This lesson contains a step-by-step guide for how to write a thesis statement for the literary analysis essay. It is a part of our Mega Lit. Analysis Essay Bundle, sold separately. The most important part of the writing process is crafting the thesis statement because it is the "road map" or "blueprint" for the entire essay. Because this one, single sentence is so important, I have crafted six mini-lessons to insure that your students will have focused, argumentative thesis statements specifically for the literary analysis essay. While the literary analysis essay is a type of persuasive or argumentative essay, it is important that students craft a thesis statement that is specific to the purpose of literary analysis. In this regard, lessons on persuasive or argumentative thesis statements may not be appropriate to teaching students how to write this kind of essay that is a cornerstone of the ELA classroom. This mini-lesson pack takes students through the process of learning the parts of a literary analysis thesis statement and how to craft them by creating thematic claims. By following this guide, students will be well on their way to creating effective "road maps" to write the literary analysis essay.

In these 5 debate activities, students consider key, debatable questions regarding the Beowulf text such as whether or not Beowulf is a success or failure as an epic hero. Students are to compile evidence for BOTH sides of the argument in preparation for a class debate and then write an analytical/ argumentative paragraph after each debate. Included in this packet you will find: 1. Teacher Page with instructions 2. Debate Rubric to use for grading the debate 3. 5 reproducible debate sheets, each containing a separate debate question about Beowulf This is an excellent way to target both speaking and writing skills while practicing argumentation and rhetoric.

Task: To analyze Shakespeare’s work in terms of Aristotle’s literary theories from Poetics Objectives: To develop criteria for analyzing literary elements To support analysis with textual evidence To use rhetorical skills for constructing and supporting oral and written arguments To construct an effective argument supported with logical reasoning and textual evidence To apply literary theories to other texts To close read a text for main ideas Common Core Standards: R1, 3, 6, 11/ W1, 2, 4, 10/ SL 1, 3, 4, 6/ L1-3 Instructions: Aristotle’s literary theories have helped to set the precedent for what determines “high quality” literature. Writers either follow his methods, or they rebel against them. While it is not known if Shakespeare read or studied Aristotle’s Poetics, it is a fascinating study to apply Aristotle’s theories to Shakespeare’s work in order to observe how Shakespeare innovated new concepts for drama. In this unit, students will: Complete the pre-reading strategy in order to define key terms found in Aristotle’s Poetics. Close read excerpts from Poetics and answer comprehension/discussion questions for each section. Note that students may answer the questions in terms of one, single Shakespearean tragedy but may reference any other plays they may have read. Map out the plot of at least one Shakespearean Tragedy and identify examples of key terms from Aristotle’s Poetics. Debate whether or not Shakespeare follows Aristotle’s literary theories. Synthesize their conclusions in a post-debate writeup. This unit contains SIX excerpts from Aristotle’s Poetics for students to close read. Each excerpt contains a few close reading/ discussion questions in order to both comprehend Aristotle’s main ideas as well as apply them to Shakespeare’s works. There are a few different ways to use these excerpts in your classes: 1. Have students read all six excerpts and discuss the questions included in each one. 2. Divide students into groups and assign each group 1-2 excerpts to close read. 3. Students can then present their findings to the class, and the whole class can discuss the application questions included. 4. Use the “Overview of Aristotle’s Poetics” handout included here and have students close read only a couple of the excerpts instead of all six. For the remaining activities, students can focus on a single Shakespearean tragedy of your choice, or allow students to use evidence from multiple plays as best fits your curriculum reading list, their reading experiences, and level of course difficulty. This is an excellent addition to any Shakespeare unit and will deepen the complexity of students' interaction with tragedy.

A central part of literary analysis involves analyzing the characters of a piece of literature. I have found that character analysis serves as an excellent means of increasing students' vocabulary. Here, I have compiled a list of adjectives (many of them SAT-level words) that can be used to describe a character. Students can select words from this list and use them to analyze and describe characters either in discussion or in writing. This list will help students to push beyond their current vocabulary by introducing them to new words that will not only help their analysis in class but simultaneously prepare them for the SAT! Words on this list have been categorized according to a common meaning, which will help students take risks in identifying potential new words and taking risks with new vocabulary. Note-- This is an excellent tool for English Language Learners as well!

