Design for Learning

Instructor: Lindsey Rae Atkins Grade Level/Cooperating Teacher: 4

th
/Warren
Lesson Title: Textual Evidence Detectives Date: April 14, 2014
Curriculum Area: Language Arts Estimated Time: 45 minutes


Standards Connection:

Refer to details and examples in a text when explaining what the text says explicitly and
when drawing inferences from the text. [RI.4.1]


Learning Objective(s):

When given a passage, students will be able to accurately answer an open-ended response
question using at least two pieces of textual evidence.

Learning Objective(s) stated in kid-friendly language:

Today we are going to be detectives and use evidence from the text when writing open-
ended response questions.

Evaluation of Learning Objective(s):

Students will read the passage Foggy Figure, and working independently will answer one
open-ended response question based on the text. To be considered proficient students
must state their opinion, and cite two pieces of evidence from the text.

Engagement:

To begin our lesson I am going to show you a funny video, but first I want to remind you
about what behavior I expect from you. I know we have just come back from lunch, but
now it is time to transition back into classroom behavior where we do not talk out of turn,
we listen respectfully, and we do not get up from our seats without permission. We are
going to watch it once first just for fun and then the second time I want you to look for the
evidence that the main character uses to make her case. The teacher will then play the
my dad is an alien Audi commercial. That was funny right? We are going to watch it
one more time and this time I want you to be paying attention to the evidence that the
little girl gives for as to why the thinks that her dad is an alien. The teacher will play the
video a second time. The teacher will then call on students and allow them to share pieces
of evidence that they noticed the little girl used.

Learning Design:

I. Teaching:
Today we are going to be talking about using text evidence to help us write open-
ended response questions, similar to the ones that you will be seeing on the Aspire Test in
a few weeks. The teacher will begin presenting the powerpoint. When you are looking at
open-ended response questions I want you be thinking like a detective. Has anyone ever
met a detective, or seen a movie or tv show about a detective? Ok, and so what do
detectives do? Correct, they help catch the bad guys. They help catch the bad guys by
looking for and collecting evidence to build a case against the bad guys. So when you are
being a detective to answer an open-ended response these are the steps that you need to
take: 1. Read the prompt carefully. 2. Find the evidence. 3. Prepare the case. 4. Finalize
the case. The teacher will then proceed to go over the rest of the powerpoint, allowing
students to read and respond.


II. Opportunity for Practice:
Now we are actually going to practice being detectives when reading a text. The
teacher will put the passage Running Like a Pro on the document camera and read it
aloud as students follow along. Now I am passing out a graphic organizer and you are
going to collaborate in your table groups to complete it. After reading the question
carefully you are going to decide what your opinion is, and its ok if its different from
others at your table group, and you are going to look through the passage and discuss
with you group the evidence that supports your opinions. After students are given a set
amount of time (apprx. 10 minutes) the teacher will bring them back together as a class
and share what they discussed in their groups.

III. Assessment
Now I am passing out a story for you called the Foggy Figure you are going to
read this independently and then answer the open-ended response question at the back.
Make you use our detective steps that we have talked about today (the teacher will return
the powerpoint to the slide that lists the four steps) and use at least two pieces of evidence
from the text to support your opinion. When you are finished make sure you have COPS
your work and turn it in to the complete basket, then you make choose a book to read
silently.

IV. Closure:
It is time for us to transition to Music, so if you are finished please make sure
your paper has been turned into the complete basket and you have put up your book, if
you are not yet finished please put it into the incomplete basket and you can finish it
before lunch tomorrow. I need the girls to line up against the white cabinets, now boys.
Thank you class, now be sure you are following our rules for the hallway as we exit.

Materials and Resources:

Computer, promethean board, powerpoint, document scanner, Foggy Figure passage, Run
Like a Pro passage, practice worksheet, assessment worksheet.



Differentiation Strategies (including plans for individual learners):

High- Students can create their own short story and open-ended response, ensuring that
there is evidence in the text for peers to use when answering the question.

Low- Students will come to the back table to work in a small group with the teacher and
other students. Supply a passage that is not as long, or where the text evidence is more
explicit.


