatching,feeling
sorry
-Ididn’ttrytogetateachertostop
it
-  Icouldn’tbelievethatTroythrew
therockathim
-  Iwasstunnedwhenhefellhard
againstthebusstep.
-  Whentheprincipalannouncedthat
theboy(BobbyLong)haddied,Ifelt
anguish,guilt,andoverwhelming
shamethatIhadn’tdoneanything
tostopthebullying
Personal Narrative Planner, pg.2
Writenarra?vestodeveloprealorimaginedexperiencesoreventsusingeffec?vetechnique,
well-chosendetails,andwell-structuredeventsequences.
Conclusionisaboutaresolu.onoftheconflictand/orpersonalreflec.onabouttheexperience
What
I learned about myself
X
X What I learned about people
X
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What I learned about situations like this one
Ididalotofreflec?ngaboutthisexperience.First,IthoughtaboutwhatacowardIhadbeen.Iwasafraidtospeakupto
TroyandtheotherswhomadefunofBobby.Ishouldhavealertedtheassistantprincipalanerthefirstepisodeof
bullying.Bobbymights?llbealiveifIhaddonethat.ThatissomethingIwilllivewithfortherestofmylife.
ThesecondthingIthoughtaboutwasthatpeopleseemtodothingsinacrowdthattheyprobablywouldn’tdoifthey
werebythemselves.IknewsomeofthestudentswholaughedatBobby,butIdonotthinktheywouldhavelaughedat
himiftheyhadbeenalone.
Thelast,andmostimportantthingIthoughtaboutwastheimportantlessonthisexperiencehadtaughtme.Bullyingis
neverjus?fied.Itiscruelandharmful.Itiswrongandneedstobestoppedimmediately.Imadeasolemnvowtomyself
thatifIeverwitnessedsomeonebeingbulliedagain,IwouldNOTjuststandthere.