Lesson Summary:To pre-assess students, the teacher will project a short paragraph and ask students to identify the paragraph’s central assertion and the sentences that support it. Students will then read a longer selection and note how sentences and paragraphs act in a supportive capacity. For guided practice, students will analyze the sentences with a third selection to locate textual evidence. For independent practice, students will compose a paragraph and note how the evidence they provide supports their central assertion. Advanced Learners will locate additional textual evidence, and the teacher will work with Struggling Learners to understand how to locate textual evidence.
Lesson Objectives:
The students will know…
- that statements within texts need to be supported by evidence.
- that some statements better support ideas than others.
- identify textual evidence.
- use textual evidence in writing.
Learning Styles Targeted:
x / Visual / x / Auditory / Kinesthetic/Tactile
Pre-Assessment:
1)Project pre-assessment paragraph. Ask students to identify the sentence that expresses the main topic of the paragraph.
2)Students should note that the first sentence expresses the idea that Galileo was a major force in the Scientific Revolution.
3)Ask students to identify how the remaining sentences in the paragraph relate to the first one. Students should note that they explain how Galileo was a major figure.
Whole-Class Instruction
Materials Needed:Selection*; notebooks; pens and pencils
Procedure:
1)Ask students to open a textbook. For students who opened a social studies book, ask them to identify a boldfaced section head that identifies a topic and then locate a sentence that states an idea about that topic, such as when it occurred and its significance. Ask students to look further and identify information that supports or clarifies that statement, such as names, dates, or statistics. Guide students to look for other examples in other texts and share their findings with the class.
2)Explain to students that evidence within a text—specific, concrete information—clarifies its ideas.
3)Distribute copies of the main selection. Ask a gifted reader to read the first paragraph.
4)Ask students to identify the main idea of the selection. Accept that, according to the selection, in the city of Buenos Aires, there is a shortage of small change.
5)Ask a gifted reader to read the second paragraph. Ask students which sentence expresses the main idea of the paragraph. Accept that the first sentence identifies the main idea. Ask students to identify evidence within the paragraph that supports that idea. Students should identify each of the remaining sentences in the paragraph.
6)Ask a gifted reader to read the third paragraph of the selection. Ask another gifted reader to read the first sentence. Ask the class to identify which sentence provides evidence in support of that sentence and explain why. Students should identify the second sentence and explain that it lists the reasons why Buenos Aires is a “beautiful, up-and-coming city” and why dealing with the small inconvenience of coin shortage is worth it.
7)For guided practice, distribute the guided practice worksheet that provides a selection with numbered sentences. In their notebooks, have students identify the first main idea and the evidence that supports it, and then the second main idea and the evidence that supports it. Review student responses and clarify as necessary.
8)For independent practice, challenge students to compose a paragraph that offers an observation about the neighborhood in which they live and then support it with evidence.
9)In closing, ask students to summarize what they learned about textual evidence.
Advanced Learner
Materials Needed: Internet access; books and magazines; notebook; pens or pencils
Procedure:
1)Challenge students to locate additional information about Buenos Aires. Have them underline main ideas and circle textual evidence that best supports them.
2)If time permits, have students share sources and information.
Struggling Learner
Materials Needed: Notebook; pens or pencils
Procedure:
1)Read the guided practice selection with students. Reread the first sentence. Clarify that the first sentence is an idea. Explain to students that, when locating evidence to support an idea, turn the idea statement into a question and look for the sentence or sentences that best answer the question. Ask students to identify the sentence that best answers the question: Why is water an important resource?
2)Ask students to read their responses and explain their answers. Explain that the second sentence explains whyfresh water is an important resource.
3)Have students find the next main idea. Ask them what question the following sentences seem to answer about that idea. Accept that the following sentences explain how everyone can be careful not to waste water.
*see supplemental resources
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