Product Description One of the things I really enjoy is reading and writing screenplays. In this unit by Bespoke ELA, I have put together some of the key lessons that I've learned about script writing in a format that is user-friendly to secondary ELA students. Screenplay writing is a high-interest type of writing because all students love movies. For this project, students will create their own original screenplay concepts, write a character sketch and plot treatment, craft a ten-page screenplay sequence, create a trailer, and pitch their film ideas to the class. The entire spectrum of this project targets various skills from reading to writing to speaking to listening-- and students will HAVE A BLAST doing it! At the end of the unit, you can hold your very own "ELA ACADEMY AWARDS" ceremony and give out "Academy Awards Certificates" to the winning groups and students! The lessons included in this unit are as follows: 1. Screenplay Project Assignment 2. Famous Movie Match Game 3. What is a Screenplay?— Introduction Power Point 4. Types of Movies/ Genres—power point 5. Movie Brainstorming Activities 6. The Logline—Power Point 7. Crafting the Logline Worksheet 8. Screenplay Concept Teacher Approval Form 9. The Elements of Character—Power Point 10. Character Sketch Assignment & Example with Rubric 11. Intro. to Screenplay Format—3-Act Structure & Types of Drama—Power Point 12. Elements of a Film Treatment—Power Point 13. Film Treatment Assignment & Example with Rubric 14. Famous Script Analysis Activity 15. Intro. to Script Format—Power Point 16. Script Format Analysis—Analyzing Excerpt from Just Drive 17. A Guide to CeltX 18. Script Assignment & Rubric 19. Sequence Structure—The Anatomy of a Sequence 20. Sequence Structure Revision Activity 21. Subtext: Action & Dialogue 22. Screenplay Sequence Submission & Feedback Form 23. Assigning Roles—Movie Jobs 24. Movie Trailer Analysis 25. Film Planning Guide—Handout 26. Movie Trailer Assignment, Rubric, & Outline 27. What is a Screenplay Pitch? 28. The Art of the Pitch-- Screenplay Pitch Samples & Observations 29. Screenplay Pitch Assignment, Sample, & Rubric 30. Class Feedback Forms & Group Self-Assessment Form 31. ELA Academy Awards Certificates Scriptwriting is something I truly enjoy, and this project was a work of love. Students will read sample excerpts from screenplays (including one of MINE), and model their new ideas after them. Exposing students to screenplay writing will open their eyes to the filmmaking process and help them garner a whole new respect the moves they love.

This listing is for a characterization activity entitled "Motivation Machine" in which students analyze how a character's motivations reveal character traits. This mini-lesson is part of the Mega Characterization Bundle of over 15 characterization mini-lessons that get your students working with all literary devices and techniques. You can find it listed separately in our store. Bundle and save over $15.00! For this mini-lesson: "Motivation Machine" Task To analyze the relationship between character motivation and plot Objectives To develop criteria for analyzing character To assess comprehension of character development across a text To support analysis with textual evidence Common Core Standards R1-3, 6, 11/ W1-4, 10-11/ L1-3 Instructions In this set of activities, students will look at the relationship between character motivation and plot in order to observe how the protagonist’s desires create or drive the plot of the story. The “Motivation Machine” lead activity asks students to consider plot points that are organized according to character decisions. The questions on the “Motivation Machine” Activity follow the typical character motivation pattern as follows: 1. The character has a problem—wants something but cannot get it. 2. The character worsens the problem by making a mistake. 3. The character has to deal with the worsened problem and faces obstacles. 4. The character either solves the problem and gets what he/she wants or does not. After students complete the “Motivation Machine” activity, they can then complete the three follow-up activities: “Motivation Machine” Silent Swap “Motivation Machine” Consequences Chart “Motivation Machine” Analytical Paragraph In the Silent Swap, students swap the “Motivation Machine” activity three times and answer reflection questions independently in order to compare/contrast other students’ character analysis with their own. In the “Motivation Machine” Consequences Chart, students consider the cause/ effect relationship of a character’s motivation. In the Analytical Paragraph, students synthesize their findings into a writing task that responds to the question: “How does the protagonist’s motivation affect the plot of the story?” This activity will enable students to grasp how the protagonist creates the action of a story according to what he/she wants.

