HMH INTO LITERATURE GRADE 10
Editable Lesson Plan
Unit 6 Writing Task
Write a Literary Analysis
Pacing: 3 days (40–50 minute class)
Learning Objectives
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Write a literary analysis about one of Macbeth’s universal traits.
Use a graphic to organize ideas and evidence.
Develop a focused, structured draft of a literary analysis.
Use the Mentor Text as a model for writing.
Revise drafts for use of transitions and vivid details and to incorporate feedback from peers.
Edit drafts to incorporate standard English conventions.
Use a rubric to evaluate writing.
Publish writing to share it with an audience.
Language Identify the correct spelling of homophones, easily confused words, and compound words.
Notice and Note Signposts: Writer’s Craft (SE/TE page 529)
From Reading to Writing Discuss the focus of the Contrasts and Contradictions signpost, in which the
writer points out a contrast between two situations, facts, or ideas. Emphasize that words and phrases such
as “on the one hand,” “however,” and “another viewpoint” often signal Contrasts and Contradictions.
Background Reading As students plan their literary analyses, encourage them to review the notes in their
Response Log for Unit 6. Suggest that they look back at the unit’s selections to identify specific details to
support their thesis statements.
MENTOR TEXT (SE/TE page 518)
SHAKESPEARE AND SAMURAI (AND ROBOT NINJAS?)
Book Review by Caitlin Perry
HMH Into Literature Grade 10
©Houghton Mifflin Harcourt Publishing Company
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Write a Literary Analysis
Why this Mentor Text?
“Shakespeare and Samurai (and Robot Ninjas?)” provides a good example of literary analysis. Use the
instruction below to model how a concise, effective thesis statement makes the main point of a literary
analysis clear to readers and how evidence from the text can be used effectively to support the essay’s thesis
statement.
Use the Mentor Text
Author’s Craft Have a volunteer read aloud the introduction to this section and the example from the mentor
text. Ask: Which aspect of Manga Shakespeare’s Macbeth does Perry mention in the lead-up to her thesis
statement? (the illustrations and the adaptation of the text) Does Perry’s thesis statement indicate that she
completely dislikes the adaptation? (no) Based on her thesis statement, what is Perry’s general evaluation of
the text? (She does not give it her overwhelming approval.)
Genre Characteristics Discuss the introductory text. Ask a volunteer to read aloud the example from
“Shakespeare and Samurai (and Robot Ninjas?).” Ask: What major criticism do all of Perry’s example reflect?
(an overuse of technological devices) How does Perry feel about the teleporting robot ninjas used in the
adaptation? (She likes them but thinks they are part of the problem created by too much technology.)
Additional Resources for Instruction, Practice, & Assessment
(select your resources)
□ Digital eBook
□ Response Log for Unit 6
□ Reading Studio: Notice & Note
HMH Into Literature Grade 10
©Houghton Mifflin Harcourt Publishing Company
□ Writing Studio: Writing Informative Texts; Writing
□
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as a Process
Grammar Studio: Module 13: Spelling
Write a Literary Analysis
Support and motivate your students with Writable through the HMH Ed platform. Writable is an online writing
tool that features:
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assignable writing tasks for all selections in Into Literature
a bank of more than 600 customizable, standards-aligned writing prompts
peers review and revision tracking
interactive grading rubrics
AI feedback with RevisionAid
originality checking with TurnItIn
Google Docs integration
and data-driven reports for deeper insight into student performance
Writable can help you prepare your students for the end-of-unit writing task with this Writable-exclusive
assignment.
Write a Literary Analysis
In this end-of-unit Writing Task, students Write a Literary Analysis about an aspect of the character of
Macbeth that represents a universal human trait. Students refer to the Mentor Text, a Book Review
called “Shakespeare and Samurai (and Robot Ninjas?)” by Caitlin Perry, for a model of a strong Literary
Analysis. Students review the selections from the unit for examples to use in their analyses, then
practice developing a clear thesis, organizing central ideas, choosing precise and domain-specific
language, and synthesizing their ideas in a logical conclusion. Writing a Literary Analysis on this topic
offers students meaningful insight into human nature, and will help prepare them for additional writing in
the Information genre.
