response to literature: purpose and tools · pdf file · 2008-04-02response to...

567 ©2006 Nancy Fetzer

Response to Literature: Purpose and ToolsPurpose: To write a response to literature essay. The purpose of a response to literature is tostate an opinion about a character’s traits, the setting, plot, theme, or moral of the story.Typically, the essay is organized with a brief summary of the story, followed by an opinionthat is supported by evidence from the text. Many responses include connections to other sto-ries, the world, or the reader’s own experiences, as well as a personal reflection that revealshow the story impacted the reader.

Instructional Tools: A response to literature “at-a-glance” direction chart (see below) withspecific directions displayed so students systematically and intentionally learn to write thisgenre, as well as a bank of transitions specifically for response to literature writing, and asample 5-paragraph response to literature essay.

Please Note: Students should have mastered the Prove It! activity before attempting this writ-ing lesson.

5-Paragraph: Response to Literature

Body: Record Page #’s of Evidence. Write: Transitions, Evidence, Analysis, and Connections.

QS

Th

C

1 2 3

Paragraph Transition:

Evidence: Quote/Paraphrase:

Analysis of Evidence:

Connection: Self/Text/World:

Conclusion: Restate the Thesis Statement, then Make a Reflection.

Introduction: Write the Quick Summary and the Thesis Statement.

Problem or Main Event in the Plot = What did the character do? What happened to the character?

GenreThe author, _________________, wrote a/an __________________ titled _______________________,

which took place ___________________. In the story, the main character,___________________________,

________________________________________________________________________________________.

Author’s Name Title of Story

Setting: When and Where? Main Character’s Name

The was/were ______________________ 1) , (2) , and (3) .character, ______________,setting in the story plot/events in the storytheme/moral of the story State: One Opinion/Judgment

ORState: Three Opinions/Judgments

Evidence: Page # Evidence: Page # Evidence: Page #









Transition Subject This convincing evidence provesThis provesThis clearly demonstratesThis specific proof shows

the character wasthe impact of the setting wasthe events werethe theme/moral was

Opinion(s)/Judgment(s).

After reading the (book, short story, passage), I (felt, wished, realized, understood)...The (book, short story, passage) deeply affected me because...Once I finished the (book, short story, passage), I reflected...

Reflection:

Noticethe three different sectionsof the 5-paragraph essay:Introduction, Body and

Conclusion.


Response to Literature Writing LessonThe 5-Paragraph Essay Organizer: Theteacher models this activity utilizing anoverhead transparency of the 5-para-graph organizer or poster-sized laminat-ed organizer. Students write with theteacher on their own organizers. This isnot a copying activity. The students willend up with different paragraphs afterthe essay is completed. To begin the les-son, students either draw a 5-paragraphorganizer on 11” X 17” blank paper (seebelow) or are given a duplicated 5-para-graph brainstorm organizer.

Step 1: Draw a line across the toppart of the paper.

Step 2: Draw a line across the bottompart of the paper.

Step 3: Draw two vertical lines in themiddle of the page.


Response to Literature Writing LessonThe 5-Paragraph Essay Organizer: Follow the steps out-lined on this page to teach students the different parts of the5-paragraph response to literature essay and how to labelthe parts on their organizers.

Teacher: We are writing a 5-paragraph response to literature, sowe need to use the 5-paragraph organizer to record and organizeour writing. Look at the organizer (below); it has many parts.The top rectangular box has two circles with a “QS” in the firstcircle and a “Th” in the second circle (teacher points to the topbox on the organizer). The “QS” is for a quick summary of thestory we are going to write a response. Before giving an opinionabout the story, we need to have good manners by presenting abrief summary of the story to our reader.

Teacher: The “Th” is for my thesis statement. The thesis state-ment reveals what the entire essay is about.

Teacher: The boxes in the middle are for one, two, three mainidea paragraphs (1-2-3) about the thesis statement.

Teacher: Finally, the bottom box is our conclusion paragraph.The conclusion should repeat the thesis statement (using differ-ent words), and then end with a reflection.

Teacher: Now that we know the parts of a response to literatureessay, let’s label the circles on the organizer to match these parts.(Teacher and students put the appropriate codes in the cir-cles for a 5-paragraph response to literature essay.)

Suggestion: Use the physical motions(in pictures above) as an interactivestep to review the parts of the chart.