This listing is for a characterization activity entitled "Personality Profiles" in which students analyze character by creating various social media profiles. This mini-lesson is part of the Mega Characterization Bundle of over 15 characterization mini-lessons that get your students working with all literary devices and techniques. You can find it listed separately in our store. Bundle and save over $15.00! For this mini-lesson: "Personality Profiles" Task To create social media pages from the perspective of a literary character in order to explore character traits Objectives To develop criteria for analyzing character To assess comprehension of character development across a text To select appropriate academic vocabulary for literary analysis To support analysis with textual evidence To apply modern-day culture and technology to character analysis Common Core Standards R1, 3, 6, 11/ W1-4, 10-11/ SL 1, 4, 6/ L1-3 Instructions One of the best ways for students to get “into” a character’s mind is to envision how a character would use social media. This always captures students’ attention because they themselves use social media in their everyday lives. The activities that follow can be used either as simple activities or as more involved project presentations. Depending upon your school’s technology (and whether or not these social media sites are blocked), you might even be able to have students design real accounts for a character and then share them with the class. You could even give the following handouts to groups as brainstorming and planning tools to use in class to brainstorm ideas for creating social media pages outside of class. This is particularly useful for me because we do not have computers at my school for students to use, so I have them plan out their social media pages in class and then assign students to create the “real” pages outside of class. They then bring in “screen shots” of each page to share with their peers and submit for a grade (due to the fact that all social media sites are blocked at my school). However, if your school has computers and these sites are not blocked, groups could even present their social media to the class and explain the rationale behind their posts, photos, comments, etc. The following handouts include forms modeled after such social media sites as: Twitter Facebook Instagram While these handouts are not exact replicas of these social media sites, they do capture the essence of how they are laid out, and students will understand how to fill them out based upon their own use of social media. A reflection guide follows each social media activity that asks students to explain their rationales behind the character’s posts/ pics/ page.

Check out BespokeClassroom.com for more products and ideas for teaching secondary English Language Arts! Product Description This lesson by Bespoke ELA is a great lesson to use in February to celebrate Valentine's Day in a unique and creative way that is sure to engage students! Task: To analyze how famous love letters use language, literary and rhetorical devices, and imagery to convey a message about love. Enduring Understandings: Students will understand how language, literary and rhetorical devices, and imagery affect a letter's meaning. Students will learn about famous people from history through the lens of their relationships and love letters. Students will understand how to construct an argument backed by evidence. Students will understand how to use language, literary and rhetorical devices, and imagery to create a message in the format of a letter. Materials: Copies of Famous Love Letters "Famous Love Letters" Debate Activity "Love Letter Task Cards" Construction paper, markers, stickers, etc. to decorate love letters Common Core Standards R1-6, 9-11/ W1,2,4,5,10,11/ SL1,2,4,6/ L1-6 Procedure: The "Famous Love Letters" activity by Bespoke ELA is an activity in which students will read famous love letters and make observations about how the writers use language, literary and rhetorical devices, and imagery to convey messages about love. In this lesson, students are to: 1. Research the relationship of the famous person who wrote the letter, read each love letter, and then answer the three close reading questions for each one. Consider splitting the class into groups to read and discuss each letter. There are a total of TEN love letters included in this lesson, but you may pick and choose which ones you would like to use with your students. 2. Synthesize their findings by debating which love letter is the most effective in communicating its message about love. Students will fill out the "Famous Love Letters" Debate Guide for their selected love letter and discuss their selections with the class. 3. Use the "Love Letter Task Cards" to write their own love letters and write an explication paragraph in which they explain how they use devices to communicate a thematic message about love. After writing their own original love letters, students can give them to a friend, or you may opt to have students do a "blind swap" in class. As an extension activity, students can analyze the language, literary devices, and imagery of their classmates' love letters. Consider providing craft supplies for your students to decorate their love letters, and they can hang them around the room or display them on a bulletin board to celebrate Valentine's Day during the month of February.

