6th grade literary essay

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How to Write a Literary Essay in 6th Grade

Writing a literary essay in the sixth grade is a fairly straightforward process that should take only a few hours to complete. In middle school, students traditionally use the five-paragraph essay format, which is organized as follows: an introduction paragraph, three body paragraphs and a conclusion. The essay should normally be between one and two pages in length.

Write the introduction paragraph. The introduction should include a thesis statement of the main idea of the essay and should give a few details supporting the thesis. The last sentence of the introduction should provide a transition into the body paragraphs.

Write the body paragraphs of the essay. The first paragraph should contain the most important point that you plan to make about the literary work and should give details to support the claim. The second paragraph should contain the second strongest argument and the third paragraph should contain the third strongest argument, each followed by supporting details. The first sentence of each paragraph should play off the last sentence of the previous paragraph to give a smooth transition.

Write the conclusion paragraph. The conclusion should be written in a similar style to the introduction to give the reader the sense that the argument is concluding. It should include the thesis restated in a different way and a brief summary of the three main points made in the body paragraphs. The last sentence should be persuasive to the main point and should indicate that the essay is coming to an end.

Bell Ringers

Teaching literary analysis in middle school.

My literary analysis resources have basically been seven or eight years in the making.

I don’t know about you, but when I first realized I needed to be teaching literary analysis to a bunch of twelve and thirteen year-olds, I didn’t even know where to begin.

I had been teaching upper elementary in the three years prior, and we had done some on-demand literary analysis reading responses, but really digging into a literary analysis essay overwhelmed me.

Truth be told, my teaching strengths at the time were primarily reading and math. I had always had to dig deep to find my writing teacher voice.

But, I was now a seventh and eighth grade ELA teacher who could no longer hope her students picked up some writing skills along the way.

So I did what any good teacher would do…. I Googled how to teach…

I think I Googled something like, “Examples of middle school literary analysis essays.”

Nothing showed up in Google.

Then I Googled, “How do you teach literary analysis essays?”

I was able to find an example of a college-level literary analysis essay…

… and that was about it.

Because I couldn’t really find what I was looking for, I began creating and practicing each step of the literary analysis essay before I taught it.

This also created a ton of exemplars for my students.

I broke down each area of a literary analysis essay into lessons, chunks, chart papers, reference materials, and writing examples.

In the beginning, it was to get my brain wrapped around things, but not surprisingly it was exactly what my students needed too.

I literally learned how to write a literary analysis essay in front of them.

I would type my rough drafts as they were working and I could stop them as I came to struggles.

My mini-lessons were based on challenges I was having and again, not surprisingly the same challenges they were having.

I could also make reference pages (like the ones in your freebie) as we went along in the unit, because I could see what terms and concepts they needed constant reminders and help with.

Want to know what happened?

My student’s ELA proficiency scores increased 45% in one year and almost 70% in just two years. Those are not typos.

>>  CLICK HERE  << to download  the FREE Literary Analysis Reference Booklet.

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Revisiting Studying-Model-Writing and Determining a Theme in The Lightning Thief

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• Grade 6 ELA Module 1, Unit 2, Lesson 16

Bilingual Language Progressions

These resources, developed by the New York State Education Department, provide standard-level scaffolding suggestions for English Language Learners (ELLs) to help them meet grade-level demands. Each resource contains scaffolds at multiple levels of language acquisition and describes the linguistic demands of the standards to help ELA teachers as well as ESL/bilingual teachers scaffold content for their English learning students.

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• ELA 2019 G6:M3:U3:L6

Collaborative Literary Argument Essay: Analyze a Model and Draft Conclusion

In this lesson, daily learning targets, ongoing assessment.

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Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

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• ELA 2019 G6:M3
• ELA 2019 G6:M3:U3

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Focus Standards:  These are the standards the instruction addresses.