Introductory Paragraph:Quick Summary (QS)

and Thesis Statement (Th)

Conclusion (C)

Body:Three Main

Paragraphs(1-2-3)

Th

QS

C

321

570

Paragraph or 5-Paragraph Brainstorm O

rganizer © 2004 N

ancy Fetzer

Nam

e: ______________________________________ Title: __________________________________________________



Body: Record Page #’s of Evidence. Write: Transitions, Evidence, Analysis, and Connections.

QS

Th

C

1 2 3





Conclusion: Restate the Thesis Statement, then Make a Reflection.

Introduction: Write the Quick Summary and the Thesis Statement.

Problem or Main Event in the Plot = What did the character do? What happened to the character?

GenreThe author, _________________, wrote a/an __________________ titled _______________________,


________________________________________________________________________________________.

Author’s Name Title of Story

Setting: When and Where? Main Character’s Name

The was/were ______________________ 1) , (2) , and (3) .character, ______________,setting in the story plot/events in the storytheme/moral of the story State: One Opinion/Judgment

ORState: Three Opinions/Judgments

Evidence: Page # Evidence: Page # Evidence: Page #











Opinion(s)/Judgment(s).


Reflection:

Response to Literature Writing Lesson

At-A-Glance Response to Literature Direction Chart: Students utilize this unique chart as areference to write a 5-paragraph response to literature on their brainstorm organizers.



At-A-Glance Bulletin Board: Response to Literature Direction Chart: This teacher-maderesponse to literature “at-a-glance” wall chart (see photo above) was used during Writing les-sons. This bulletin board is an exact replica of the at-a-glance chart for response to literaturewriting. During writing lessons, the teacher was able to use the chart as an easy-reference forthe step-by-step writing lesson.

573


Body: Record Page #’s of Evidence. W

rite: Transitions, Evidence, Analysis, and C

onnections.

QS

ThC 1

23




Connection: Self/Text/W

orld:

Conclusion: Restate the Thesis Statement, then M

ake a Reflection.

Introduction: Write the Q

uick Summ

ary and the Thesis Statement.

Problem or M

ain Event in the Plot = What did the character do? W

hat happened to the character?

Genre

The author, _________________, wrote a/an __________________ titled _______________________,


________________________________________________________________________________________.

Author’s N

ame

Title of Story

Setting: When and W

here?M

ain Character’s Nam

e

The was/were ______________________ 1) , (2) , and (3) .character, ______________,setting in the story plot/events in the storythem

e/moral of the story

State: One O

pinion/Judgment

OR

State: Three Opinions/Judgm

ents

Evidence: Page #Evidence: Page #

Evidence: Page #





orld:





orld:

Transition Subject

This convincing evidence provesThis pr ovesThis clearly dem

onstratesThis specific proof show

s

the character was

the impact of the setting w

asthe events w

erethe them

e/moral w

asO

pinion(s)/Judgment(s)

.

After reading the (book, short story, passage), I (felt, wished, realized, understood)...

The (book, short story, passage) deeply affected me because...

Once I finished the (book, short story, passage), I reflected...

Reflection:

At-A

-Glance Response to Literature D

irection Chart © 2006 N

ancy Fetzer


Response to Literature Writing LessonIntroduction

Quick Summary Template

Step 1: Quick Summary:

Teacher: Our response to literature is about Chris Van Allsburg’s story The Stranger. I need anintroduction, body and conclusion for my entire response to literature essay. The introduction includesa quick summary and the thesis statement. What do I do first? (Quick Summary.)

Teacher: Look at the top section of the response to literature “at-a-glance” direction chart (see below).The top section of the directions displays a simple summary template. A response should have sometype of summary as a courtesy to the reader. The reader needs to have a basic understanding of thestory.

Students use the template displayed on the summary genre direction chart (below) to writetheir quick summaries. Although the chart displays one summary template, an additionaltemplate (bottom of page) is provided, for students to develop different summaries. Thesetwo summary templates include the critical information necessary for a quick summary:author, title, genre, setting, character(s), and plot. (See sample quick summary on next page.)

In the story, the main character, ______________________________________,

__________________________________________________________________.Problem or Main Event in the Plot = What did the character do? What happened to the character?

GenreThe author, ____________________, wrote a/an _____________________

titled ______________________________, which took place ________________.Author’s Name

Title of Story Setting: When and Where?