Data Analysis:

Based on the assessment 7 out of the 18 students were considered proficient because they
answered the question by stating an opinion and supported it with two or more pieces of
evidence from the text. 6 out of the 18 need more practice with the objective because
their responses were either incomplete or did not have at least two pieces of evidence
from the text. 5 out of the 18 students wither provided no evidence from the text or did
not turn in their assessment.


Reflection:

After teaching this lesson I thought it went well, the students listened well and were very
engaged. I ran out of time to give the assessments so the teacher gave them to the
students as homework. After reading over their responses on the assessment I could see
that not all of the students had fully understood what we had talked about in class. I was
surprised by this because when sharing out loud about the practice or even when given
examples during the powerpoint most seemed to already be knowledgeable about finding
the evidence in a text. I think if I were to teach this lesson again I would give them a
passage that had evidence that was a little more explicit.





Samford University
Design for Learning





Name: Date:

The Foggy Figure Open-ended Response Question

Answer the following open-ended response question on the following lines
after reading the passage the foggy figure. Use at least two pieces of
textual evidence. Dont forget to COPS your work!!!

Do you think it was dangerous for Justin and Mary to venture out onto the
boat dock? Explain your answer.
















Great Job!



Running Like A Pro: Providing Textual Evidence

How does Julien feel about his similarities to his father? Support your
answer with evidence from the story.



Running like a Pro
By Aditi Sriram
Everyone told Julien he looked just like his father. The same steady hazel
eyes, the same big ears sticking out on either side of his face. Oh my
goodness! people would say with a gasp. Arent you a spitting image of
your dad! When his cello teacher met his father, he said, What a bold
lineage you share. Julien liked that way of putting it, that he didnt just
look like his father, but that he and his father shared something more
special.
So when Juliens father began training for a marathon, Julien found himself
wanting to run as well. He was in sixth grade, and the cross-country team
was holding tryouts in a few weeks. He wanted to give it his best shot. His
father said, Thats a great idea, son. Running is not only great exercise for
the body, but for the mind, too. When I go for a run, I feel free from all the
things I have to do for the rest of the day. I dont think about work, or
chores. Any worries I have, I leave at the start line, and they only climb back
into my head when Ive finished my run, by which time, Im so pumped
after my run that they no longer feel like worries.
Is that how youre able to run such long races, Dad? Julien asked. He was
becoming nervous about having to run for so long without stopping.
Its not a race, his father explained. Its about starting strong, and
finishing strong. Here, why dont you and I go for a run every morning
before school? Just around the neighborhood. Well build up your stamina,
and well also build up your mental energy to get through a run without
feeling anxious about it.
Julien approved of his fathers idea, and the next morning he was up bright
and early to go for a run, wearing Converses that laced all the way from his
toes to his ankle. His father shook his head. You need shoes that youve
tested out, not just any old shoes! he explained. Today after school, well
go to the running store and get you a great pair of sneakers. Its really
important to listen to your body, test it out, and get the perfect pair of
shoes to complement your running form.
All through the school day, Julien couldnt stop thinking about shoes and
running form. His father took great pride in those things, and he would,
too.
At the store, Julien was amazed to see what all he had to do before he
could buy a pair of shoes. It wasnt as simple as knowing his shoe size. No,
the sales representative ran Julien through a battery of tests. Her name was
Zoe. First, she made him walk up and down the store, barefoot, and
observed him carefully. Then, she had Julien step onto a treadmill. It was
the first time Julien had stood on a treadmill before. He looked at his
father, big hazel eyes meeting big hazel eyes.
Dont worry about a thing, champ, Zoe said. This is the easy part.
She turned on the treadmill and told Julien to walk on it as if he was
walking down the street. Zoe was right, Julien thought, this is easy. Zoe
sped up the treadmill a little and Julien had to walk more quickly to keep
up. She sped it up even more, and added an uphill climb, and Julien began
jogging. It was still easy; he wasnt breathing hard yet, and knew he could
go faster.
Wow, Zoe said to Julien and his father. Weve got a marathon runner
here.
My dads the marathon runner, Julien said in between breaths.
Well, I can tell that youre going to be great at long distance, too, Zoe said
with a smile. You pronate, which means that your put more stress on the
insides of your feet when you run. Its totally normal, dont worry. And now
we can find you the perfect pair of shoes to keep your feet strong, and your
arches supported, while you run.
My son the pro, Juliens father said, patting him on the back when Julien
got off the treadmill.
Father, son and Zoe spent thirty minutes trying on different pairs of shoes,
a rainbow of colors, a series of brands, and settled on a pair of blue
sneakers.
Weve done the research, Juliens father said on the drive back home.
Now youre ready to train!
And Julien agreed, wiggling his toes inside his brand new shoesthe same
color and brand as his fathers.









