Using Textual Evidence - Lesson 1 of Cinder Book Two

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Objective

SWBAT learn from mistakes made on a previous assessment in order to improve their understanding of both the concept and how to demonstrate it.

Big Idea

Lack of sufficient evidence is a crime.

Warm Up

5 minutes

Warm Up today will be a review of characterization in response to performance on yesterday's quiz. Students will access an Edmodo quiz, but will not begin until instructed to do so as I will walk them through it.

We will first revisit the definition of charaterization and how a reader determines if an author is using direct or indirect.

Below are the questions and the video clips used with each.  Please note that these clips have been "chopped" via Tube Chop.  Due to questionable language, you certainly would not use the entire Youtube clip of either scene.

 

View the video clips shown in class and answer each question. You may use your character handout.

Question 1

What type of characterization is being used in the first scene shown to introduce the "Plastics"?

Direct Characterization
Indirect Characterization

Question 2

What type of characterization is being used to develop the character in the second scene shown?

Direct Characterization
Indirect Characterization

I will use these videos to point out the difference between direct and indirect and also to discuss "how we know" and "What evidence can we provide?" The upside of using Edmodo to do this is that I can get charts and information immediately to help me determine the level of understanding and use this as I go into the next phase of the lesson to review. 

Lesson

15 minutes

Today's lesson is (as was the warm up) in response to yesterday's quiz.  I will return student quizzes, review correct answers and misunderstandings. I will display two model responses on the SMART board (Example 1 and Example 2).

I will ask students to pull out what makes these "model" responses.  I'll ask specifically about the textual evidence used in each and ask students to come up and underline it.  Then, I'll challenge students to (unless they earned all 5 points for the short answer) redo their own with particular focus on what we've discussed and submit it tomorrow.  Partial points can be regained by doing this. 

While textual evidence is the number one issue, there are a few others. My sketchy notes from grading are below.  I will review my notes with students.

***

Complete sentences - many opened with - "indirect characterization because..."

Quotes must be direct words from the story -EXACTLY (this is a problem on the RC sheets too.)

The quote you use should PROVE your point - What is he like?

Frequent incorrect answer -the identification message -what scrolls though Cinder's head is not characterization

Include title and page numbers in explanation for reference

 

 

Independent Work

30 minutes

At this point, I will ask students to take the Reading Circle sheet for section two from the caddy and review the instructions.  I will point out the changes for this section -a focus on conflict and figurative language for example.

Students will listen to the audio -picking up at the beginning of Book Two of Cinder - and follow in their books. As they do they will be very involved in the text, actively reading per the instructions on the Reading Circle sheets.

I will allow the class to read until the last five minutes of class time and record their stopping point.

Wrap Up

5 minutes

Wrap up time is spent allowing students to "debrief" independently - collecting their post its and/or completing their thoughts on their Reading Circle sheets. We always discuss questions or concerns before class is dismissed.