Duration: One or two class periods
SKILLS (13): Provide a Focus Statement, Elaborate, Informational Intro, Provide Closure, Choose Words
Carefully, Hook the Reader, Use Content Vocabulary, Connect Ending, Plan a Topic, Organize for Flow &
Logic, Organize Ideas, Organize Sequentially, Use Transitions to Connect Ideas
RUBRICS: Writable HS
FORMAT: Essay
Differentiated Instruction
To Challenge Students … (Extension) (SE/TE page 530)
Create Graphic Organizers Encourage students to develop their own graphic organizers or ways to list and
prioritize their ideas. Discuss the fact that their planning devices are personal and should reflect their personal
thoughts about the subject. Emphasize that graphic organizers are most helpful if they include a place to
record the thesis statement of the essay, the essay’s main ideas, and the key evidence that supports each
main idea. Encourage students to research graphic organizers online to spark their creativity.
When Students Struggle … (Intervention) (SE/TE page 529)
Small Group Brainstorming If students are struggling to come up with ideas for their literary analyses,
organize them into small groups. Have one student serve as group secretary. Then have students go in turn,
quickly naming a characteristic they associate with Macbeth’s personality (for example, his ambition, his
bravery, his brutality, his tyranny, and his impulsive actions). Emphasize that students should consider
Macbeth’s character as it is displayed in multiple texts. After several rounds, have the secretary read the
responses. Students should then discuss which characteristics they think are most important.
HMH Into Literature Grade 10
©Houghton Mifflin Harcourt Publishing Company
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Write a Literary Analysis
English Learner Support
INTRODUCE THE WRITING TASK
Explain that the writer of a literary analysis starts with an idea that relates to one or more works of literature.
This is the controlling idea or thesis statement. The writer then collects details from the literature that support
this idea.
Review the writing prompt on page 528 with students. Rephrase it as a question: How does one trait of
Macbeth’s represent something that’s true of all people? Work with students to brainstorm words that
describe Macbeth’s traits, such as ambition, courage, and guilt. Point out that any of these words could be
used to complete the thesis statement in the chart on page 529.
Tell students that they have probably already noted many details they can use in their literary analysis
essays. Once they have chosen a trait to focus on, they can review their notes and their Response Logs for
ideas and details that support their thesis.
Writing
Use Supporting Evidence
Tell students that they will practice using evidence to support key ideas in their literary analysis. Review the
different types of evidence that might be used.
Use the following supports with students at varying proficiency levels:
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Refer students to Act 1, Scene 1, lines 16–18. Have them circle words and details that give evidence that
Macbeth has courage. SUBSTANTIAL SUPPORT
Ask students to review the mentor text and locate a sentence or phrase they might use in the introduction
to their literary analysis. MODERATE SUPPORT
Have students think of an event or response that occurs in all the versions of Macbeth’s story. Ask pairs
to write a summary statement that will grab readers’ attention. LIGHT SUPPORT
Have students work independently to find a quotation from one of the texts they are analyzing that they
can use as evidence to support their thesis statement. EXTENSION ACTIVITY
Speaking
Discuss Ideas for a Thesis
Tell students that they will discuss ideas about what all people have in common. They will use their ideas to
develop the thesis of their literary analysis. Remind them that a thesis is the main point they want to make.
Use the following supports with students at varying proficiency levels:
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Provide these sentence frames: Most people are _____ to others. People who commit crimes may feel
_____. Guide students to complete them. SUBSTANTIAL SUPPORT
Read aloud paragraph 1 of the mentor text. Have students raise their hands when they hear the thesis
statement. Write it on the board and have partners rephrase it. MODERATE SUPPORT
Read aloud the following statement: Anybody faced with danger needs to be brave. Ask: Is this true?
Could this be a good thesis statement? What examples might support it? LIGHT SUPPORT
Have small groups brainstorm traits shared by two characters in the unit. Have them discuss whether
they or someone they know or know about has similar traits. EXTENSION ACTIVITY
HMH Into Literature Grade 10
©Houghton Mifflin Harcourt Publishing Company
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Write a Literary Analysis
Assessment
Formative Assessment
Write a Literary Analysis (SE/TE pages 528–533)
HMH Into Literature Grade 10
©Houghton Mifflin Harcourt Publishing Company
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Write a Literary Analysis