Foggy Figure
by Kelly Hashway

Justin and Mary woke up early, even though they were vacationing at their uncles lake
house. The night before, Uncle Thomas told them about the Foggy Figure that haunts
the lake. Justin and Mary were determined to see the ghostly creature before their
vacation was over.
Is it foggy outside? Mary asked, as Justin peered out the window.
Yup! Lets go! Justin let go of the curtain and rushed to the door with Mary on his heels.
It was only 5:00AM, so everyone else in the house was still asleep. As they crept
through the kitchen to the back door, Mary sniffed the air. It had the faint scent of coffee
and something sweet. She shrugged it off and followed Justin out the door, down the
back steps, and out onto the boat dock. The fog had settled over the lake, making it
impossible to see anything.
Do you see anything? Mary asked, leaning forward for a closer look. Nothing. Do you
think Uncle Thomas was just trying to scare us with that story? Uncle Thomas did have
a good imagination. Hed been telling Justin and Mary stories for
years, but this was the first scary story. Mary had a feeling it wasnt made up. Mary
shook her head. Remember what Uncle Thomas said? The Foggy Figure
haunts the lake. Were on the dock. Maybe thats why we cant see him. The people in
the story were in boats.
You want to go out on the water? Justin asked. Mary looked around, trying to find
Uncle Thomass boat, but the fog was too thick.
Mom and Dad will be really angry if we go out on the lake alone in this fog, Justin said.
Mary shrugged. Maybe we dont have to go anywhere. We could sit in the boat while its
docked. That wouldnt be dangerous.
Okay. Justin crept toward the end of the dock. He could barely see the outline of the
boat. Ill go first. He carefully lowered himself into the boat and then reached for Marys
hand.
Mary climbed into the boat and sat beside him. She was getting nervous now that they
were on the water. See anything?
They looked around, and gradually, the fog began to lift. Mary turned around and
screamed. The Foggy Figure! It was in the boat with them!
Justin and Mary hugged each other in fear, but then they heard a laugh. Justin leaned
toward the Foggy Figure. Uncle Thomas?
me.
too.
I knew that story would get you two out of bed early enough to take a boat ride with
Mary sighed, happy there was no Foggy Figure after all. Justin looked relieved, too.
Uncle Thomas laughed. What do you say? I packed a breakfast for us. Mary smiled.
She had smelled coffee. And Uncle Thomas had packed pastries for them,
Lets do it, Mary and Justin said.


Power Point Slides





Open- ended Response
Usi ng t ext ual evi dence to suppor t your
answer s.
When wr i t i ng an open- ended
r esponse, t hi nk l i k e a
det ect i ve!
1. Read the prompt carefully.
2. Find the evidence.
3. Prepare the case.
4. Finalize the case.




Read t he pr ompt car ef ul l y
How do you know what a question wants
you to do?
-read it carefully
-read it again
-underline key words




Fi nd t he evi dence
1. Locate the evidence in the text.
2. Rewrite the evidence in your own words.
3. Use a phrase or location to tell where
you found the evidence.
Fi nd t he evi dence
Here is my
evidence!
How do I
know thats
not just your
opinion?




To hel p you use t he l ocat i on
use t ext sent ence st ar t er s
On page it said
The author wrote
The graphic showed
An example is
In the text it said
I know this because
Pr epar e t he case
When writing your response begin by
stating your opinion. (Its ok to steal
from the question)
Then provide evidence for your opinion.




Pr epar e t he case
Do you believe that Amelia and Eleanor
were good friends? Explain your answer

I believe Amelia and Eleanor were very
good friends. I know this because Also,
on page it said
Fi nal i ze t he case
BE SURE TO COPS YOUR WORK!!!
Capitals [proper nouns, beginning of sentences]
Order & Organization [does this make sense?]
Punctuation [ends of sentences ! . ? quotes
and commas]
Spelling [high frequency word list, dictionary,
best effort]