LAT  Writing  Lesson  1:  Introducing  the  Literary  Analysis  Task     Page  1  ©  2015  Standards  Solution  Holding,  LLC.  All  Rights  Reserved.  

Rationale This lesson serves as an overview of the prose constructed response (PCR) of the PARCC

Literary Analysis Task (LAT), which is the essay writing portion of the exam. The LAT is a significant change from what students have encountered on past standardized tests like the NJASK.

Goal To understand the requirements of the PARCC Literary Analysis Task prose constructed response To assess student aptitude for literary analysis with a practice LAT PCR.

Task Foci

CCSS W.8.1: Write arguments to support claims with clear reasons and relevant evidence CCSS RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text

says explicitly as well as inferences drawn from the text. CCSS RL.8.2: Determine a theme or central idea of a text and analyze its development over the

course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.

CCSS RL.8.3: Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a character, or provoke a decision.

Objectives Students will be able to identify the type of writing that they will be asked to produce on the

PARCC Literary Analysis Task. Students will practice literary analysis skills by completing a sample prose constructed response.

Materials

Sample literary analysis task prompt Literary anchor text and student writing space

Procedures

Tell students that today they will examine the prose constructed response of PARCC’s Literary Analysis Task and then practice with an ungraded writing activity.

As a primer, make sure students are clear on the difference between literature and informational text, as distinguished by the CCSS.

Next, explain “literary analysis” for them, so that they are clear that it is different from a summary. “When we write a summary, we select the most important details of a story and write them in our own words to tell our reader what happens in the story. In a literary analysis, we look very closely at those important details and write about how and why they happen and what their significance is.”

PARCC Literary Analysis Task

Grade 8 Writing Lesson 1: Introduction to the Prose Constructed Response

on the Literary Analysis Task

LAT  Writing  Lesson  1:  Introducing  the  Literary  Analysis  Task     Page  2  ©  2015  Standards  Solution  Holding,  LLC.  All  Rights  Reserved.  

“So, how do we do this?” Explain that over the next few lessons, you will teach students the skills they need to successfully answer the prompts.

Explain the structure of the Literary Analysis Task to students: “In this section of the exam, you will be asked to read two literary texts (stories, poems, or plays), answer a few questions about what you read, and then write an essay in response to a prompt about the reading.” For the prose constructed response, students are prompted to write about an element of literature (e.g. How does the author develop the theme of…?) or a combination of elements (e.g. How do character’s words and actions support a theme? or How does the setting affect the mood of the story?).

Display the sample prompt and discuss. “What is the prompt asking us to do?” Distribute the texts and prompt. Have students read the texts independently. Explain that now students will write a practice prose constructed response. Their essays

won’t be graded; this is just to see where they are in terms of writing a literary analysis. Distribute lined paper, two sheets for the essay and one for scrap. Tell the students, “You have 50 minutes to complete this writing sample. Ready?

Begin.” Remind the class when five minutes remain. When time ends, say, “Stop! Pencils down!” Collect papers. Have students discuss the experience. Note what they express having trouble with.

Teacher Observations During/After the Task Which students carefully followed the directions in the prompt? Which students seemed to struggle with developing an argument? How many students included textual evidence to support their reasons? How many students included an introduction and conclusion? How many students used the standard paragraph structure? Did anyone write the response as one long paragraph? Which students finished before the time limit? Which students revised/edited their responses after they had completed their initial

response?

from Main Street

Sinclair  Lewis  

Vida  Sherwin  came  in  after  school,  with  Miss  Ethel  Villets,  the  town  librarian.  Miss  Sherwin's  

optimistic  presence  gave  Carol  more  confidence.  She  talked.  She  informed  the  circle  "I  drove  almost  down  to  Wahkeenyan  with  Will,  a  few  days  ago.  Isn't  the  country  lovely!  And  I  do  admire  the  Scandinavian  farmers  down  there  so:  their  big  red  barns  and  silos  and  milking–machines  and  everything.  Do  you  all  know  that  lonely  Lutheran  church,  with  the  tin–covered  spire,  that  stands  out  alone  on  a  hill?  It's  so  bleak;  somehow  it  seems  so  brave.  I  do  think  the  Scandinavians  are  the  hardiest  and  best  people"  

"Oh,  do  you  THINK  so?"  protested  Mrs.  Jackson  Elder.  "My  husband  says  the  Svenskas  that  work  in  the  planing–mill  are  perfectly  terrible—so  silent  and  cranky,  and  so  selfish,  the  way  they  keep  demanding  raises.  If  they  had  their  way  they'd  simply  ruin  the  business."  

