sample literary essay 5th grade

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Literary Essay: Opening Texts and Seeing More, Grade 5, with Trade Pack

By Katie Clements , Mike Ochs , Teachers College Reading & Writing Project , Edited by Lucy Calkins , Teachers College Reading and Writing Project, Columbia University

About the Unit

This unit helps fifth graders meet sky-high expectations for writing literary essays. Members of the class begin by writing an essay about a shared story—a poignant video clip that they watch and discuss together. With that shared experience work as a foundation, fifth graders then learn to design, write, and revise interpretive essays about short stories. 

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This unit helps fifth graders meet sky-high expectations for writing literary essays. Members of the class begin by writing an essay about a shared story—a poignant video clip that they watch and discuss together. With that shared experience work as a foundation, fifth graders then learn to design, write, and revise interpretive essays about short stories. Throughout this work, the children—and you, their teachers—are given crystal-clear tips that convey the TCRWP’s latest thinking on this important topic. The unit ends by teaching kids to transfer all they have learned to new circumstances, including those posed by high-stakes tests.

Students learn to:

• Write to grow ideas about a text
• Read interpretively
• Reread closely and carefully to identify evidence that best supports a claim
• Support a thesis with a variety of evidence
• Draft and revise thesis statements that capture the themes of a story and that forecast ways their essays will support their theses
• Transfer and apply their essay writing to respond to prompts and real-world situations

This unit is best taught after students have some experience writing opinion texts. Several books in the Units of Study series support this work, including two fourth-grade writing units— Boxes and Bullets: Personal and Persuasive Essays and The Literary Essay: Writing About Fiction —and the fifth-grade reading unit, Interpretation Book Clubs: Analyzing Themes .

About the Four Additional Units

The Teachers College Reading and Writing Project and Heinemann are proud to announce the release of four additional book-length units of study, each addressing an especially key topic from the Units of Study If...,Then… books.

These new book-length units have been written to fit tongue and groove into the original Units of Study, yet each can also work as a self-contained stand-alone unit, offering you a chance to try on the experience of teaching with the Units before moving to the complete series.

Learn more about the  K–5 Writing Units

Note: All Additional Units include Anchor Chart Sticky Note Packs. Word Detectives also includes Read-Aloud Prompts Sticky Notes. Trade Packs for each of the new units are recommended and available separately. The How-To Guide for Nonfiction Writing requires no separate Trade Pack.

(click any section below to continue reading)

Purchase Recommendation

Choose the  Literary Essay Unit with the Trade Book Pack  (as shown in this product bundle) if your library does not already include the mentor texts referenced in the Unit. If you do not need the trade book pack, purchase the  Literary Essay Unit without the Trade Book Pack .

Save  when you purchase related Units of Study cost-saving bundles, with or without trade book packs:

• Elementary Series Bundle (K-5)  (with trade book packs)
• Elementary Series Bundle (K-5)  (without trade book packs)

Middle School Series Bundle (6-8)

Select the  Grade-Level Writing Units  you need most, available both with and without the trade book packs:

With trade book packs:   Kindergarten  /  Grade 1  /  Grade 2  /  Grade 3  /  Grade 4  /  Grade 5

Without trade book packs:   Kindergarten  /  Grade 1  /  Grade 2  /  Grade 3  /  Grade 4  /  Grade 5  /  Grade 6  /  Grade 7  /  Grade 8

To learn more about the  Units of Study in Opinion/Argument, Information, and Narrative Writing  series, visit  UnitsofStudy.com

Companion Resources

The  Literary Essay Trade Pack   includes age-appropriate trade books that are used in the units to model effective writing techniques, encourage students to read as writers, and provide background knowledge.

• Every Living Thing  by Cynthia Rylant
• Marshfiled Dreams  by Ralph Fletcher
• Eleven and Papa  by Sandra Cisneros

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EL Education Curriculum

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• ELA G5:M1:U2:L12

Writing a Literary Essay: Analyzing a Model

In this lesson, daily learning targets, ongoing assessment.

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Supporting English Language Learners

Universal design for learning, closing & assessments, you are here:.

• ELA Grade 5
• ELA G5:M1:U2

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These are the CCS Standards addressed in this lesson:

• RL.5.10: By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
• RI.5.10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.
• W.5.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
• W.5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
• I can use the Painted Essay structure to analyze a model. ( W.5.2 , W.5.5 )
• Painted Essay(r) template
• The materials required for the Painted Essay.
• Research reading share (see Independent Reading: Sample Plan).
• The Painted Essay lesson (see supporting materials).
• Red Light, Green Light protocol. See Classroom Protocols.
• Post: Learning targets and applicable anchor charts.

