Citing Textual Evidence

LESSON AND ASSESSMENT PLAN LEARNING OBJECTIVES

Purpose of the How do I cite several pieces of textual evidence to support my
Lesson: Central beliefs?
Focus
Students will be able to
Learning Accurately cite textual evidence by stating page or line
Objective(s) number
Infer information using literary elements found in the text.
Students are sat in groups that they will interact with throughout
the year. The groups were planned with the intention of having
high scoring students placed with low scoring students. The
balance of the two offers learning opportunities for academic and
perspective reasons. Between each table is ample amount of
room to traverse the floor from one place to the next for every
student and teacher. The classroom expectations are placed
above the door and the whiteboard. Students are reminded of
how they are expected to behave. Routines were done at the
beginning of the year. The teacher will perform patterned
clapping and await the proper clapping response from the class in
order to gain or regain attention. In regards to understanding,
students will use their hand to symbolize their understanding. A
thumbs up means understood, a thumbs down means they do not
Facilitation &
understand, and a thumb to the side means confusion or not
Safety
sure. The teachers in the room will attend to the students
accordingly in order to keep them or guide them back on track.
The classroom is taught with two to three teachers. If one of us is
absent, the student president for the classroom will assist in
handing out supplies for the lesson. What are your plans for
transitions from one section of the lesson to another? Class
usually begins with Target Time, which is at most a ten minute
period that targets the students overall weak strands. The
students will read a short passage and perform a Show Me,
where they answer the question on a piece of folded paper and
show the teacher the answer. After everyone has revealed the
answer, the teacher will ask students how they came to their
answer. Students who have the correct answer will model their
thinking for those who may have had different answers.
Language Identify, Analyze, Cite, Infer, Quote
Function
Vocabulary Theme, Central Idea, Summary, Analyze, Citation, Textual
Academic Language Evidence, Inference, Direct Quotation
Sentences, Paragraphs, Lines, Author, Page Number

Syntax or
Discourse

ELAGSE6RL1: Cite textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text.
GSE - Georgia
ELAGSE6RL2: Determine a theme and/or central idea of a text
Standards of
and how it is conveyed through particular details; provide a
Excellence
summary of the text distinct from personal opinions or
judgments.
The students will be given an informal assessment by answering
Formal and
the questions provided through the instructor. The students will
Informal
also perform a quick write on theme and central idea for the short
Assessment
story.
LESSON AND ASSESSMENT PLAN ACTIVITIES
Students will be focusing on their weak strands. Target Time will
be up on the projector for students to begin as they walk through
the door. The students have four to five minutes to complete the
Introductio question and await for further instruction. After performing a
n Show Me, the class will engage open discussion on how they
(15 reasoned to find their answer. After Target Time, the students will
minutes) put away their Show Me and the teacher will ask the students
the following: How does technology influence you on a daily
basis? Students will turn to a partner and discuss their response
to the question.
Body As the students are discussing their responses, a teacher will
(35 pass out the short story There Will Come Soft Rains to each
minutes) student. After the students have discussed, students will share
out their thoughts from their discussion with their partners. After
discussing the question, the teacher will introduce the short story
to the students. The text that they are about to read is about a
futuristic time in the year of 2023. The world is enveloped with
nuclear radiation. The teacher will read the first paragraph with
the students. As she reads, she will perform a think aloud. The
teacher will annotate the first paragraph while asking herself
probing questions to model for the students on how to ask
questions, make connections, and make comments on the
margins of their short story. After doing it alone, the teacher will
work together with the class to annotate the next paragraph,
except the teacher will model less and have the students model
Instructional Strategies & Learning Tasks that Support Diverse Student Needs to each other using what they just saw. After this modeling
session, the teacher will ask the students if there are any
confusions using the thumb method. Have the students share out
their concerns. If the students do not wish to share out, teachers
will direct themselves to guide and assist in their learning. The
rest of the students will be instructed to read with a partner for a
certain amount of time. If there is time available, the teacher may
share a preview video to set the tone and build background for
the students. The students do not have to annotate, but they are
encouraged to. When time is up, the students will discuss with
their partner their thoughts on the passages they just read and
answer one of the following text dependent questions:
1. What is the organizational structure of this story? What
effect does the structure of the text create on the story
itself? Provide textual evidence to support your response.
2. What can you infer about what has happened to the city?
Cite evidence to support that inference.
3. Reread page 100. Why does the author describe the house
as on a mechanical paranoia? Use details from the text
to support your response. What kind of figurative language
is being used here?
4. On page 101, what is the purpose of introducing the dog at
this point in the story?
Students will take out a sheet of paper and perform a quick write
answering the question: What do you think the theme and
central idea of There will Come Soft Rains are? What evidence
Closure from the text supports your answer? (OPTIONAL) ---Students will
(5-7 be handed a sticky note to answer the ticket out the door. As a
minutes) ticket out the door, the students will answer the following
question: What can you infer 2023 will be like based on what you
have read and learned so far in the story?

The text will be read aloud for all students to hear the reading
orally. An audio version of the text is provided for the classes that
may need the oral support to grasp the text to their fullest
potential. Students will be reading with a peer, allowing them to
Differentiation,
share and understand different thought processes that may
Modification(s),
enhance their own thinking. The questions provided are at
and
different levels and tend to different points in the text. If students
Accommodation(
have not read that far, they will still be able to answer one of the
s)
questions. A read aloud is offered for students who need the extra
support in the back with another teacher. The videos used in the
classroom include relevant images to support the students
thinking process when identifying theme and central idea.
LESSON AND ASSESSMENT PLAN RESOURCES
 There Will Come Soft Rains by Ray Bradbury
There Will Come Soft Rains preview video
(https://www.youtube.com/watch?v=AIBag1oNsTI)
There Will Come Soft Rains Audio Version
Materials (https://www.youtube.com/watch?v=LzhlU8rXgHc)
Pencil & Paper
Projector
Notepad/Sticky Note Pads
Highlighters