This mini-lesson teaches students how to craft the topic and concluding sentences of body paragraphs-- specifically for the literary analysis essay-- by using key words and phrases that connect to the thesis statement. You can find this mini-lesson as part of our Literary Analysis Mega Bundle. Bundle and save!

Jack the Ripper. One of the most notorious serial killers of all time. And he was never caught. There are over 100 theories about his identity. If you're looking for a high-interest nonfiction topic to get your students interested in analyzing nonfiction, this is it! This activity has two parts. The first parts takes students through an exercise of identifying tone in a news article written about Jack the Ripper. There are four articles in this part of this lesson that all come from The London Times, late 1800s. (please note that all texts are in the public domain) Each article is followed by a series of three multiple-choice questions written using Common Core question stems. These questions will help students understand the overall message of each article and encourage them to read critically. Students are then to record examples of tone from the articles and label the tone accordingly. Identifying tone will help with part two of this activity series in which students begin to analyze sources for bias. In part two of this activity, students will assess a series of stories about Jack the Ripper all written on the exact same day, all about the exact same grisly discovery of two more female victims. By reading multiple sources on the same event, students will be able to compare/ contrast how each source represents the "truth." After assessing sources for bias, students will evaluate which source is more reliable and present their findings to the class. I have also included FIVE extension activities to use with your students after completing this activity in order to keep your students engaged with nonfiction. ***Please note that there are a couple of paragraphs in this collection that are quite graphic and may be inappropriate for some students. Please censor the articles as you see fit.*** Jack the Ripper is a topic that will keep your students intrigued from the very get-go!

This listing is for a characterization activity entitled "Stargram" in which students analyze how a character's name reveals character traits. This mini-lesson is part of the Mega Characterization Bundle of over 15 characterization mini-lessons that get your students working with all literary devices and techniques. You can find it listed separately in our store. Bundle and save over $15.00! For this mini-lesson: "Stargram" Task To characterize a character from a text using textual evidence Objectives To develop criteria for analyzing character To assess comprehension of character development across a text To select appropriate academic vocabulary for literary analysis To support analysis with textual evidence To communicate points effectively with small groups and large groups Common Core Standards R1, 3, 6, 11/ W1, 2, 4, 10/ SL 1, 4, 6/ L1-3 Instructions For this activity, students will first fill out the “Stargram” chart for a specific character—either of their own choosing, or assigned by you (you could even assign student groups to specific characters). Students will then list five adjectives on the “Stargram” to describe the selected character. This is an excellent opportunity for students to use the “Characterization Adjectives List” (sold separately) in order to expand their vocabulary. Be sure to make dictionaries available as well. For each of the selected adjectives, students will find a quotation to support it from the text and add the quotations to the “Stargram.” After completing the “Stargram” Activity, you can have students complete any of the follow-up activities that are included: the “Stargram” Discussion, “Stargram” Analytical Paragraph, or the “Stargram” Class Debate. These follow-up activities provide opportunities for students to synthesize their findings from the “Stargram” Activity and to practice both oral and written communication.

