PARCC Literary Analysis Task
Grade 9 Writing
Lesson 5: Drafting the Prose Constructed Response Outline
Rationale
Outlining is the most effective prewriting strategy for structuring an essay. On PARCC’s
Literary Analysis Task, test scorers want to see clearly developed introductions, support
paragraphs, and conclusions. Students will benefit from taking some time during the
assessment to briefly construct an outline. This lesson will provide practice in outlining.
Goal
To construct an outline as a prewriting activity for the PCR prompt on the Literary Analysis Task
Task Foci
CCSS W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
CCSS W.9-10.4: Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)
CCSS W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience. (Editing for conventions should demonstrate command of Language
standards 1-3 up to and including grades 9-10 here.)
CCSS RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
CCSS RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and is shaped and refined by
specific details; provide an objective summary of the text.
CCSS RL.9-10.3: Analyze how complex characters (e.g., those with multiple or conflicting
motivations) develop over the course of a text, interact with other characters, and advance the plot
or develop the theme.
Objectives
Students will construct an outline to organize their response to the PCR prompt.
Materials
Lined paper to write outline (per student)
Outline handout
Texts from Lesson 3
Student work from Lessons 3-4
Procedures
Tell students that today they will use their thesis statements, reasons, and textual evidence from
the previous lessons to draft an outline for an essay on the Literary Analysis Task.
Distribute the Outline handout. If outlining is a new concept to your students, take some time to
explain its basic function as a prewriting strategy for organizing an essay. “An outline is like a
treasure map for our essay. It guides us to our goal of writing an organized response to a
LAT Writing Lesson 5: Drafting the PCR Outline
© 2014 Standards Solution, LLC. All Rights Reserved.
Page 1
literary analysis prompt. Once we have an outline, we know where to start and the steps we
need to take to get to the end.”
Then ask the students, “How do you know the best way to organize your paper? For literary
analysis, there is a simple structure you can follow that will help you create an organized
essay. We call this the five-paragraph essay. Our first paragraph introduces our topic and
presents our position (thesis). Next, we have three (approximate) body paragraphs, which
support our thesis using textual evidence. Last, we have a conclusion paragraph, which
wraps up our paper.”
Walk through the Outline handout with the class.
Since this outline is to be constructed during a test, students won’t have time to be as thorough as
they could be for a take-home assignment. Explain some tips for quickly composing an outline:
o Complete sentences are not necessary. Phrases and key words are just as useful. In an
outline, a writer wants to capture the essence of their argument; he or she can worry
about syntax and diction when drafting and revising the essay.
o Supporting quotations do not have to be written out completely, but what students do
capture needs to be accurate. One way to quickly capture a quotation is to jot down the
first and last word of the quotation and the paragraph where it is located. (PARCC’s texts
have numbered paragraphs) (e.g. “The…quotation.” (P 4))
Tell your students that they have 10 minutes to construct an outline using their thesis statements,
reasons, and textual evidence from Lessons 3-4 (Or set a time for your students to complete
outlining depending on how familiar they are with the process.) Because they already have the
information they need to fill in the outline, in this exercise their primary task is figuring out where
to put it.
When they were coming up with their reasons in Lesson 4, they might not have thought about
arranging them in a logical order. They’ll have the chance to do that now.
While students are drafting their outlines, circle around the room and help any who may be
having trouble organizing their ideas or who may be stuck on where to place information.
Tell students when time is up.
In closing, ask students to share what they found difficult and what they felt they did successfully.
Collect the outlines. Students will need them for Lesson 6.
Assessment
Check that students’ outlines show evidence of understanding essay structure. Their body
paragraphs should follow a logical order (compare/contrast, cause/effect, chronological,
etc.) that fits their thesis. Each body paragraph should contain one main reason and each
reason should clearly defend the thesis. Supporting details should clearly indicate
relevance to the main point of the paragraph.
Extension Activities
Have students share their outlines with partners, in small groups, or as a class, to give them the
opportunity to see how their peers built their outlines.
LAT Writing Lesson 5: Drafting the PCR Outline
© 2014 Standards Solution, LLC. All Rights Reserved.
Page 2
The Outline
I. Introduction
A. Restate the prompt
B. Name the Author(s) and Titles
C. A short summary of your reasons
D. Thesis (a direct answer to the writing prompt)
II. First Body Paragraph
A. Topic sentence (what this paragraph will discuss, how it will prove your thesis)
B. Context for the quote
1. Who says it? (narrator/character)
2. What’s happening in the text when they say it?
C. Quote from the text (cited accurately)
D. Explanation/Analysis of the quote: How does it prove your thesis?
E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph)
III. Second Body Paragraph
A. Topic sentence (what this paragraph will discuss, how it will prove your thesis)
B. Context for the quote
1. Who says it?
2. What’s happening in the text when they say it?
C. Quote from the text (cited appropriately)
D. Explanation/Analysis of the quote: How does it prove your thesis?
E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph)
IV. Third Body Paragraph
A. Topic sentence (what this paragraph will discuss, how it will prove your thesis)
B. Context for the quote
1. Who says it?
2. What’s happening in the text when they say it?
C. Quote from the text (cited appropriately)
D. Explanation/Analysis of the quote: How does it prove your thesis?
E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph)
V. Conclusion
A. Summarize your argument.
B. Restate your thesis (using different words)
Your Outline
I. Introduction
A. Restate the prompt:
______________________________________________________________________
______________________________________________________________________
B. Name the Author(s) and Titles:
________________________________________________________________
C. A short summary of your reasons:
______________________________________________________________________
______________________________________________________________________
D. Thesis (a direct answer to the writing prompt):
______________________________________________________________________
______________________________________________________________________
II. First Body Paragraph
A. Topic sentence (what this paragraph will discuss, how it will prove your thesis):
______________________________________________________________________
______________________________________________________________________
B. Context for the quote
1. Who says it? (narrator/character):
______________________________________________________
2. What’s happening in the text when they say it?
___________________________________________________________________
___________________________________________________________________
C. Quote from the text (cited accurately)
______________________________________________________________________
______________________________________________________________________
D. Explanation/Analysis of the quote: How does it prove your thesis?
______________________________________________________________________
______________________________________________________________________
E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph)
______________________________________________________________________
______________________________________________________________________
III. Second Body Paragraph
A. Topic sentence (what this paragraph will discuss, how it will prove your thesis):
______________________________________________________________________
______________________________________________________________________
B. Context for the quote
1. Who says it? (narrator/character):
______________________________________________________
2. What’s happening in the text when they say it?
___________________________________________________________________
___________________________________________________________________
C. Quote from the text (cited accurately)
______________________________________________________________________
______________________________________________________________________
D. Explanation/Analysis of the quote: How does it prove your thesis?
______________________________________________________________________
______________________________________________________________________
E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph)
IV. Third Body Paragraph
A. Topic sentence (what this paragraph will discuss, how it will prove your thesis):
______________________________________________________________________
______________________________________________________________________
B. Context for the quote
1. Who says it? (narrator/character):
______________________________________________________
2. What’s happening in the text when they say it?
___________________________________________________________________
___________________________________________________________________
C. Quote from the text (cited accurately)
______________________________________________________________________
______________________________________________________________________
D. Explanation/Analysis of the quote: How does it prove your thesis?
______________________________________________________________________
______________________________________________________________________
E. Closing sentence (wrap up the paragraph to effectively transition to the next paragraph)
V. Conclusion
A. Summarize your argument.
______________________________________________________________________
______________________________________________________________________
B. Restate your thesis (using different words)
______________________________________________________________________
______________________________________________________________________