Using Textual Evidence, English I Standards Lab

Using Textual Evidence, English I Standards Lab

Review:

Last time, we learned about making inferences and understanding the inferred meaning of a text.

Open Ended

Review Question: In your own words, what's the difference between literal meaning and inferred meaning?

Review: Key Understanding

Literal Meaning = What clearly happens in the text.

Inferred Meaning = The deeper layer of meaning that you have to “read between the lines” in order to see.

Today's Learning Goal:

After today's lesson, scholars will be able to use textual evidence to support their interpretation of a text.

Share out!

What is "textual evidence?" How and why is textual evidence used?

Key Understanding (1/2)

Text = written expression (book, article, poem, etc.)

Evidence = proof of an idea

Textual Evidence = proof of an idea that’s found somewhere in a piece of writing

Key Understanding (2/2)

Reading a text and understanding the meaning that the author is trying to convey is an important skill, that's applicable to a lot of different contexts.

If you're grounding your interpretation of a text in text evidence, you know that your understanding of the text is true and accurate.

Multiple Choice

Check for Understanding: In a "real world" context, which would be more convincing?

• An argument based on strong factual evidence

• An argument based on strong opinions and beliefs

Directions:

We're about to read 2 short passages as a class. For each passage, we'll answer 3 questions that will involve using text evidence to interpret the text.

Passage #1

Michael woke up with a start. Someone was banging at the front door. Heavy footsteps clomped over the bare boards of the hallway. A shouting of voices. Jacko's familiar growl, then the front door slammed shut. Michael shivered and pulled the thin blanket closer around his shoulders. Through the cracked glass of the curtainless window, the sky looked gray and dirty. A groan from the other mattress told him that Toby was awake as well.

Share Out! What do you think is going on in this passage?

Michael woke up with a start. Someone was banging at the front door. Heavy footsteps clomped over the bare boards of the hallway. A shouting of voices. Jacko's familiar growl, then the front door slammed shut. Michael shivered and pulled the thin blanket closer around his shoulders. Through the cracked glass of the curtainless window, the sky looked gray and dirty. A groan from the other mattress told him that Toby was awake as well.

Multiple Choice

Michael woke up with a start. Someone was banging at the front door. Heavy footsteps clomped over the bare boards of the hallway. A shouting of voices. Jacko's familiar growl, then the front door slammed shut. Michael shivered and pulled the thin blanket closer around his shoulders. Through the cracked glass of the curtainless window, the sky looked gray and dirty. A groan from the other mattress told him that Toby was awake as well.

Which words help describe the setting?

• "A shouting of voices."

• "...cracked glass of the curtainless window..."

• "Michael woke up with a start."

• "...Toby was awake as well."

Multiple Choice

Michael woke up with a start. Someone was banging at the front door. Heavy footsteps clomped over the bare boards of the hallway. A shouting of voices. Jacko's familiar growl, then the front door slammed shut. Michael shivered and pulled the thin blanket closer around his shoulders. Through the cracked glass of the curtainless window, the sky looked gray and dirty. A groan from the other mattress told him that Toby was awake as well.

What can you infer about the place where Michael lives?

• it's brand new

• it's happy and clean

• it's dull and uncared for

• it's bright and colorful

Multiple Choice

Which of the following would be considered explicit textual evidence? (Explicit means clearly said outright; not inferred.)

• Toby is Michael's brother

• "The sky looked gray and dirty"

• Michael was trying to sleep

• Michael and Toby were cold

Passage #2

It was the sea eagle that called Emily down to the beach. It hovered above the waves, its broad wings dusty where the land had left its mark, its small eyes that could follow the horizon bright and keen. She hadn't meant to come down onto the beach. She'd meant to sit at the top of the ramp till the other kids had left the street, till she could walk home from school in peace without strangers staring at her, but somehow the bird seemed to urge her to come down.

Share Out! What do you think is going on in this passage?

It was the sea eagle that called Emily down to the beach. It hovered above the waves, its broad wings dusty where the land had left its mark, its small eyes that could follow the horizon bright and keen. She hadn't meant to come down onto the beach. She'd meant to sit at the top of the ramp till the other kids had left the street, till she could walk home from school in peace without strangers staring at her, but somehow the bird seemed to urge her to come down.

Multiple Choice

It was the sea eagle that called Emily down to the beach. It hovered above the waves, it's broad wings dusty where the land had left its mark, its small eyes that could follow the horizon bright and keen. She hadn't meant to come down onto the beach. She'd meant to sit at the top of the ramp till the other kids had left the street, till she could walk home from school in peace without strangers staring at her, but somehow the bird seemed to urge her to come down.

What time of day is it and why?

• afternoon because she is coming home from school

• evening because there was no one on the street

• lunch time because she wanted to feed the birds

• morning because birds are out at that time

Multiple Choice

It was the sea eagle that called Emily down to the beach. It hovered above the waves, its broad wings dusty where the land had left its mark, its small eyes that could follow the horizon bright and keen. She hadn't meant to come down onto the beach. She'd meant to sit at the top of the ramp till the other kids had left the street, till she could walk home from school in peace without strangers staring at her, but somehow the bird seemed to urge her to come down.

Which textual evidence best describes Emily's thoughts and feelings?

• "... sea eagle that called Emily..."

• "... till she could walk home from school in peace..."

• "... its broad wings dusty..."

• "... the bird seemed to urge her to come down."

Multiple Choice

It was the sea eagle that called Emily down to the beach. It hovered above the waves, it's broad wings dusty where the land had left its mark, its small eyes that could follow the horizon bright and keen. She hadn't meant to come down onto the beach. She'd meant to sit at the top of the ramp till the other kids had left the street, till she could walk home from school in peace without strangers staring at her, but somehow the bird seemed to urge her to come down.

Which inference could you reasonably make about Emily?

• She wants to go swimming

• She is on vacation

• She wants to be left alone

• She is ready to read on the beach

Today's Learning Goal:

After today's lesson, scholars will be able to use textual evidence to support their interpretation of a text.

Poll

Which of the following best describes how you feel about today's learning goal?

• I'm still confused about what we learned today

• I understand some of what we learned today

• I understand all of what we learned today

• I'm an expert on what we learned today & I could teach the next lesson on this

Open Ended

In your own words, explain what 9th grade scholars need to know about using textual evidence.