Title: Citing Text Evidence
Summary: Students will practice finding text evidence to support claims.
The next lesson after this would be having the students use the text evidence to make logical inferences.
Primary Core Goals/Outcomes:
Key Ideas and Details: RL9-10.1
Cite strong and thorough textual evidence to support analysis of what the texts says explicitly as well as inferences drawn from the text.
Intended Learning Outcomes:
- define evidence.
- explain why textual evidence is important in writing and speaking.
- cite textual evidence to support claims.
- Teacher-Centered —> Student-Centered
- will required some teacher centered as lesson needs some explicit instruction. Brainstorming will be more student centered. Practice will be given by the teacher but more independent on the students’ part.
- Type of Learning —> Alternate Type of Learning
- similar understandings-I want students to have the same basic understanding of skill. When students demonstrate their thinking when they create their video, this demonstrate different thought process each student uses to arrive at the end but they need to have the same understanding of what text evidence is, why it’s important, and how to find it.
- Few Prior Experiences —> More Prior Experiences
- some students will have prior knowledge of this skill, having worked with it before in English class. This is still a struggle for some students and more practice/support is needed to become better at this skill. Writing (using the sentence frames to answer the question) will be more difficult as they struggle with how to answer questions when they have to include text evidence.
- Surface Comprehension —> Deep Knowledge
- More so surface level understanding. I want the students to know what text evidence is, why it’s important, and how to find it. Deeper knowledge will come in future lessons.
- Shorter Duration Plan —> Longer Duration Plan
- 2-3 class periods. Students will need time to practice finding text evidence and feel secure in this task. I could also see it taking at least one class period to create the video but I feel the video will be worth it because it is a record of the student’s thinking process (as well as could provide another video for others to watch who may be struggling with this)
- More Structured Learning —> Less Structured Learning
- Learning will be structured in this lesson.
- Whole Group —> Small Group —> Individualized
- whole group for discussion and teacher modeling
- pairs for practice
- No Additional Resources Required —> Multiple Additional Resources Required
- those listed below in materials
TPACK Activity Types:
|Exploring/deepening understand of skill||Videos on Youtube||Active Adaption|
|Practice finding text evidence to support a claim/question||Google Docs||Active Adaption|
|Demonstrate understanding||Video/Screencast or other mode to record||Constructive Transformation|
Assessment Plan: Formative assessments will include the google docs in which students find and highlight text evidence and answer the given questions.
Summative assessment will include students creating a video/screencast that demonstrates their thinking and process in how to find text evidence to support the question and how to use the sentence stem to answer the question.
Materials and Technologies:
Used by the Teacher:
- 3 different Padlets for answering questions (links on Schoology or other platform so students can access all the links in one spot)
- White board/eraser or paper/marker to write definitions and main points of discussion
- Videos for citing text evidence (links on Schoology or other platform so students can access all the links in one spot)
- Short article and questions to demonstrate how to find text evidence
- Sentence stems posted/printed for students
- (Several) Articles and questions posted on Google Docs for students to practice.
Used by the Students:
- Laptops for each student
- Schoology access
- Youtube access and headphones to watch videos
- Google Doc account
- Camera/screencast to record video
1. To begin, students are going to answer the question “What is evidence? What does it mean? What are examples of evidence?”. These questions will be posted on a Padlet and students will provide answers. After 5 minutes or so, teacher will stop the class and have the class look over the responses and come up with a class definition of “evidence”. Post on board or piece of paper.
2. With a new Padlet, teacher will pose the following questions in which students will answer on the Padlet:
- How might evidence convince others to believe you?
- In what situations have you used evidence to prove a point?
- Does strong evidence always convince others to believe you? Explain
After 5 minutes or do, the teacher will stop and discuss what the students wrote on the Padlet. The teacher will add this below the definition of “evidence” so the students can see why evidence is important and what it can do.
3. With a third Padlet, students will answer the following questions:
- What is textual evidence?
- Why is it important to cite textual evidence?
- What does it mean to “cite”?
Again, after 5 minutes or so, the teacher will stop the class for discussion to determine the definition of text evidence, cite and why it is important. Add this to the other 2 items on the board/paper for students to reference.
4. Before getting into demonstration and practice, students will take some time to watch the following videos. These videos are short and have a short explanation/demonstration of finding text evidence to support a question/claim.
5. Teacher will demonstrate how to find text evidence to support a claim. Teacher will project a short article with a question (this article will also be posted on Schoology site for reference). Teacher will model thinking of how to find text evidence to support the question. Teacher will also model using sentence stems and text evidence to answer a question.
6. Students will then practice in pairs. Teacher will have articles (reading materials) and questions set up on a google doc. Students will work together to find textual evidence to support the answer to the question. Students will highlight the text evidence and answer the question using a sentence frame and the text evidence. Teacher can monitor the documents as students work and assist those as needed.
7. After students have received the practice they need, as an assessment, students will create a video which demonstrates their understanding of the task. Students will be given an article and questions (or they can find their own and create their own question) and create a video which will demonstrate their thinking in how to find text evidence and how to answer the question using text evidence.
Ultimate TPACK Game
|1. Note Reading Skills||Brainstorming||Powerpoint||I could see a lesson where students brainstorm their ideas of different reading skills, what they mean and then create a powerpoint to present their ideas.|
|2. Argument Writing||Flip classroom||Google Classroom||Videos of how to write argument essays and examples (as well as other necessary instructional materials) could be posted within Google classroom so students could work outside of class to for the learning and use class time to work with the teacher to improve their work.|
|3. Compare/Contrast||Modeling||Drop Box||Teacher would model how to compare/contrast, such as with using a Venn Diagram. Students could then take pictures of items, add them to Dropbox, and students choose pictures from there to compare and contrast. DropBox would probably not be my first choice of technology but I could see how it could provide a source of pictures for students to use to practice comparing and contrasting.|
|4. Problem Solving||Video Presentation||iMovie||I don’t know if video presentation would be good pedagogy for this skill. I think it would depend on what is being taught. If this pedagogy did fit into the content, then students could then use iMovie to demonstrate how problem solving is used with a particular task.|
|5. Shakespeare Play||Compare/
|iMovie||Compare/Contrast could be used if the students have read multiple plays by Shakespeare or if they read a play and watched a movie and were comparing them. If this were the case, then students could create a imovie demonstrating the similarities/differences in a more visual way and interactive way than paper/pencil.|