• RL.6.1, RI.6.1, W.6.1a, W.6.1e, W.6.4, W.6.5, W.6.9a

Supporting Standards:  These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

• RL.6.3, RL.6.10, RI.6.10, W.6.6, W.6.1a, W.6.10, L.6.2, L.6.3, L.6.6
• I can determine the characteristics of a strong reflection by analyzing the model. (W.6.1e)
• I can collaboratively write a conclusion with a strong reflection for an essay about whether Cal should leave school to find Pop. (W.6.1e)
• I can provide kind, specific, and helpful feedback to peers. (W.6.1a, W.6.5)
• Opening A: Entrance Ticket (W.6.1a, W.6.1e)
• Work Time A: Analyze the Model Conclusion Chunk (RI.6.1, W.6.1e)
• Work Time B: Conclusion of Collaborative Literary Argument Essay (RL.6.1, RL.6.3, RL.6.10, W.6.1, W.6.4, W.6.5, W.6.6, W.6.9a, W.6.10, L.6.2, L.6.3, L.6.6)
• Work Time C: Peer review on sticky note (RI.6.1, W.6.1e, W.6.5)
• Gather light and dark green colored pencils, one of each per student.
• Gather all other pieces of the students' collaborative essay.
• Preread the Model Literary Argument Essay: Painted to get familiar with the structure of the conclusion.
• Charge electronic devices if students are going to type their conclusion rather than hand write it.
• Prepare the research reading share using the Independent Reading Sample Plans document ( see Tools page ) or another independent reading routine.

Tech and Multimedia

• Work Time B: Students use a device and a word-processing program, such as http://eled.org/0158 , to compose the conclusion paragraph of their collaborative essay.

Supports guided in part by CA ELD Standards 6.I.A.1, 6.I.A.4, 6.I.B.6, 6.I.B.7, 6.I.C.10, 6.I.C.11, 6.I.C.12, 6.II.A.1, 6.II.A.2, 6.II.B.3, 6.II.B.4, 6.II.B.5, 6.II.C.6, and 6.II.C.7. Important Points in the Lesson Itself

• To support ELLs, this lesson builds upon students' understanding of the literary argument structure by inviting them to closely examine the conclusion of the Model Literary Argument Essay . A "Conclusion Chunk" activity, which asks students to underline sentences in the conclusion based on the purpose they are serving in the paragraph, supports ELLs' knowledge of academic writing in a guided and scaffolded way.
• ELLs may find it challenging to preserve cohesion in an essay that is written across several lessons. Reiterate the importance of drafting and revising in order to improve transitions across ideas. Remind students that the peer review in this lesson may illuminate elements of their writing that they can improve in the essays they write independently during the Mid-Unit 3 Assessment.
• Painted Essay® Template (one for display; from Module 1, Unit 2, Lesson 6, Work Time C)
• Work to Become Effective Learners anchor chart (one for display; (from Module 1, Unit 1, Lesson 1, Work Time A)
• Equity sticks (from Module 1, Unit 1, Lesson 1, Work Time C)
• Argument Writing checklist (example for teacher reference) (from Module 3, Unit 3, Lesson 1, Work Time B)
• Collaborative Literary Argument Writing Plan graphic organizer (example for teacher reference) (from Module 3, Unit 3, Lesson 2, Work Time B)
• Collaborative Literary Argument Evidence note-catcher (example for teacher reference) (from Module 3, Unit 3, Lesson 2, Work Time A)
• Work to Contribute to a Better World anchor chart (one for display; from Module 1, Unit 3, Lesson 8, Closing and Assessment A)
• Collaborative Literary Argument Writing: Annotated (for teacher reference) (from Module 3, Unit 3, Lesson 3, Work Time C)
• Independent Reading Sample Plans (for teacher reference) (see Teaching Notes)
• Work to Become Ethical People anchor chart (one for display; from Module 1, Unit 1, Lesson 1, Work Time A)
• Collaborative Literary Argument Writing Plan graphic organizer (one per student pair; from Module 3, Unit 3, Lesson 2, Work Time B)
• Argument Writing checklist (one per student; from Module 3, Unit 3, Lesson 1, Work Time B)
• Collaborative Literary Argument Evidence note-catcher (one per student; from Module 3, Unit 3, Lesson 2, Work Time A)
• Entrance Ticket: Unit 3, Lesson 6 (example for teacher reference)
• Analyze Model Conclusion Chunk (example for teacher reference)
• Homework: Strengthen Claim, Evidence, and Reasoning (answers for teacher reference) (see Homework Resources)
• Entrance Ticket: Unit 3, Lesson 6 (one per student)
• Analyze Model Conclusion Chunk (one per student pair)
• Light green and dark green colored pencils (one of each per student pair)
• Lined paper or devices with word-processing software (one per partnership)
• Sticky note (one per student)
• Homework: Strengthen Claim, Evidence, and Reasoning (one per student; see Homework Resources)