Main Character’s Name

Title of StoryIn the __________________ story, ________________________________,

which took place ___________________, the author, ______________________,

wrote about _______________________________________________________.

Genre

Author’s NameSetting: When and Where?

Character + Plot = What did the character do? What happened to the character?

Quick Summary: Additional Template


The was/were ___________ 1. ,2. , and3 .character, ______________,setting in the storyplot/events in the storytheme/moral of the story

State: OneOpinion/Judgment

ORState: Three DifferentOpinions/Judgments


Step 2: Thesis Statement: The thesis statement requires one opinion or three opinions. Theseopinions or judgements are about a character's personality traits, the impact of the setting, theevents in the plot, the meaning of theme, or the moral of the story.

If students form one opinion, they then need to find three pieces of evidence from the text tosupport it, while three opinions require one piece of evidence for each. For example, on theorganizer (below), the thesis statement (Th) has one opinion: The stranger was odd. This opin-ion will need to be supported by three pieces of evidence. Alternatively, if this response hadthree opinions for the thesis statement (i.e., The Stranger was odd, hard-working, and kind),then the thesis statement would require one piece of evidence for each of these opinions.

Teacher: After my quick summary I need to write an opinion about Chris Van Allsburg’s story TheStranger. I know that I can make a judgment or state an opinion about a character for a response. Sincethe stranger was such an odd person, and the author provided many parts of the story to depict him asstrange, then my opinion in this response is that the stranger was an odd character.

Students use the template (below) from their “at-a-glance” charts to generate a thesis state-ment. Writers who are more independent include the necessary components for the thesisstatement, without the support of the pattern sentence.

1 2

Th

In the fantasy story The Stranger, which took place in the country at the beginning of fall, authorChris Van Allsburg wrote about a mysterious man who was accidentally run over by Farmer Bailey.Mr. Bailey took the man back to his farm to help him. After that, strange things began to occur. The character, the stranger, was very odd.

3

QS

Introduction

Thesis Statement Template



The body of the response to literature essay may have up to three paragraphs. The purpose ofthese paragraphs is to prove the opinion(s) stated in the thesis. Each of these paragraphs isorganized with four specific components:

1) A paragraph transition and the topic sentence,

2) evidence paraphrased or quoted from the book,

3) an analysis of the evidence,

4) a background connection.

The topic sentence identifies the opinion being addressed. Evidence is a direct quote or a par-aphrase from the text that supports the opinion. The analysis is an explanation of how theevidence supports the opinion. A connection explains how the students relate to the text totheir own backgrounds. Does the text remind them of their own experiences, another text, orthe world?

Step 3: Find Evidence: Students search the story for evidence to prove that the stranger wasodd. In the three middle boxes on the organizer (next to the numbers 1-2-3), students writethe pages numbers where they found evidence.

Body

2 31Paragraph Transition:




Evidence: Page #306 Evidence: Page #308 Evidence: Page #310










Step 4: Paragraph Transitions: After finding evidence and recording the page numbers of thetext, students then need to plan each of the paragraph transitions and topic sentences for thethree paragraphs in the body of the essay. A paragraph transition should clearly indicate asmooth transition from the last paragraph to the new paragraph. There are three types ofparagraph transitions that work well for a response to literature: Topic Sentence, Refer toThesis Statement, and Repeat & Introduce.

Topic Sentence: To form the topic sentence, students identify the subject of the sentence byasking who or what are they writing about in the new paragraph. After the subject is stated,they then ask, What about? to form the predicate. For example, Who or What am I writingabout? The Stranger’s icy cold temperature. Next, What about the Stranger? The Stranger’s icy coldtemperature was one of the first clues to prove he was an odd character. This topic sentence providesthe reader with a clear understanding of the paragraph’s content. This is one method thewriter may use to transition to a new paragraph.

Thesis Statement: Another effective way to transition to a new paragraph is to refer back tothe thesis statement. For example, a transition between paragraphs may include a reminderabout the thesis and the next reason to support the opinion: Another reason the Stranger was anodd character was his inability to button his shirt.

Repeat & Introduce: This transition sentence states the main idea of the previous paragraphand introduces the main idea of the new paragraph. For instance, if the previous paragraph’smain idea is about the buttons, and the new paragraph sweating, then the student may write:While the Stranger’s difficulty with buttons seemed very unusual, his inability to tire or sweat reallymade him stick-out.

