Lesson: Text Evidence

Susan Fields Epiphany School, Ma Dorchester Center, MA
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Lesson Objective

Objective: SWBAT define a “right there” question. SWBAT identify the text evidence that answers a “right there” question and put answer in their own language and/or illustrate.

Lesson Plan


Identifying Text Evidence


***Note: In sixth grade, we teach our students different types of questions and how to answer them: right there, clarify, think and search, and on your own. This lesson teaches the first type: right there questions.



Prep 2-3 students beforehand, telling them, "Whatever question I ask you, say it's right there."

"Jason, where are my keys?"  "Ms. Fields, they're right there."

"Maria, where's the dry erase marker?"  Ms. Fields, it's right there."

"Jeremy, where is my special green felt tip pen?"  Ms. Fields, it's right there."

"Thank you! Phew.  What would I do without you guys?"

"Today we're going to learn how to answer questions whose answers are 'right there' in the text.  A little harder than the questions I just asked you guys but still, not that difficult."


Introduction to New Material:

"A right there question whose answer is in one specific spot in the text.  You can take your finger, point to it, and say, 'It's right there.'"

Teacher models an example, saying, "On the first page of chapter 17, what does Karana use to make a spear? Who can find the sentence? When you find it, raise your hand with one finger from your other hand pointing to the spot."

Teacher says, "It's right there! It says, 'Four of the sea-elephant teeth were left, and though I broke all except one, this I worked down to a head with a barbed point.'")

 Teacher says, "Now I'll echo the question and answer in my own language.  Karana uses sea-elephant teeth to make a spear."  Teacher may also use evidence to draw what the spear looks like.




Guided Practice:      

  • "Let's do a few together."
  • Teacher says, "Look on the first page of chapter 2. Describe what the island looks like."
  • Students furiously flip through their novels, spot the sentences that describe the island, point their index finger, raise their hand and say, "It's right there."
  • Teacher asks a student to share the text evidence they found.

(Our island is two leagues long and one league wide, and if you were standing on one of the hills that rise in the middle of it, you would think that it looked like a fish.  Like a dolphin lying on its side, with its tail pointing toward the sunrise, its nose pointing to the sunset, and its fins making reefs and the rocky ledges along the shore.)

All students draw the island on white board or own paper using these details.  Students reveal their answers.

  • Repeat steps with following questions: 

Look on page 15, what do the sea otter look like?

On first page of chapter 12, how does Karana build a fence?


Independent Practice:

  • Students independently indentify text evidence and illustrate the following: any new additions made to Karana's house (shelves, fence, door), any new weapons, food supplies, and animal companions. See document: IBD. Island Supplies Illustrations. 
  • Students may also complete the IBD Evidence of Character Traits chart. 


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