Each unit in the 6-8 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 students' understanding of what they accomplished through supported, standards-based writing.

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• Mar 24, 2021

Essays in 6th Grade: A Basic Format that Elevates the Standard 5-Paragraph Structure

6th grade is such a funny year. Funny haha and funny weird. Student writing levels are all over the map. You will have students coming to you writing on a very elementary level, still needing loads of help with grammar and paragraph formation. Then, you will have students ready to write critique pieces and analyses. How do you navigate this? Read to find out more!

Give Them a Format...to Start

I've learned that 6th graders still need format . They still need structure. They still need checklists. As much as I loathe limiting them in this way, I think it is very reassuring to them. That's not to say you can't tweak for the strong writers, but I do still feel they need it.

For my students in particular, I like to let them dabble in looser formats of non-fiction writing in other ways. They do book reviews , a debate , podcasting , etc. They are offered choices in reading responses to non-fiction reading and analysis, too. My classes actually write digital eBooks, too. But on the whole, they are expected to write two essays with a very similar format twice a year.

Bye-Bye 5-Paragraph Essay

Alright, so this is kind of not totally true. My students do end up writing 5 paragraphs, but that typical structure we all commonly know, I navigate away from. I think it's a fine format, but as they get into middle school they are expected to compare a LOT more and not focus on one specific topic . They are expected to follow through on a thread, a claim, a theme, an idea and how it is shown in various sources. And this is super new for them, analyzing various sources on the same concept. They really need a structure for this.

So, the typical essay, before they get to me, goes like this, and it is a good precursor:

Introduction that states your thesis and 3 major reasons to support your claim.

Conclusion that looks a whole lot like the introduction.

This format does not allow analysis of multiple sources and if you throw in other sources, it gets messy. Instead, I gear my students to focus on each source separately, then comparing them all.

The Format that Works (Research and Literary Analysis)

First of all, it's important to know what essays I actually do with my kiddos. I do a research unit. This changes almost every year, but typically they choose some kind of topic, I group them based on their topic choice. First, they do research (non-fiction skills) using a book, article, and video. They then use those sources to write an essay on a claim they make based on their topic. Later, they make eBooks in groups based on their topic.

The other essay I do is Literary Analysis . This follows a dystopian unit . They read a dystopian book in book clubs. Then, I have them choose from a short list of short stories that are dystopian. Lastly, we watch the movie The Truman Show . (This year I had them watch "The Scarecrow" on YouTube since we were hybrid due to the pandemic). They then determine a theme that is true for all three sources and write an essay based on that theme.

This essay format works for both of these essays. So here it goes!

Introductory and Conclusion Statements

In a traditional essay, students have to write a hook, their claim/thesis, and essentially ANOTHER three sentences that state what their essays will be about. In my opinion, all of this is completely unnecessary. How many times do you read introductions in books? Okay, real avid readers do, but in reality many people don't. So for these, I tell my students to get right to the point .

Here's what should be in their introductory and conclusion statements:

A statement that introduces the topic. (This is a hook of some kind. I sometimes tell them to start it with "in our world..." or "in our lives..." and something that relates to their topic. Or just starting it with their topic and explaining what it is.)