Tech and Multimedia

• Work Time A: Rather than using colored pencils on the displayed model literary essay, consider highlighting or using colored text on a word-processing document.

Supports guided in part by CA ELD Standards 5.I.B.6, 5.II.A.1, and 5.II.A.2

Important points in the lesson itself

• The basic design of this lesson supports ELLs with opportunities to unpack an example of the work they are expected to complete during the remainder of the unit. They are also empowered to use a color-coding system that will help them understand essay structure using visual prompts.
• ELLs may find it challenging to absorb an abundance of information and terminology about essay structure. Think aloud each part while analyzing the model essay to clarify the purpose of each component of the structure. Reassure students that even if they do not understand everything today, they will have plenty of opportunities to work with the concepts throughout the unit and the year.
• In Work Time A, ELLs are invited to participate in a Language Dive conversation (optional). The conversation invites students to unpack complex syntax--or "academic phrases"--as a necessary component of building both literacy and habits of mind. This conversation guides them through the meaning of the structure of the points 1 and 2 statement in the model literary essay. It also provides students with further practice using the language structure from the model literary essay points 1 and 2 statement, and reinforces the subject-predicate structure introduced in Unit 1. Students may draw on this sentence when writing their informational essays later in the unit. A consistent Language Dive routine is critical in helping all students learn how to decipher complex sentences and write their own. In addition, Language Dive conversations may hasten overall English language development for ELLs. Preview the Language Dive Guide and consider how to invite conversation among students to address the questions and goals suggested under each sentence strip chunk (see supporting materials). Select from the questions and goals provided to best meet your students' needs. Prepare the sentence strip chunks for use during the Language Dive (see supporting materials). Consider providing students with a Language Dive log inside a folder to track Language Dive sentences and structures and collate Language Dive note-catchers.

Levels of support:

For lighter support:

• During the Language Dive, challenge students to generate questions about the sentence before asking the prepared questions. Example: "What questions can we ask about this sentence? Let's see if we can answer them together."

For heavier support:

• Create a puzzle of the model literary essay using index cards. Paste each paragraph on different index cards. Use colored index cards according to the established Painted Essay colors. Challenge students to put the paragraph together in the correct order without looking at their papers.
• Multiple Means of Representation (MMR): In this lesson, students analyze a model text. This sets the foundation for them to be able to write their own informational essay. Help students engage with the model essay in multiple ways. During the introduction, color-code the displayed model with the same colors students will use during the Painted Essay exercise. 
• Multiple Means of Action and Expression (MMAE): In the basic structure of this lesson, students get multiple representation cues with the color-coding provided by the Painted Essay(r) template. However, some students may find covering the entire essay in one lesson overwhelming. Consider chunking the explicit instruction for each part of the essay into multiple lessons to provide time for students to comprehend new information.
• Multiple Means of Engagement (MME): Maximize engagement for the informational essay by reminding students that they get to choose. Then they will be able to teach others all about the poet and demonstrate their knowledge.

Key:  Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

• The Painted Essay, literary, compare and contrast, structure (L)
• Literary essay prompt (one per student and one to display)
• Model literary essay (one per student and one to display)
• Vocabulary logs (from Unit 1, Lesson 4; one per student)
• Annotated model literary essay (for teacher reference)
• The Painted Essay(r) template (one per student)
• Paintbrushes (one per student)
• Red, yellow, blue, and green watercolor paint (one set per pair)
• Cups of water (one per pair)
• Painting an Essay lesson plan (for teacher reference)
• Red, yellow, blue, and green colored pencils (one set; for teacher modeling)
• Paper (blank; one per student)
• Informative Writing Checklist (one per student and one to display)
• Language Dive Guide: Model Literary Essay (optional; for ELLs; for teacher reference)
• Blue and red markers (one of each per student)
• Language Dive Note-catcher: Model Literary Essay (one per student)
• Sentence strip chunks: Model Literary Essay (one to display)
• Working to Become Ethical People anchor chart (begun in Unit 1, Lesson 2)
• Independent Reading: Sample Plan ( see the Tools page ; for teacher reference)

Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.

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Category: literary essay

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