Study Island
|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. |
| |
|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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