Activity: SB 3.

12 Citing Evidence
Teacher: Rodriguez
Collaborating Teachers: ELA 6 Teachers
Subject(s): ELA
Essential Questions:
1. Why do we have controversy in
society?
2. How do we communicate in order to
convince others?

Date: Tuesday 03/10/15

NVACS Standard(s):
W.6.8- Gather relevant information from
multiple print and digital sources; assess
the credibility of each source; and quote or
paraphrase the data and conclusions of
others while avoiding plagiarism and
providing basic bibliographic information
for sources.
Additional standards: RI.6.2; RI.6.10;
W.6.1a; W.6.1b; W.6.5; W.6.10; L.6.3a;
L.6.6
Objective: I will record information about
sources and cite them accurately; use
appositives to give specific information
about sources.

Warm-Up/Introduction:
What does it mean to give credit when writing an argumentative text? How does this
help writers avoid plagiarism? What does giving credit have to do with logos? Think-pairshare.
Daily Review (identify instructional standard/indicator):
Essential questions, debate, controversy, perspective, argumentation, reasons, evidence,
citation, credibility, visual displays
Concept/Skill Development (including 3+ high level questions) & (identify
instructional standard/indicator):
Discuss warm-up and daily review (Activity 1-2)
Shared reading of Language and Writers Craft. (Activity 3-5)
Provide topic sentence and bullet point list of evidence that could be used in the
writing prompt
Practice & Application (Guided/Independent/Group Practice) (identify
instructional standard/indicator):
1. Students will read Citing Sources and Tips for Citing Sources with their
shoulder partner. Mark the text using metacognitive markers.
2. Conduct whole class discussion, using markers as a guide.
3. Students will discuss in partners: What is the purpose of appositives? Why should
we use them in our writing? (DOK 2) How can appositives help us avoid plagiarism
and cite sources? (DOK 3)
4. Students will answer question 2 with shoulder partners. Write correct answer on
the board and allow students to revise, if needed.
5. In partners, students will read the passage from the text in the last activity. They
will write a sentence that cites the passage and summarizes it.
NEPF IS 2.3 Task progressively develops all students cognitive abilities. The activity
focuses on how to cite sources, which is an essential skill needed in the next embedded
assessment. Here, however, they start of by reading many examples, citing their own

source using a guided question, citing a source with a partner, and finally citing
individually during their writing prompt.
6. Writing Prompt: Revise the body paragraph you wrote in activity 3.11. Use the
examples of evidence on the board if you find you need to provide more evidence.
7. After students revise paragraphs they will mark them for appeals to logos and
circle at least one appositive phrase.
*Rigorous Curriculum (identify instructional standard/indicator):
Identify specific activities that the students will complete and the Depth of
Knowledge level they will be exhibiting.
Writing Prompt (DOK 4)
Citing sources (DOK 2)
Discussion questions (DOK 2-3)
Assessment (Formative - include Homework - & Summative) (identify
instructional standard/indicator):
Assessment: Continue to check students ability to paraphrase. Check that students are
able to do in-text citations correctly.
Homework: 2 double entry journals due Friday. Vocabulary quiz tomorrow.
Long-Term Review & Closure (identify instructional standard/indicator):
TOTD: Explain the relationship between citing sources and appealing to logos. (DOK 3)
Describe one revision you made to your letter and why you made it. (DOK 2)
NEPF IS 4.2 Teacher structures opportunities for self-monitored learning for all students.
The ticket out the door question asks students to reflect on their modifications to their
writing prompt. It helps them be aware of what they learned in the activity and how they
can apply it to their writing.
Supplementary Materials:
Potential Modifications to Lesson:
Examples of evidence for writing prompt
Consider revisiting a previously read text
Highlighters to mark the paragraphs
for examples on how authors cite sources.