This listing is for a characterization activity in which students analyze how a character's weaknesses impact the story as a whole. This mini-lesson is part of the Mega Characterization Bundle of over 15 characterization mini-lessons that get your students working with all literary devices and techniques. You can find it listed separately in our store. Bundle and save over $15.00! Task To analyze how a character’s weaknesses impact the story Objectives To develop criteria for analyzing character To assess comprehension of character development across a text To support analysis with textual evidence To assess how character traits affect literary elements To apply understanding of character to a new writing situation Common Core Standards R1-3, 6, 10, 11/ W1-4, 10-11/ SL 1, 4, 6/ L1-3 Instructions Characters often experience downfall as a result of a weakness, or inherent flaw. Oftentimes, this flaw is pride or hubris; nonetheless, the protagonist makes mistakes and faces conflicts as a result of this overweening weakness. This series of activities asks students to analyze how a character’s weakness affects literary elements such as characterization, plot, and conflict and to consider how the consequences of a character’s actions determine whether or not a protagonist accomplishes his/her goal in the story. The lead activity included here asks students to exploit a protagonist’s weakness by sensationalizing it in a tabloid article. This activity will get students thinking about the negative aspects of a character and how they cause issues for him/her in the story. The “follow-up” activities include a tabloid article swap in which students respond to each other’s interpretation of the protagonist’s weakness, an exploratory exercise that asks students to analyze the cause/ effect relationship of character weakness and mistakes, and finally a shaping sheet for a synthesis paragraph in which students analyze the protagonist based upon his/her weakness. Essentially, the goal of this series of activities is to “assassinate” the character of a protagonist. Note that you may or may not want to use the paragraph shaping sheet with your students. It is typically effective with students that struggle with writing in general. You may want to simply have your students respond to the prompt by writing/ typing their own paragraph to submit instead of using the shaping sheet. But use your own discretion according to the needs of your students.

This listing is for a characterization activity entitled "Love Triangle" in which students analyze how a character's romantic relationships affect the story as a whole. This mini-lesson is part of the Mega Characterization Bundle of over 15 characterization mini-lessons that get your students working with all literary devices and techniques. You can find it listed separately in our store. Bundle and save over $15.00! For this mini-lesson: "Love Triangle" Task To assess the motif of the “love triangle” in a piece of literature and its effects upon literary elements Objectives To develop criteria for analyzing character To assess comprehension of character development across a text To support analysis with textual evidence To assess how character interaction affects literary elements To synthesize findings and present them to a group Common Core Standards R1-3, 6, 10, 11/ W1-4, 10-11/ SL 1, 4, 6/ L1-3 Instructions Oftentimes, a story involves three characters that are in love with one another (or pursue one another) at different points in the plot. This is called a “love triangle” and is a common motif in stories (and sometimes this “love triangle” is quite bizarre—pun intended for the 80’s audience). In this activity, students will consider the “love triangle” of a piece of literature that involves three characters who are in love or lust with one another in varying combinations. For example, one of the most popular “love triangles” in recent pop culture is that of Bella, Edward, and Jacob in the Twilight series. At different points, Bella shows feelings for both Edward and Jacob who, in turn, show feelings for her. As with the Twilight series, the “love triangle” propels the plot by creating tension and conflict in the story and by forcing the protagonist to make decisions. In the case of Twilight, Bella is forced to choose between Edward and Jacob, which causes her character to become conflicted at different points in the story and also to confront feelings of jealousy and rejection. In the “Love Triangle” Activity, students will consider the “love triangle” in a piece of literature in order to assess the dynamics of the relationships among the three characters involved. They will also consider how the “love triangle” motif affects other literary elements in the story such as conflict, plot, and characterization. In the first follow-up activity, the “Love Triangle” Group Presentation, students focus upon a single literary element and determine how the “love triangle” affects that element in the story. Students are then to present their findings to the class using textual evidence. In the Exploratory Activity, the “Love Triangle” Poem, students write from the perspective of one of the characters involved in the “love triangle” in or

This question set was RECENTLY UPDATED in 2018! This discussion activity contains level one (plot), level two (interpretation), and level three (universal) questions and also asks students to create their own questions for each level. There are 20 questions total that will take students to a deeper level analysis of Chaucer's story. This is an excellent way to get students involved with the "Pardoner's Tale" in an interactive way that makes the story relevant to today's world.

Product Description This product contains TEN brainstorming guides for students to brainstorm new movie ideas and concepts. You can find these brainstorming guides as part of the Bespoke ELA Screenplay Unit, sold separately HERE. These brainstorming guides will put movie writing at your students' fingertips. Screenplay writing is a high-interest type of writing because all students love movies. It's a great way to target COMMON CORE skills while tapping into student interests. In this product packet, you will find the following "lenses" through which to brainstorm new movie ideas: 1. Traditional Plot Generator 2. When Two Worlds Collide 3. The BLANK from Hell 4. Odd Couples 5. Fish out of Water 6. Fairy Tales, Fantasy, Myths, Legends, and Updated Stories 7. Lesser-Known Facts 8. "True" Stories 9. Unintended Consequences 10. Extreme Measures Even if you don't have your students complete the entire screenplay unit, these brainstorming exercises will help students think outside the box to create something new! Pair this activity with a literary analysis activity, and students can go forwards and backwards through the writing process-- construct art and take art apart. The Screenplay Unit by Bespoke ELA is a great project for second semester-- especially after standardized testing. Students can put into action all they have learned about story!

