Lesson 4 - Integrating Textual Evidence

🕐 Lesson Overview

Bellringer
Using Textual Evidence
Examples of Evidence Integration
"What is a Refugee?"

⭐ Objectives

I can integrate textual evidence in my writing.
I can define refugee.

📏 Standards

🗽 NYSNGSS

7R1:
Cite textual evidence to support an analysis of what the text says explicitly/implicitly and make logical inferences.
7W2b:
Develop a topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include formatting, graphics, and multimedia when useful to aid comprehsion.
7L6:
Acquire and accurately use general academic and content-specific words and phrases; apply vocabulary knowledge when considering a word or phrase important to comprehension or expression.

💖 SEL

2A.3b:
Practice respectful curiosity to better understand others’ lived experiences.
2C.3a:
Practice empathy in order to establish and maintain positive relationships with individuals and groups across lines of difference.
2D.3a:
Describe potential causes and consequences of conflicts; recognizing that power and privilege impact relationships.

🗒️ Lesson Plan

Anticipatory Set

Students will complete the following Because, But, So activity in their journals as a bellringer.

Salva is alone because...
Salva stays with the old woman for a few days, but...
The Sudanese government wanted everyone to be Muslim, so... As students work, the teacher will take attendance and circulate to monitor progress. Once sufficient time has elapsed, the teacher will elicit responses from student volunteers. The class will then review the agenda and objectives.

Developmental Activity

Students will take notes on the following steps for using textual evidence in their writing.

Make it clear where the evidence comes from.
Quote or paraphrase.
Explain why your text evidence is relevant. As students take notes, the teacher will review the terms cite, citation, and paraphrase. The teacher will encourage students to ask themselves "So What?" when explaining their evidence.

The teacher will then provide two examples of paragraphs that integrate textual evidence.

Riding the world’s tallest and fastest roller coaster, Kingda Ka, is a unique experience. According to Mario Martinez, Kingda Ka accelerates to 128 miles per hour in less than three seconds, going straight up at a 90 degree angle. “I have ridden hundreds of coasters. But none of them were as terrifying as this one.”

Riding the world’s tallest and fastest roller coaster, Kingda Ka, is a unique experience. According to author Mario Martinez in his book Roller Coasters of the World, Kingda Ka accelerates to 128 miles per hour in less than three seconds, going straight up at a 90 degree angle. He writes, “I have ridden hundreds of coasters. But none of them were as terrifying as this one” (20). This suggests that Kingda Ka stands out among roller coasters as a uniquely intense experience.

The teacher will read the examples to the class then give students two minutes to Turn & Talk to a friend about which example did a better job integrating evidence and why.

The teacher will then provide the following "formula," which students will also copy in their journals.

Signal Phrase + Comma + Quote + (Page Number) + Period + Explanation

The class will go through a few examples of good evidence integration and label the pieces (signal phrase, quote, page number, explanation) together.

Closure

The class will read the article "What Is a Refugee?" aloud, then answer the following questions as an Exit Ticket.

Refugee Article Questions:

Why does a refugee leave their home?

They are looking for better work.

They want to explore the world.

They are pursuing their education.

They are worried for their safety.

According to the article, what is the difference between immigrants and refugees?

Immigrants leave their homes for education while refugees leave their homes for work.

Immigrants move to neighboring countries while refugees moves to countries across oceans.

Immigrants choose to leave their homes while refugees are forced to leave their homes.

Immigrants want to raise their children elsewhere while refugees are fine with staying where they are.

What is the main idea of the text?

Refugees and immigrants both leave their home counties and move to new ones, but the two groups move for very different reasons.

Refugees must be legally recognized by their new country before they receive full protection, which can be a long process.

Refugees voluntarily leave their homes in search of better employment and educational opportunities.

Refugees are forced to leave their homes due to safety concerns and resettle in new countries, which can be a long and difficult process.

Why is it important for communities to support refugee populations? Use evidence from the text to support your answer. Remember the formula we went over in class: Signal Phrase + Comma + Quote + (Page Number) + Period + Explanation.

These questions are adapted from those provided on ReadWorks.

🧠 Rationale

The article questions measure basic reading comprehension skills and students' abilities to integrate textual evidence. Teachers should use student responses to measure understanding of the process and modify future instruction according to gaps or common misunderstandings.

⚙️ Modifications

If in a co-taught class, a co-teacher should pull a small group of students to work together on the refugee article and questions and provide relevant small group interventions/support.