The claim/thesis.

A statement that references there are differences and similarities in the sources. (For example: "[Title of sources] support this claim in different and similar ways." That's it.)

This all ends up being 2-3 sentences.

Topic Sentences

I have my students start their essay prep with topic sentences. This helps them get a sense of where their essays will go.

The big thing to understand here is how the paragraphs are set up .

Body #1 : Focus on source #1 and how it shows claim/thesis.

Body #2 : Focus on source #2 and how it shows claim/thesis.

Body #3 : Focus on source #3 and how it shows claim/thesis.

Body #4 : Focus on how ALL SOURCES show the claim/thesis in the same way.

So they start with creating topic sentences for those paragraphs. Each topic sentence is set up like this. The last topic sentence would start with "all sources..." instead of "source title".:

Body Paragraph Format

In the picture you see below, I have specific colors for specific aspects of body paragraphs. ALL body paragraphs follow this format in that exact sequence/order. I will be completely honest, I don't give them a ton of wiggle room since this is pretty new to them. However, my stronger writers dabble in mixing evidence stems and elaboration stems around.

Their paragraph starts with the topic sentence they already prepared. From there, the next sentence begins with an evidence stem . Here are a few examples of evidence stems:

According to the text,

The author states,

In [title],

Right after the evidence stem, in the same sentence, they add their text detail to support their topic sentence. I encourage them to quote exactly from the text for most text details. They can paraphrase, too, but should really try to get exact lines.

In regards to quoting, I also mention to them not to quote plop . I made this up. I plan on making a product for this at some point. A quote plop is bad . It's when students take a line from the text and just plop it in their essay. I show them how to break up the quote from the text with their own words.

So, a first sentence may look like this: According to the text [evidence stem, highlighted green] , when Luke was hiding due to being a third child, "they took the woods away" , [text detail with context, a.k.a. not just plopping the quote in the sentence, highlighted yellow].

Directly after that sentence should be an elaboration stem with an elaboration explaining how the text detail shows their claim/thesis. Students highlight this entire sentence in blue and their claim within it dark blue. Here are some elaboration stems:

This proves [claim] because...

This shows [claim] because ...

After that they do the same process two more times; two more text details with elaborations. Lastly they do a closing sentence .

Comparison Paragraph: This is set up almost exactly the same, except the focus is on how ALL the sources show the claim in the same way. They then provide a NEW text detail from each source to prove how the claim is being shown similarly in each.

Once all their body paragraphs are written, I have them go review their introductory and conclusion statements, put everything into a final draft and leave the highlights in the essay . This helps them visualize all the components and helps me grade!

For revision, the focus is on not quote plopping, being sure their details support their thesis, changing up the wording of claims/theses, and rearranging for strong writers.

Bottom Line

While this is very limiting for some, it is super helpful for struggling writers. Having that checklist and having the highlights helps students visualize what they need to compare sources in an essay format.

I'd say it'd be great to introduce this in 6th and by 8th, they can certainly make these more interpretive, creative, and unique.

You can find a lot more detail about this in the product below . What you see here is only a taste. This contains a full sample essay, checklists, tips, and more. You can also edit it to meet your needs.

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Really interesting - thank you!!

This exactly the kind of thing I've been looking for, and even better! I love your approach and it's so well explained. I couldn't disagree more with any of the negative feedback to this article. I think it's perfect for my style of teaching and my standard of writing. Most of all, the way you explained this and broke it down into small steps will make it so achievable for even lagging students to develop great writing skills and feel confident in the process! You nailed it. Thank you so much!

I read all the essay writing format instructions. All the points are useful for any kind of essay writing. But at the age of high-level essay writing learners need to be essay writer experts like the 6 Dollars Essay Website , ready to do professional essay writing for any essay grade.

This is beyond me and I teach HS English. Where does this lady teach, at Princeton? I do not know any 6th grader that does this or would understand this. I see why so many of our young people have become disinterested in the learning process. I also see why so many teachers quit. The profession is stale, boring, and antiquated. This article was not fun to read and I'm thinking this new 5 paragraph writing style would be a drag for the average ela teacher to teach.

