Text Evidence Lesson Plan

Class:Reading/Social Studies
Unit:Finding Text Evidence in Non-fiction Texts
Content Standard Alignment:
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-LITERACY.RI.4.1
Conduct short research projects that build knowledge through investigation of different aspects of a topic. CCSS.ELA-LITERACY.W.4.7
Lesson Objectives/Instructional Outcomes: (Framework Domain 1c: Setting Instructional Goals)
Outline the concept, knowledge, skill, or application students can demonstrate upon lesson completion. This may be the same as or very similar to the content standard; however, it could be narrower or perhaps broader. Objectives may be stated in the form of critical questions students should be able to answer.

Students will be able to find text evidence to support claims.
Relationship to Unit Structure: (Framework Domain 1e: Designing Coherent Instruction)
How does this lesson support the unit goals / enduring understandings? How does this lesson build on the previous lesson in this instructional sequence? How does this lesson support the next lesson in this instructional sequence?

Right now, in reading, we are working on finding text evidence. In this case, they are finding text evidence in social studies materials, to celebrate the 200th birthday of Illinois. This comes after we have read and discussed the text of George’s Giant Wheel. The lesson falls towards the beginning of our unit on text evidence. Right now, they are working on being able to find text evidence. Next in the unit is learning how to integrate text evidence into their own answers and writing.

The other activity that they have been working on this week, allows them a chance to start working on their research skills, synthesizing material from a variety of sources.
Instructional Materials/Resources: (Framework Domain 1d: Demonstrating Knowledge of Resources)
List all materials and resources required by teacher and/or students, include preparation or other special instructions; e.g. paper based materials such as text books, technology equipment, science equipment or supplies, art materials or equipment.
  • Teacher created Quizizz
  • Copies of George's Giant Wheel at various lexile levels
  • Copies of the text evidence game
  • Teacher created Illinois alphabet assignment
  • Books, websites, and videos at varying levels for the students to research

Methods and Instructional Strategies
(Framework Domain 1a: Demonstrating Knowledge of Content and Pedagogy)
Anticipated Student Misconceptions:
  • Students may have trouble remembering that they need to find the sentence in the text, not tell it in their own words
  • Some students may have trouble with concepts like the main idea-provide with the “cheat sheet” to remind them of definitions.
Concept Prerequisites:
List all key concepts and terminology necessary for students to understand the concepts as well as meet the standards, goals and objectives of the lesson.
  • To understand what text evidence is
  • To understand the basic terms to analyze literature-main idea, problem/solution, etc.
Introduction Anticipatory Set:The Quizizz to review text evidence-matching which piece of text evidence backs up a statement.
Instructional Activities:
Includes questioning techniques, grouping strategies, pedagogical approaches.		Discussion of the Quizizz-most frequently missed question

The game, where stronger students are paired with students who could use additional help, to make sure that they are answering correctly. The students draw cards in which they have to answer questions about the text they read (the same content, but at different levels) and must provide examples of text evidence to back up their answers. Each correct answer allows them to move the number of spaces they rolled on the die.

The Illinois alphabet books-they will continue to research Illinois, using documents we have read together, as well as additional sources to create an Illinois alphabet.
Wrap Up Synthesis/Closure:Discussion of what they found while playing the game through a google form: was anything more difficult, less difficult, what types of cards were the easiest to answer, which were the hardest, etc.
Differentiation According to Student Needs: (Framework Domain 1b: Demonstrating Knowledge of Students)
Address diverse student needs including students with an IEP or 504, cultural linguistic needs.
  • The books are at different lexile levels, so that students at different ability levels can work together.
  • Some students who may have more trouble receive a bit more guidance to answer the questions in the game, either through a “cheat sheet” or help from the para for my student with a 504.
  • Through the Quizizz, I will identify if any students need to play the game in a group with me, so I can provide instruction during the game.
Assessment (Formative and Summative): (Framework Domain 1f: Assessing Student Learning)
May indicate the type of assessment most appropriate, or it may provide sample questions, entire tests, portfolio guidelines or rubrics if available submitted along with the lesson plan as attachments.
  • Quizizz which shows me which students may need intervention during the game
  • The Google form
  • Discussions with students/reading conferences in the future
  • Future responses to reading