Collect Evidence
Graphic Organizer: Students use a tool for support in gathering, organizing, and analyzing new information within a specific format.
Graphic Organizer: Students use a tool for support in gathering, organizing, and analyzing new information within a specific format.

Evidence Note Catcher

Jessica provides students with a tool to collect evidence in support of themes in a text. In the video, Jessica's students collect evidence and Jessica explains what the students are doing and why. The document is a sample note catcher that Jessica's students use to select textual evidence based on themes in the text.

About This Strategy
prep time:
Moderate
Grade Level: Tenth grade
Teaching Challenge: Collect Evidence
Jessica Keigan
Horizon High
Thornton, CO
Strategy Implementation Questions
Questions to think about when implementing the strategy
  • How could you implement this strategy in your classroom?
  • What could be challenging about this strategy? How could you prepare to address any challenges in advance?
Lesson Notes

The students were supposed to read the first two chapters of Night over the weekend. To review the text and to analyze why Wiesel introduces his ideas and story this way (RI.9-10.3), I will ask students to work with their Faulkner squares to discuss five themes from these two chapters (SL.9-10.1 and RL.9-10.2). I will provide the themes for the students to look at as a way of scaffolding their learning. By providing the themes, I am hoping that they will be able to have a more focused discussion. By working in groups, I'm hoping that they will be able to not only look for specific textual support their interpretation of what the text says explicitly and implicitly (RI.9-10.1), but also talk through sections of the text that might have been confusing. I will give the students a note-catcher for this work. Night is a pretty simple book to read in regards to complexity, but has very difficult ideas to digest. Much of my instruction with this book will be designed with student discussion and individualized time for emotional response in mind. I'm hoping that these initial discussions will support this kind of thinking. While we might not come back to these specific themes in later discussion/analysis, I hope that providing them with some sample thematic lenses will help them to think thematically as they continue to read and as they write in their reading response journals. On a side note, you may notice that I am tagging to both of the reading strands in these lessons. Night is an interesting text to use to address the reading standards. Technically, it is an informational text because it is a memoir, but as a piece of literary non-fiction, it can be used to meet many of the reading informational text standards as well. I find that my classroom often has overlaps like these and I like that my students have to use overlapping skills when they read, regardless of what kind of text they are reading.

About This Strategy
prep time:
Moderate
Grade Level: Tenth grade
Teaching Challenge: Collect Evidence
Jessica Keigan
Horizon High
Thornton, CO
Artifacts
Students In Action
Lesson File:Night 1-2 Discussion.m4v
In this video, viewers see students engaged in the task.
Graphic Organizer
Lesson File:Night 1-2 Discussion Guide.doc
This is the handout Jessica provides her students on which to record their responses with text evidence.