. In the blog post, I mention the various types of writing I do with students. I also have other blog posts that discuss these other formats. This is not the end all be all. In my over a decade experience with teaching writing, having a structure helps struggling writers. This is not a writing style. This a format for one type of writing. As teachers, we should be offering all types of formats, especially with younger writers who are still learning how to write.

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Home » Blog Posts » Literacy Centers » 6th Grade Literacy Centers Ideas

6th Grade Literacy Centers Ideas

Unfortunately many people assume that literacy centers are only for elementary students. However, middle schoolers benefit greatly from independent, small group instruction. Especially for reading and writing. So this post takes a deep dive into effective 6th grade literacy centers ideas. These stations will help your students grow stronger with their ELA skills in no time!

Plus, you can grab some free reading and writing activities to use in your classroom.

This post may contain affiliate links to Amazon for your convenience. As an Amazon Associate, I earn from qualifying purchases, which do not cost any extra for you. Please see the  full disclosure here .

What is Literacy in 6th Grade?

According to a study on struggling readers conducted by Renaissance , 82% of sixth graders who fail ELA do not graduate high school.

Reading and writing increase in complexity once kids hit middle school.

And the stakes are high for these students.

Literacy in 6th grade includes inferencing of much longer texts and writing longer passages with more details.

In addition to this, Grade 6 students must also master:

• identifying Greek and Latin roots
• citing text evidence
• analyzing more complex plots, settings, characters, etc.
• grammar skills that include reflexive and intensive pronouns with their antecedents

So, making sure every student gets targeted practice on what they need becomes critical for middle school ELA teachers.

Which is why I highly recommend literacy centers in 6th grade!

Breaking students into small groups allows them to have hands-on practice with various reading concepts.

Let’s take a closer look at some centers ideas for sixth graders.

But Wait…Aren’t They Called “Literacy Stations?”

For anyone who is hesitant to try literacy centers in 6th grade, some of that relates to the word “centers.”

Since most early elementary teachers use centers, the assumption is that older students are too big for that.

As an upper elementary teacher, I still call them literacy centers.

However, if that seems too babyish for your big kids, feel free to call them literacy stations.

That doesn’t change how you will set them up or organize them in your classroom.

The Plot Flip Book–6th Grade Reading Centers

Since literacy in 6th grade includes a lot of analyzing, this activity will build up that skill.

The Plot Flip Book can be used with any book and it requires students to identify plot summary and supporting details.

6th Graders need to fill out sections in their flip book with the following:

• a brief summary
• supporting details for setting
• OR supporting details for characters

They also must write a few sentences telling how the settings or characters impact the plot of the story.

This reading comprehension skill shows up in my state academic standards, including Common Core.

The fact that you can use these plot flip books with any story makes them great 6th grade reading centers.

You don’t have to switch it out for a different activity every time you have a new story to read!

Greek and Latin Land Maze Game–Word Work for Big Kids

Socializing is a big deal for middle schoolers!

So, when you gameify your 6th grade literacy centers, students will stay engaged longer.

That’s what Greek and Latin Land offers: a fun, small group game where sixth graders get to practice their root words.

Here’s how the game works:

• Players spin (using a spinner that you provide) on a game card that has Latin or Greek prefixes and suffixes.
• Then they move their “game piece” on the board with Latin or Greek root words.
• Students must combine the affixes with the root word to form a new word, then use it in a sentence.

The student who forms the most words using affixes and roots wins.

An interactive game like this provides word work practice for big kids that they enjoy. Which is a win-win for you and your students!

Sentence Flippers–A Writing Center for Middle Schoolers

Since a lot of 6th grade writing involves longer paragraphs and essays, it’s helpful to work on building good sentences.

Not only that, but students need to know the difference between simple, compound, and complex sentences for grammar standards.

That’s where Sentence Flippers comes to the rescue.

