Textual Evidence - Beginning
Lesson 9 of 9
Objective: SWBAT fluently incorporate textual evidence into their writing.
Introducing Textual Evidence
I used this lesson with the Textual Evidence Power Point to introduce the use of textual evidence at the beginning of the year. There is another, more detailed lesson that I use second semester to reinforce the use of textual evidence.
We began by students writing a response to the prompt (screen 2) – What is textual evidence and why is it important?
Students shared their responses with the whole class. Then we continued with screen 3 which defined and explained textual evidence.
We also discussed synonyms (screen 7) that could be used and mean “textual evidence”.
Next, we read a sample passage as a whole class (screens 5 – 6). We made inferences about the passage and created a chart (screen 7) that would support the inference with textual evidence.
As a class, we discussed that it is necessary to write a sentence using our inference and textual evidence. It’s necessary for the sentence to be fluent, so we brainstormed some words that students could use to incorporate the textual evidence into a well-developed sentence instead of always repeating the word “says”. Screen 8 is a list of verbs that could be used. We decided to call these verbs “Textual Evidence Verbs”
In screens 9 – 11, we practiced creating well-developed sentences incorporating “Textual Evidence Verbs”. We used the ideas presented in screen #7 to transform these ideas.