Checking for Accuracy on Text-Dependent Questions

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Students will be able to analyze the author's use of direct and indirect characterization and figurative language by close reading a passage from “Zebra” and reviewing, revising, and presenting answers based on textual evidence.

Big Idea

Close reading gives students room to explore and analyze literature using productive struggle and explicit guidance from the teacher.


15 minutes

Identify the types of figurative language that is being used in the poem written on the board.  In your concrete evidence, quote and cite the lines that show the type of figurative language.  In the commentary, explain why these lines are examples of that type of figurative language.  Summarize your paragraph in your concluding sentence.


 After students completed their journal, we went over the figurative language used in the poems. "My Cat" uses imagery, similes, and personification.  "Stars" uses similes and imagery.  



Checking for Accuracy on Text Dependent Questions

20 minutes

We showed students an example of the first text dependent question.


  1. What direct traits can you find for each character that is mentioned? (Choose two characters).


We reviewed the whole process-the basic answer, the evidence from the text, and the expanded answer.  My student teacher wrote a huge paragraph that terrified the students because she wrote an entire T3C paragraph for one question! How is that even possible?  She provided a rigorous model that hopefully terrifies and inspires students to develop their writing further, rather than relying on basic answers. This part only took about three minutes, because it was a review of yesterday's example. It did help students who were absent get caught up.


Next, we gave each group a number from two to eight (the remaining text-dependent questions).  Each group was responsible for reading their answers, discussing whose answer was most complete, and adding either concrete evidence or commentary when necessary.


Each group wrote the 'final draft' of their question on a sheet of paper, which was then collected and displayed for all students to review their answers.


Most groups choose one person's paragraph to rewrite, however, one group chose a different tactic.  They choose the best parts from each person's paragraph to include in the final draft.

Group Presentations of Text Dependent Questions

15 minutes

After students finished working in their groups, we had them come up to present their answer.  We had eight groups, so each group had about a minute and a half to present their answer.  We checked for accuracy in both the answer and in conventions.


We used the doc cam to allow every student to see the answers.  The collages that I've put in the resources area are the answers to the questions from my first and fourth hours, so you can see two different answers.  If I'd had a larger class or more questions, I would have grouped students in groups of two instead of three.


5 minutes

We asked the students the following question:  Which would you rather do, answer the question like usual or use this graphic organizer to write an answer, cite evidence, and write an extended answer?  Which one do you think helps you learn the content better? 

Lesson Resources

Today's lesson picture is a collage of two groups' answers to a text-dependent question.