This pack contains 11 different forms to use in conjunction with a Personal Narrative Unit. It includes mini-lessons on personal narrative skills such as: Show Not Tell Avoiding Cliches and Common Descriptions Writing Attention-Grabbing Hooks Crafting Memorable Conclusions Writer's Voice It also includes a self-revision form and three peer revision activities. This pack will help students write personal narrative essays that leave a lasting impression in the reader's mind.

These graphic organizers are a nice supplementary item for a Beowulf unit. They give basic definitions of epic conventions, epic hero traits, archetypes, and major characters from the poem and allow space for students to write in textual evidence plus explanations for these items as they find them in the text. These are excellent tools to keep students organized when analyzing key concepts in the poem-- great for students of all levels! Thorough answer keys included with textual evidence and explanations! Graphic Organizer #1: Epic Conventions Graphic Organizer #2: Traits of the Epic Hero Graphic Organizer #3: Main Characters Graphic Organizer #4: Archetypes These items are included in my MEGA BEOWULF BUNDLE (25 lessons and activities with answer keys!). You can find the ENTIRE BUNDLE in our store, sold separately.

This is an excellent, jigsaw-type, collaborative activity to use as an introduction to the epic poem Beowulf. Essentially, students break into groups to look at only the Prologue and Parts 1 and 2 of the epic poem. Each group takes on the part of an anthropologist/archaeologist "digging" back into the past to learn about the world of the Anglo-Saxons. Each group receives a different set of questions about Anglo-Saxon culture to respond to by seeking out answers from the Beowulf text. Students then report their findings/ discoveries about Anglo-Saxon culture to the class. This is an excellent way to get students involved in active inquiry into a text. I typically do this activity BEFORE I give them any notes at all on Anglo-Saxon culture because I want them to see what they can discover on their own first. This activity is easily followed with a writing assignment in which students describe their findings using textual evidence. Included here are questions for 8 different groups per class (of course, in reality, you may have more groups per class, so you can simply repeat some of the questions amongst groups-- it's perfectly fine to see how two different groups approach the same questions because they will undoubtedly make different observations). Great way to get into the Beowulf story! This item is part of my MEGA BEOWULF BUNDLE that includes 25 lessons and activities with answer keys! You can find the ENTIRE bundle in our store, sold separately. Bundle and SAVE! Positive feedback is appreciated for FREEBIES :)

These Beowulf journal prompts contain writing tasks for all three levels of writing. They are excellent to use as warm-up/ bell-ringer tasks at the beginning of class periods or as more developed writing assignments. They also lend themselves to small group and/or whole class discussions. This listing is included in my MEGA BEOWULF BUNDLE with 25 lessons and activities plus answer keys! You can find the ENTIRE BUNDLE in our store, sold separately.

No study of Beowulf is complete without also studying the life and times of the Anglo-Saxons. This listing includes Anglo-Saxon history notes and a quiz with the answer key included! Anglo-Saxon History Notes a. This handout contains an outline of key historical notes about the Anglo-Saxons and the epic poem Beowulf. You can use these notes as a class handout or as notes for a lecture. Also, consider having students select a topic from this handout to research and present to the class. Anglo-Saxon History Quiz a. This quiz checks students’ knowledge of Anglo-Saxon history. You can use it as a means to hold students accountable for the notes and/or use it as a group activity in which students have to research the answers in order to learn about Anglo-Saxon life and times. Answer key included! These two handouts are included in my MEGA Beowulf Bundle with 25 lessons and activities to take your Beowulf unit to the next level! You can find the entire bundle in our store, sold separately. BUNDLE AND SAVE!