Analyzing Text Evidence

Objective

Students will learn to select the best text evidence to support an answer or prompt, progressing from simple to more complex examples. They will also practice using sentence stems and transitions to enhance their writing.

Curriculum Standards

Common Core State Standards:

• CCSS.ELA-LITERACY.RL.8.1: Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.
• CCSS.ELA-LITERACY.W.8.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Materials Needed

• Excerpts from popular young adult novels
• Printed copies of multiple-choice questions
• Whiteboard and markers
• Sentence stems handout
• Timer

Lesson Outline

Introduction (5 minutes)

• Begin with a brief discussion on why using text evidence is important in writing. Explain that it supports their arguments and helps clarify their points.
• Introduce the concept of scaffolding from easy to hard tasks to build their skills step by step.

Activity 1: Easy Task – "Identify Basic Evidence" (10 minutes)

• Provide students with a short passage from a popular young adult novel such as "Harry Potter and the Sorcerer's Stone."
• Question: "What evidence supports the idea that Harry is nervous before the Sorting Ceremony?"
• Multiple-choice options with excerpts from the text:
  1. "Harry’s hands were nervously clutched under the table."
  2. "He was thrilled to be at Hogwarts."
  3. "Harry was chatting excitedly with Ron."
  4. "He felt a wave of confidence."
• Discuss why option 1 is the best choice.

Activity 2: Intermediate Task – "Analyze Evidence" (10 minutes)

• Select a more complex excerpt from a book like "The Hunger Games" by Suzanne Collins.
• Question: "What evidence supports the idea that Katniss is resourceful?"
• Provide multiple-choice text evidence:
  1. "Katniss remembered the lessons her father had taught her about foraging."
  2. "She thought about home and missed her mother."
  3. "The woods were eerily quiet as she walked."
  4. "Peeta was skilled at painting."
• Discuss why option 1 is the strongest evidence and analyze the reasoning.

Activity 3: Advanced Task – "Synthesizing Evidence" (10 minutes)

• Present an excerpt from "Percy Jackson & The Olympians: The Lightning Thief."
• Question: "How does Percy show bravery, and what actions support this trait?"
• Provide multiple-choice text evidence that requires synthesizing different actions:
  1. "Percy stood up to the minotaur despite being scared."
  2. "He was constantly thinking about the myths he learned."
  3. "Percy complained about being at camp."
  4. "He ignored the warnings."
• Discuss option 1 and ask students to identify multiple points in the text that support Percy’s bravery.

Writing Practice with Sentence Stems (5 minutes)

• Distribute a handout with sentence stems for writing about evidence:
  • "The text states, '______,' which illustrates ______."
  • "This example demonstrates ______ because ______."
  • "In the novel, it is clear that ______ when _____."
• Ask students to practice writing a short paragraph using evidence from "Percy Jackson" with the provided sentence stems.

Conclusion and Reflection (5 minutes)

• Review the session's key points about selecting text evidence and the use of sentence stems.
• Ask students to share one thing they learned about selecting text evidence and one sentence they constructed using the stems.
• Assign a brief exit ticket for students: "Write one sentence identifying an example of character trait and supporting evidence from any book you've read."

Assessment

• Monitor student participation in discussions.
• Review written responses using sentence stems, checking for correct use of evidence.
• Evaluate exit tickets for understanding of the day's lesson.