Body


2 31Paragraph Transition: TheStranger’s icy cold temperaturewas one of the first clues toprove he was an odd character.





Paragraph Transition: Anotherreason the Stranger was an oddcharacter was his inability tobutton his shirt.




Paragraph Transition: While theStranger’s difficulty with but-tons seemed very unusual, hisinability to tire or sweat reallymade him stick-out.Evidence: Quote/Paraphrase:




Step 5: Record Evidence: After identifying three pieces of evidence that support the opinionof the essay, the students record it as direct quotes or paraphrases. Choosing to quote or para-phrase their evidence from the text requires students to think critically.

Direct Quotes: Choose to use a direct quote only if it consists one-two short sentences, andalso if it has the evidence needed to back-up the opinion.The direct quote, capturing theauthor’s exact words from the text, requires quotation marks at the beginning and ending ofthe excerpt, along with crediting the author. For example:

A key selection of the text that backs up my opinion is when Chris Van Allsburg wrote: “The fellow seemed confused about the buttons and buttonholes.”

Paraphrasing: Paraphrase when there are many sentences in the passage. Rewrite the passagein your own words.

To paraphrase, identify the most important information in the passage that supports the opin-ion (The Stranger was an odd character.) for the response to literature. The most importantinformation can be identified by answering the following questions:

1. Setting: When and where is this passage taking place? 2. Character: Who is this passage mostly about? 3. Evidence: What is happening in the passage that can be used

for evidence to support the opinion? (The evidence in the example below was to prove that he was odd.)

Suggestion: Utilize the response to literature transitions’ chart at the end of this chapter forwords and phrases that smoothly and cohesively introduce the evidence sentences.

Example of paraphrasing, using icons and keys words for the paraphrase questions,followed by a written sentence:

Setting: Character: Evidence:

When summer turned to fall on a country road, the Stranger was NOT injured after being run over by a truck.

Response to Literature Writing LessonBody

Step 6: Analyze the Evidence: In this part of the essay, students need to provide meaningfulexplanations of how their evidence (paraphrase or quote) supports their opinion: The Strangerwas odd. Below the teacher models the meaning of the word “odd”. She then uses this deepunderstanding of the term “odd” to help with her analysis of her evidence.

Teacher: Present the opinion word (odd) to the class. Write it on the board, then ask: What does it mean to be odd? In the first circle, draw a stick figure, then state: To understand what oddmeans, we need to start with a person (or living thing). An odd person is someone....

The teacher writes at the top of the circles: Someone who... Next, in the second circle the actionsof an odd person are identified, then drawn and labeled.

Teacher: Odd behavior is when someone acts or behaves differently from the rest of the group. Theystick out because they do bizarre, unusual, or fantastic things.

Next, above the third circle the teacher writes “SO”, then explains the effects that the oddperson’s actions has on others.

Teacher: An odd person behaves differently from others by doing bizarre or fantastic things. This maycause others to see the world from a different point-of-view or cause others to become suspicious orwonder about the person’s identity. Now that we know what odd means, we can refer to this chart tohelp us analyze and explain why our evidence proves that he was odd.

The teacher then refers back to the passage about the doctor throwing away a thermometer hethought was broken, but it wasn’t. The Stranger’s temperature was odd, different from whatwas normal.

Teacher: The Stranger’s temperature was too cold for a human being. I will use my chart (below) tohelp me explain why this is odd. This is definitely an episode in the story demonstrating how odd anddifferent the Stranger was. The Stranger is someone whose temperature measured too low to be alive.This is a bizarre and fantastic situation. This thermometer causes the reader to wonder and reflect aboutthis different situation, and the Stranger’s identity.



OddSomeone who ...

... behavesdifferently from others

that cause oth-ers to under-

stand a differ-ent point of

view.

that cause oth-ers to wonder orreflect about the

person’s identity.

doesbizarre or fantasticthings

SO

Body

Step 7: Connection: Students are guided to use their background experiences (self-text-world)to make connections to the text they cited for the evidence. Does this evidence remind you ofanother book, your own experiences, or events in the world? When a connection is made, stu-dents are encouraged to use their connections. This may result in a question, an emotionalresponse, or an idea or new understanding.