"Yes,  and  they're  simply  GHASTLY  maids!"  wailed  Mrs.  Dave  Dyer.  "I  swear,  I  work  myself  to  skin  and  bone  trying  to  please  my  maids—when  I  can  get  them!  I  do  everything  in  the  world  for  them.  They  can  have  their  gentleman  friends  call  on  them  in  the  kitchen  any  time,  and  they  get  just  the  same  to  eat  as  we  do,  if  there's,  any  left  over,  and  I  practically  never  jump  on  them."  

Juanita  Haydock  rattled,  "They're  ungrateful,  all  that  class  of  people.  I  do  think  the  domestic  problem  is  simply  becoming  awful.  I  don't  know  what  the  country's  coming  to,  with  these  Scandahoofian  clodhoppers  demanding  every  cent  you  can  save,  and  so  ignorant  and  impertinent,  and  on  my  word,  demanding  bathtubs  and  everything—as  if  they  weren't  mighty  good  and  lucky  at  home  if  they  got  a  bath  in  the  wash–tub."  

They  were  off,  riding  hard.  Carol  thought  of  Bea  and  waylaid  them:  "But  isn't  it  possibly  the  fault  of  the  mistresses  if  the  maids  are  ungrateful?  For  generations  

we've  given  them  the  leavings  of  food,  and  holes  to  live  in.  I  don't  want  to  boast,  but  I  must  say  I  don't  have  much  trouble  with  Bea.  She's  so  friendly.  The  Scandinavians  are  sturdy  and  honest—"  

Mrs.  Dave  Dyer  snapped,  "Honest?  Do  you  call  it  honest  to  hold  us  up  for  every  cent  of  pay  they  can  get?  I  can't  say  that  I've  had  any  of  them  steal  anything  (though  you  might  call  it  stealing  to  eat  so  much  that  a  roast  of  beef  hardly  lasts  three  days),  but  just  the  same  I  don't  intend  to  let  them  think  they  can  put  anything  over  on  ME!  I  always  make  them  pack  and  unpack  their  trunks  down–stairs,  right  under  my  eyes,  and  then  I  know  they  aren't  being  tempted  to  dishonesty  by  any  slackness  on  MY  part!"  

"How  much  do  the  maids  get  here?"  Carol  ventured.  Mrs.  B.  J.  Gougerling,  wife  of  the  banker,  stated  in  a  shocked  manner,  "Any  place  from  three–

fifty  to  five–fifty  a  week!  I  know  positively  that  Mrs.  Clark,  after  swearing  that  she  wouldn't  weaken  and  encourage  them  in  their  outrageous  demands,  went  and  paid  five–fifty—think  of  it!  practically  a  dollar  a  day  for  unskilled  work  and,  of  course,  her  food  and  room  and  a  chance  to  do  her  own  washing  right  in  with  the  rest  of  the  wash.  HOW  MUCH  DO  YOU  PAY,  Mrs.  KENNICOTT?"  

"Yes!  How  much  do  you  pay?"  insisted  half  a  dozen.  "W–why,  I  pay  six  a  week,"  she  feebly  confessed.  They  gasped.  Juanita  protested,  "Don't  you  think  it's  hard  on  the  rest  of  us  when  you  pay  so  

much?"  Juanita's  demand  was  reinforced  by  the  universal  glower.  Carol  was  angry.  "I  don't  care!  A  maid  has  one  of  the  hardest  jobs  on  earth.  She  works  from  

ten  to  eighteen  hours  a  day.  She  has  to  wash  slimy  dishes  and  dirty  clothes.  She  tends  the  children  and  runs  to  the  door  with  wet  chapped  hands  and—"  

   

 Mrs.  Dave  Dyer  broke  into  Carol's  peroration  with  a  furious,  "That's  all  very  well,  but  believe  

me,  I  do  those  things  myself  when  I'm  without  a  maid—and  that's  a  good  share  of  the  time  for  a  person  that  isn't  willing  to  yield  and  pay  exorbitant  wages!"  