It’s another partner game, but can still be used for independent practice when needed.

6th graders have a piece of paper that’s the card deck holder. The three “card decks” are:

• Conjunctions
• Sentence Types

Students flip over one card each and must form a sentence based on what the cards show.

For example, let’s pretend the noun card says “dog,” the conjunction says “but,” and the sentence type says “compound.”

Then your students would need to write a compound using using the words “dog” and “but” in the sentence.

Students have a recording sheet where they write all their sentences, making it easier for you to take this center up as a grade.

You can even encourage students to make it competition with their partner by turning the cards over quickly, then “racing” to see who can write their sentence first.

It’s Time For an Argument–6th Grade Writing Activity

Several states have ELA standards for 6th graders to use persuasive skills in writing:

• Common Core–Write arguments to support claims with clear reasons and relevant evidence.
• TEKS–Analyze characteristics and structures of arguments by identifying the claim.
• VA Core–Present a convincing argument.

So this writing activity can be used with whole group lessons or with your other 6th grade literacy centers.

Students are given two topics. They must choose one and present the case for why one is better than the other.

This writing assignment comes with graphic organizers that help 6th graders form their arguments.

Some of the topics included are:

• Xbox vs. Nintendo Switch
• Minecraft vs. Fortnite
• Emojis vs. GIFS
• Instagram vs. Snapchat
• Floss Dance vs. Infinite
• E-readers vs. Printed Books
• Netflix vs. YouTube
• iPhone vs. Android
• School Uniforms vs Regular Clothes at School

There are also blank copies that let students come up with their own two topics to debate.

In addition to this, pages with sentence stems are also included for students who struggle with writing.

This allows them to still work independently while getting the extra support they need to be successful during center rotations.

How Long Should 6th Grade Literacy Centers Last?

Now that you have ideas for the types of literacy activities to do with 6th graders, let’s talk about planning your centers.

The frequency and amount of time for your centers will depend on several factors:

• the total periods or classes you teach each day
• how many students are in each class
• what types of centers you’ll be using (some take longer to complete than others)

On top of this, you will also need to determine how many days of week you will have centers and whether you will do rotations or not.

If you want more nitty-gritty details and tips on how to set up your literacy block, I have this free guide.

It breaks down different time frames and what you could do during each block of time:

The best part about this guide is that I put the information on bookmarks that you can laminate to keep as a handy reference when planning your 6th grade centers.

Free 6th Grade ELA Activities

The ideas shared above are just some of the centers or stations you can try with your 6th graders.

If you want to test the waters with some free inferencing, writing centers, and reading activities, grab these free ones from my TpT store HERE .

Please be sure to let me know your thoughts on the freebie by leaving a rating on them.

Speaking of thoughts, comment below on the center idea above that you’re most interested in trying with your 6th graders? 🤔

Happy Teaching

2 Responses

Thank you. I am a full time long term sub, I feel if students can’t read and comprehend in Middle School or when done, it’s gonna be a hard life. I try everyday to be present and pour my heart in their learning. Reading and writing are so important. Thank you.

This is awesome i will use it as a resource teacher to support the gen.ed classroom

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• 13+ Literary Essay Templates in Word | Google Docs | Apple Pages | PDF

A literary essay has two major meanings. First is that it is a literary piece that is made by an author to provide content reading to his or her readers. Second, it can be a kind of reaction paper or a literary analysis that is made by readers to analyze what they have known through reading specific literature.

Literary Analysis Essay Outline Template

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A Literary Essay’s Structure

• Introduction . It must have information about the author, the title of the literature, the name of the main characters, and the summary of the story.
• A topic sentence or the idea that you wanted to give focus on. Usually, one literary essay consists of three to five topic ideas.
• A content of the literature that you’ve written that will support your topic sentence. It may be a quoted line from a character, a plot twist, or a specific event in the storyline
• The analysis of the specific content that you have used
• Wrap-up of the idea that you want to convey through your topic sentence
• Literary essay conclusion including a summary of your argument.

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