The teacher asks: Have I ever forgotten how to do something as simple as buttoning a shirt? (text-to-self connection)? Have I ever read about someone who had difficulty doing simple tasks? (text-to-textconnection)? Have I ever seen someone in the world like this? (text-to-world)? I have a text-to-textconnection! I read about a man who lost the ability to do everyday activities, which caused others towonder about his real identity.

After making the connection, the teacher states: Now I want to take my connection and use it. Ican take my connection to help me ask a thoughtful question, to share an emotional response, or reveala new idea or understanding. This connection makes me want to ask a question: “Why weren’t theBailey’s more concern with this problem? Didn’t they think something must be very wrong if a grownman was unable to recognized or use buttons?”

Students try to make a connection in each of the three paragraphs. Sometimes students don’thave a connections for each paragraph, so they leave it blank.



2 31Paragraph Transition: TheStranger’s icy cold temperature wasone of the first clues to prove he wasan odd character.Evidence: This image was created when the author wrote: “Oh,you can throw that out,” heanswered. “It’s broken. The mercuryis stuck at the bottom.”Analysis of Evidence: Ahumanbeing would be dead with a tempera-ture that measured that low on thethermometer.Connection: Self/Text/World:Reminds me of a sci-fi movie. Iwonder what would have hap-pened if Mrs. Bailey used thethermometer later?


Paragraph Transition: Anotherreason the Stranger was an odd char-acter was his inability to button hisshirt.Evidence: “The fellow seemed con-fused about the buttons and button-holes.”Analysis of Evidence: How is itpossible for a grown man not toknow what a button is?Connection: Self/Text/World:Reminds me of reports I have readabout amnesia. People forget whothey are, but remember everydayfunctions like buttoning a shirt. Whyweren’t they more concern with thisproblem?

Paragraph Transition: While theStranger’s difficulty with buttonsseemed very unusual, his inability totire really made him stick-out.Evidence: “The stranger never tired.He didn’t even sweat.”Analysis of Evidence: Mr. Bailey,a farmer used to hard work, wassweating and exhausted, yet thestranger was fresh and full of energy.Connection: Self/Text/World:This reminds me of robot moviesabout androids that look human butnever sleep, eat, or tire. I really feltthe love of the Bailey family in thispart. They didn’t fear the stranger.Instead they treated him kindly.

Body


Step 8: Conclusion: After recording the evidence, analysis and connections for the body of theparagraph, then the fifth paragraph, the conclusion, is written.

Teacher: The bottom section of the organizer is for the conclusion. The conclusion paragraph includesa restatement of the thesis statement (the opinion or judgement) and ends with a reflection.

The chart (below) displays a conclusion template to restate the thesis sentence. This templateis for students needing more support, while other students only need to know the compo-nents necessary for the conclusion to form it independently. After students have developedtheir conclusions, they then write them down on their organizers. (See samples below.)

This convincing evidence proves the stranger exhibited many bizarre behaviors andactions because he was autumn, not a man.

This clearly demonstrates the unknown man acted oddly, not like a human.

This specific proof shows the stranger was an odd character.



Opinion(s)/Judgment(s)


Conclusion Template

Conclusion

Sample Conclusions



After reading the short story, I wished I could treat people without judgement, and only withkindness.

The short story deeply affected me because the Stranger ended up with a family he neverhad.

Once I finished the short story I reflected on all the times I ignored people if I thought theywere too different, or seemed odd. I know that won’t happen anymore. Thanks Stranger!

Reflection Examples


Step 9: Reflection: The final part of the response essay is the reflection. The reflection is acareful examination of the essay, its essence. The chart (below) displays some sentence startersto form reflections. These sentence starters are for students needing more support, while otherstudents only need to know the components to form it independently.

Teacher: The last part of your essays are for your reflections. That’s when you look back on what youwrote in your papers and ask: “After proving that the character was odd, have I been deeply affected?Do I have any emotions or wishes to share? Have I been enlightened or realized something aboutmyself, the world, or the human condition?”

Students share their reflections with their partners, while the teacher walks the room, provid-ing feedback and assistance. Sometimes the teacher may write some of the reflections studentsformulate on the board (see students examples below). After students have developed theirreflections, they then write them down on their organizers. (See completed brainstorm organ-izer on next page.)