Carol  was  retorting,  "But  a  maid  does  it  for  strangers,  and  all  she  gets  out  of  it  is  the  pay—"  Their  eyes  were  hostile.  Four  of  them  were  talking  at  once.  Vida  Sherwin's  dictatorial  voice  

cut  through,  took  control  of  the  revolution:  "Tut,  tut,  tut,  tut!  What  angry  passions—and  what  an  idiotic  discussion!  All  of  you  getting  too  

serious.  Stop  it!  Carol  Kennicott,  you're  probably  right,  but  you're  too  much  ahead  of  the  times.  Juanita,  quit  looking  so  belligerent.  What  is  this,  a  card  party  or  a  hen  fight?  Carol,  you  stop  admiring  yourself  as  the  Joan  of  Arc  of  the  maids,  or  I'll  spank  you.  You  come  over  here  and  talk  libraries  with  Ethel  Villets.  Boooooo!  If  there's  any  more  pecking,  I'll  take  charge  of  the  hen  roost  myself!"  They  all  laughed  artificially,  and  Carol  obediently  "talked  libraries."  

from Around the World in 80 days Jules Verne

It would be rash to predict how Passepartout's lively nature would agree with Mr. Fogg. It was impossible to tell whether the new servant would turn out as absolutely methodical as his master required; experience alone could solve the question. Passepartout had been a sort of vagrant in his early years, and now yearned for repose; but so far he had failed to find it, though he had already served in ten English houses. But he could not take root in any of these; with chagrin, he found his masters invariably whimsical and irregular, constantly running about the country, or on the look-out for adventure. His last master, young Lord Longferry, Member of Parliament, after passing his nights in the Haymarket taverns, was too often brought home in the morning on policemen's shoulders. Passepartout, desirous of respecting the gentleman whom he served, ventured a mild remonstrance on such conduct; which, being ill-received, he took his leave. Hearing that Mr. Phileas Fogg was looking for a servant, and that his life was one of unbroken regularity, that he neither travelled nor stayed from home overnight, he felt sure that this would be the place he was after. He presented himself, and was accepted, as has been seen. At half-past eleven, then, Passepartout found himself alone in the house in Saville Row. He began its inspection without delay, scouring it from cellar to garret. So clean, well-arranged, solemn a mansion pleased him; it seemed to him like a snail's shell, lighted and warmed by gas, which sufficed for both these purposes. When Passepartout reached the second story he recognized at once the room which he was to inhabit, and he was well satisfied with it. Electric bells and speaking-tubes afforded communication with the lower stories; while on the mantel stood an electric clock, precisely like that in Mr. Fogg's bedchamber, both beating the same second at the same instant. "That's good, that'll do," said Passepartout to himself.

He suddenly observed, hung over the clock, a card which, upon inspection, proved to be a program of the daily routine of the house. It comprised all that was required of the servant, from eight in the morning, exactly at which hour Phileas Fogg rose, till half-past eleven, when he left the house for the Reform Club—all the details of service, the tea and toast at twenty-three minutes past eight, the shaving-water at thirty-seven minutes past nine, and the toilet at twenty minutes before ten. Everything was regulated and foreseen that was to be done from half-past eleven a.m. till midnight, the hour at which the methodical gentleman retired.

Mr. Fogg's wardrobe was amply supplied and in the best taste. Each pair of trousers, coat, and vest bore a number, indicating the time of year and season at which they were in turn to be laid out for wearing; and the same system was applied to the master's shoes. In short, the house in Saville Row, which must have been a very temple of disorder and unrest under the illustrious but dissipated Sheridan, was cosiness, comfort, and method idealized. There was no study, nor were there books, which would have been quite useless to Mr. Fogg; for at the Reform two libraries, one of general literature and the other of law and politics, were at his service. A moderate-sized safe stood in his bedroom, constructed so as to defy fire as well as burglars; but Passepartout found neither arms nor hunting weapons anywhere; everything betrayed the most tranquil and peaceable habits.

Having scrutinized the house from top to bottom, he rubbed his hands, a broad smile overspread his features, and he said joyfully, "This is just what I wanted! Ah, we shall get on together, Mr. Fogg and I! What a domestic and regular gentleman! A real machine; well, I don't mind serving a machine."

Literary Analysis Task Prose Constructed Response

In  both  of  the  passages  we  come  across  servants,  Passepartout  and  Bea,  along  with  other  no  name  maids  mentioned.  Although  we  do  not  meet  Bea  directly  we  hear  about  her  through  the  thoughts  of  her  mistress  Carol  Kennicott.  Compare  and  contrast  the  life  of  the  servant  seen  in  both  of  these  passages.  How  would  their  days  be  similar?  How  would  their  living  conditions  be  similar?  Does  one  appear  to  be  a  better  situation  than  the  other?  Why?  Use  proof  from  each  text  to  support  your  answers.  

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