This book chapter will help teachers create lessons for literary arguments if they do not have access to the Units of Study-Literary Essays. It also supports the idea that teachers can start with literature that students have already read to introduce argument writing. This resource also gives a student sample that teachers and students can use as a model for literary argument writing.
This resource provides a list of the different verdicts. This can be used to create a handout for students with the scenario that the drunkard, who the Filipino stabbed multiple times, was pronounced dead. The Filipino is going to trial, and a group of jurors will determine his innocence or guilt. This resource can be used to list and describe the different verdicts, which students will need to understand before they can make a judgement on the Filipino's actions.
After reading "The Fiipino and the Drunkard", students get this handout (one page per character)t, and they used it to analyze the different characters' actions by writing down a quote, the action's meaning as far as what the character actually did and the motive behind it, and the significance or effects of the actions towards the characters themselves, each other, the story as a whole, and the theme of the story.
This resource gives background information on the Units of Study and the idea behind the unit called "The Literary Essay", which teachers can supplement and/or supplant, like I did with this collection.
In order for students to write a literary essay, they needed literary text that would allow them to analyze characters' actions and the motives and consequences of those actions. Students get multiple opportunities to practice this skill because they do close reading of the drunkard's, the Filipino's, and the crowd's actions. After writing an analysis of how the writer uses actions throughout the story, they write how those actions teach theme of the story.