Reflection Starters


C This convincing evidence proves the character was very odd. Ultimately, the hermit-like man was actu-ally the season fall. Now that’s odd! After reading this short story, I wished I could treat people like theBailey’s treated the Stranger, without judgement and only with kindness.

2 31Paragraph Transition: TheStranger’s icy cold temperature wasone of the first clues to prove he wasan odd character.Evidence: This image was created when the author wrote: “Oh,you can throw that out,” heanswered. “It’s broken. The mercuryis stuck at the bottom.”Analysis of Evidence: Ahumanbeing would be dead with a tempera-ture that measured that low on thethermometer.Connection: Self/Text/World:Reminds me of a sci-fi movie. Iwonder what would have hap-pened if Mrs. Bailey used thethermometer later?


Paragraph Transition: Anotherreason the Stranger was an odd char-acter was his inability to button hisshirt.Evidence: “The fellow seemed con-fused about the buttons and button-holes.”Analysis of Evidence: How is itpossible for a grown man not toknow what a button is?Connection: Self/Text/World:Reminds me of reports I have readabout amnesia. People forget whothey are, but remember everydayfunctions like buttoning a shirt. Whyweren’t they more concern with thisproblem?

Paragraph Transition: While theStranger’s difficulty with buttonsseemed very unusual, his inability totire really made him stick-out.Evidence: “The stranger never tired.He didn’t even sweat.”Analysis of Evidence: Mr. Bailey,a farmer used to hard work, wassweating and exhausted, yet thestranger was fresh and full of energy.Connection: Self/Text/World:This reminds me of robot moviesabout androids that look human butnever sleep, eat, or tire. I really feltthe love of the Bailey family in thispart. They didn’t fear the stranger.Instead they treated him kindly.

Th

In the fantasy story The Stranger, which took place in the country at the beginning of fall, author ChrisVan Allsburg wrote about a mysterious man who was accidentally run over by Farmer Bailey. Mr.Bailey took the man back to his farm to help him. After that, strange things began to occur.

The character, the stranger, was very odd.

QS

Response to Literature Writing LessonCompleted Organizer: Below is an example of a completed organizer. From the organizer stu-dents will transfer the information to write a 5-paragraph response to literature essay. Thenext few pages outline the unique oral language component that develops writing from talk,and also a transition chart to assist students needing words or phrase that will smoothly tran-sition their sentences.


Response to Literature Writing LessonStep 10: Talk Like aWriter:After studentsrecord the necessary infor-mation on their organizers,they begin to write. Someparts of the organizer werewritten with complete sen-tences, so students directlycopy those parts onto linedpaper, while other sectionswere more like notes forstudents to form moresophisticated sentencesbefore writing.

Please Note: Each box onthe organizer is a para-

graph. Therefore, when students are writing out their essays onto lined-paper each box is avisual signal to indent. It’s simple: new box, new paragraph!

To begin writing, students copy the top box of their organizers (quick summary and thesisstatement) for the introductory paragraph. Next, the body of the essay, paragraphs two-four,need to be expanded from the notes on the organizer to more sophisticated sentences. In orderto generate the higher-level sentences for each of these paragraphs, students buddy talk withtheir partners. At this point, writing has not occurred, only oral language. If students areunable to orally form flowing sentences for their evidence, analysis, and connections in theseparagraphs, then they utilize the response to literature transitions’ chart (see next page). Tosupport students, the teacher walks around the room to monitor the language. If language isnot sophisticated (academic), then the teacher stops the student(s) and model(s )how to pres-ent the proof.

For example the teacher states: Listen to me. I’m going to practice forming sentences using theideas on my organizer. Notice I am not writing, so I can easily add and change words in my sentences.When I feel I sound like a writer, then I will write them down. Listen to this: “At the beginning of thestory, when the doctor left the Bailey’s farm, he told Mrs. Bailey to throw out his broken thermometer.He had tried to take the stranger's temperature, yet the mercury stuck on the bottom of the thermome-ter. This evidence from the text indicates that the stranger is an odd fellow because he doesn’t have anormal temperature. The thermometer wasn’t broken. The stranger’s temperature was correct becausehe was different, not a normal human being.” Now you try reading your notes.


Response to Literature Writing TransitionsTerrific Transitions Chart: Provides students with a selection of transitions for the variousparts of the response: evidence, analysis, connections, and reflections. When students transi-tion in the response, they may find this chart to be helpful resource to build sentences thatflow cohesively and coherently.

