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|Reading Lesson: Textual Evidence |Grade Level: 6 |

|Lesson Summary: [Core: Read.Lit.1,rm 1, Read.Lit.His.1,Read.Lit.Sci.1] Students work together to cite specific textual evidence to |

|support analysis of different types of text. Advanced students write “What’s the Line?” questions for partners to answer. Struggling students |

|work together to identify specific textual evidence in paragraphs. |

|Lesson Objectives: |

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|The students will know… |

|that citing specific textual evidence adds necessary information and credibility to the analysis of text. |

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|The students will be able to cite specific textual evidence… |

|to support analysis of text in a variety of subject areas. |

|that leads to inferences drawn from text. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: |

|Tell students that one of the best ways to support analysis of a text is to be able to cite specific evidence from the text. Project or |

|distribute The Wind and the Sun*. Have a student read the fable aloud. Tell students to write the numbers of the two sentences that best |

|support the moral of the fable: Gentle persuasion is stronger than force. |

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|Note which students have trouble identifying specific textual evidence. |

|Whole-Class Instruction |

|Materials Needed: “How a Tsunami Is Formed*”; excerpts of Adventures of Huckleberry Finn*; pencils/pens |

|Procedure: |

|Presentation |

|Divide the class into groups of 3 to 4 students each. Distribute “How a Tsunami Is Formed*” to each student. Have students read the article. |

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|Guided Practice |

|Read the questions that call for specific textual evidence. |

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|Have students work together to decide on an answer for each question. Have students raise their hands when their groups are ready. |

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|Tell a member to read his or her group’s textual evidence. Keep score on the board how many correct answers each group has given. |

|Independent Practice |

|Give each student a copy of the excerpts from and questions for Adventures of Huckleberry Finn*. |

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|Have students cite specific textual evidence to answer the questions. |

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|Lead a discussion with the class to compare answers. Have students give reasons for their answers. |

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|Closing Activity |

|Have students give a reason for citing specific textual evidence. Tell students to turn in their papers as exit slips from class. |

|Advanced Learner |

|Materials Needed: “Life-Saving Doppler Radar*”; paper and pencils/pens |

|Procedure: |

|Give each student a copy of “Life-Saving Doppler Radar*.” |

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|Have students read the article. Then ask them create two questions each that call for citing specific textual evidence. |

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|Tell students to trade papers with partners and answer their partners’ questions. |

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|Have students discuss their answers with their partners. |

|Struggling Learner |

|Materials Needed: “George Washington Carver*” |

|Procedure: |

|Discuss the importance of giving specific information by giving the following example: “Ask me what your homework for tonight is.” Then answer|

|students by saying, “Some reading and math problems.” Ask students “How would you know what reading and what problems to do?” Specific |

|information is quite important. |

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|Have students take turns reading paragraphs of “George Washington Carver*.” |

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|In a group discussion format, ask students to cite specific textual evidence to answer the questions. |

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|Discuss their answers, and have students complete the Independent Practice activity. |

*see supplemental resources

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