Terrific Transitions Card for the Response to Literature

This opinion is supported by the following evidence: “ ........”.

A key selection of the text that backs-up my opinion is “..........”.

The author’s painted a picture of (opinion),when she wrote: “.......”.

(Opinion) was demonstrated when...

Prove It!Evidence

These words and phrases show (opinion) because...

This supports my opinion because...

This text is evidence that (opinion) because...

This clearly reveals (opinion) because...

What doesthat mean?Analysis

This reminded me of...

The (character, setting, plot or theme) is similar to...

This passage connects to(my life,another text,the world) because...

The (character, setting, plot or theme) is just like...

Connections

After reading the (book, short story, passage), I (felt, wished, realized, understood)...

The (book, short story, passage) deeply affected me because...

Once I finished the (book, short story, passage), I reflected...

Reflection



Step 11: Write: The students chant back the sentence or sentences after the teacher. Theteacher may need to repeat her paragraph sentence-by-sentence, or give another example ofthe paragraph, depending on each student’s ability. Once students practice and present cohe-sive and coherent paragraphs, they then are ready to write.

The teacher states: Now turn to your buddy, talk like a writer, and tell him or her your paragraph.

A dramatic increase in language should be noticed. If not, repeat and chant the informationagain.

Suggestion: Some students need to add physical movements to support new language learn-ing as they repeat the teacher’s words. Adding movements while practicing language is anextremely effective method to include slower-progressing students.

Revisions: During the oral language rehearsal, students revise for sophisticated sentences thatsmoothly transition. Does their talk sound like writing? Are the students fluently reading theirorganizers repeatedly to add or change ideas and words in their sentences? Once a studentforms a powerful paragraph, then she or he writes it down on lined notebook paper.

The student in the photo is writing the paragraph after successfully talking like a writer. Nowhe will go back to the organizer and form the language for the next paragraph. Once hesounds like a writer, then he will write it down. (See next page.)


Response to Literature Writing Example

The Stranger: A Response to Literature

In the fantasy short story The Stranger, which occurred during thebeginning of autumn out in the country, author Chris Van Allsburg wrote abouta mysterious man who was accidentally run over by Farmer Bailey. Mr. Baileytook the man back to his farm to help the unknown man. After that, strangethings began to happen. This character, referred to as the Stranger in the tale,was very odd.

The Stranger’s icy cold temperature was one of the first clues to prove he was anodd character. This image was created when the author wrote the doctor told Mrs. Bailey:“Oh, you can throw that out,” he answered. “It’s broken. The mercury is stuck at the bot-tom.” A human being would be dead with a temperature that measured that low on thethermometer, so the doctor really thought the instrument was broken, but it wasn’t! Thisscene reminds me of a sci-fi movie when strange events begin to happen. Thisconnection makes me wonder what would have happened if Mrs. Bailey used thethermometer, instead of throwing it away?

Another reason the Stranger was an odd character was his inability to button hisshirt. This was demonstrated when the author wrote: “The fellow seemed confusedabout the buttons and buttonholes.”How is it possible for a grown man not to know what abutton is? The Bailey’s should have realized something very strange was happening. Thisscene reminded me of reports I have read about amnesia. Sometimes people have accidentsand forget who they are, and everyday functions like buttoning a shirt. This makes me ask:“Why weren’t the Bailey’s more concern with this problem?”

While the Stranger’s difficulty with buttons seemed very unusual, his inability totire really made him stick-out. “The stranger never tired. He didn’t even sweat.” It seemsimpossible for Mr. Bailey, a farmer used to hard work, was sweating and exhausted, yet thestranger was fresh and full of energy. This reminds me of robot movies about androids thatlook human but never sleep, eat, or tire. After all these strange events, even something likeandroids seems possible. What was really amazing is the love of the Bailey family in thispart. They didn’t fear the stranger. Instead they treated him kindly.

All this convincing evidence proves the character was very odd.Ultimately, the hermit-like man turned out to be the season fall. Now that’s odd!After reading this short story, I wished I could treat people like the Bailey’streated the Stranger, without judgement and only with kindness.

Writing Sample: Below is an example of a student’s writing from this response to literaturelesson about the short story, The Stranger.

response to literature: purpose and tools · pdf file · 2008-04-02response to...

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