K.

May Lesson Plan

Topic: Class: 7th Grade ELA Date: 2/27/2018
Citing Textual Evidence

Preparation
Standard: CCSS RL7.1: Cite several pieces of textual evidence to support
analysis of what the text says explicitly as well as inferences drawn from
the text.

CCSS RL7.3: Analyze how particular elements of a story or drama interact

(e.g., how setting shapes the characters or plot).

Content Objectives: Language Objectives (identify

SWBAT analyze a piece of text for
textual evidence.
SWBAT analyze how characters
affect plot.
language levels here):
Students will be able to use oral and
written English to identify evidence
in the text.

Learning Strategies Materials (supplemental and

adapted):

Think-Pair-Share 1.“War of the Wall” by Toni Cade

Bambara
Teacher Led Think Aloud 2. Chromebooks
3. Pear Deck PowerPoint
Independent Exit Ticket 4. writing utensils
5. highlighters
6. ELMO

Key Vocabulary (student-friendly definitions)

Time: Motivation (explicitly describe) INPUT

54 minutes Building Background Knowledge:

 Do Now Question: Think of a time when you made an
assumption about someone. Was your assumption correct?
Explain the situation in your answer.

Links to Experience: Students will reflect on their own

experiences with making an assumption about somebody
or something and consider how that situation is similar or
different to the situation in the story.

Links to Learning: Students will participate in a close read

activity and will record their answers and textual evidence
through a Pear Deck PowerPoint.

Key Vocabulary:
Cite: to quote or refer to

Evidence: something that supports an explanation or

answer (quotes, images, etc)

Bias: a personal judgment or outlook

15-20 Presentation (explicitly describe) MODELING/I Do

minutes * Thinking with the end in mind, what content and
language do you need to model?
1. Students will begin class with a discussion about reasons
why we make assumptions about people and how that
connects to the narrator in the story.

T: What are some ways that we make assumptions about

people?

S: The people they hang out with, the way they dress, how
they look, etc.

T: Good. We sometimes make assumptions about people

because of our biases. Today we are going to be
completing a close read of the story we read yesterday,
“The War of the Wall.” As we go through the activity, we
will need textual evidence to support our ideas and
answers. What is textual evidence?
 S: Parts of the text that support/back up our answers.

T: Exactly. We will now log on to the Pear Deck

presentation

Students will rate themselves on their current skill level of

determining how characters affect plot and what
motivates characters.

T: Let’s look at the first question together as a class: “What

details from the text show you that the wall is important to
the character?” Let’s look on pages 284 and 285.
Teacher will model read on the ELMO as students follow
along.

T: Now that we’ve read that section of the text again, I

want to find evidence that it is important to the character.

I think that the section where he talks about his memories

with the wall support the idea that it is important to him. So,
I would highlight “We’ve been pitching pennies against
that wall since we were little kids. Old folks have been
dragging their chairs out to sit in the shade of the wall for
years. Big kids have been playing handball against the wall
since so-called integration when the crazies ’cross town
poured cement in our pool so we couldn’t use it. I’d
sprained my neck one time boosting my cousin Lou up to
chisel Jimmy Lyons’s name into the wall when we found
out he was never coming home from the war in Vietnam to
take us fishing.”
**Students will highlight their copy of the text with teacher.

12-15 Practice (explicitly describe) GUIDED PRACTICE /We Do

minutes * Thinking with the end in mind, what content and
language do students need to practice here to receive
feedback from the teacher before they work
independently? Am I gradually releasing students toward
what they are expected to do independently?

T: Okay, now that we have reviewed how to pick evidence

from the text, we will practice a few as a class.
 Teacher will go through slides and students will find text
evidence to answer the questions about characterization.

Students will read the question and then read through the
corresponding section of the text. They will then use the
evidence from the text to type their answers into Pear
Deck.

Teacher will review student answers and post them on the

board. Students will then engage in discussion with their
tablemates.

Discussion Sentence Stems:

• I agree with _____________’s answer because
___________________.
• I disagree with ____________’s answer because
__________________.
• I chose insert quote because
__________________________.
• I think this quote shows __________________ about the
character.

10-15 min Application (explicitly describe) INDEPENDENT

PRACTICE/ASSESSMENT/You do
* Does this opportunity give students the opportunity to
demonstrate language and content mastery?

T: You all are doing a great job. Before we move into doing
a couple examples on our own, I want you to turn to your
partner and say “Thank you, partner!”

S: Thank you, partner!

T: Okay, before we move on, let’s complete the

temperature check. On your screen, drag your dot to how
you are feeling at this point.
Options: Keep going, I understand; I’m a little
confused; Stop, I need help!

Teacher will determine how to proceed based on student

responses. If students are mostly confused, teacher will
reteach concepts and model another example. If majority
of students feel confident about the topic, then teacher
will move on to independent practice.

Students will complete three more text-based questions

independently. They will then complete a final temperature
check for metacognition.

***Make note of students struggling during activity and

those who rate themselves low in understanding to be
pulled for small group.

Exit Ticket: Students will complete an Exit Ticket that asks

them to pretend that their friend was absent from class that
day. Each student will write down a description of what we
did in class and how to explain it to their classmate.

Review (explicitly describe)

STEAL CHART ACTIVITY:

Students will use a characterization STEAL chart to
complete a character analysis of the narrator in “The War
of the Wall.”

Students will be divided into 5 groups and each group will

be assigned a letter (S,T,E,A, or L.)

Each group will be assigned a poster that corresponds with

a letter from the chart:
S:Sayings
T: Thoughts
E: Effect on other characters
A: Actions
L: Looks

Groups will have 6 minutes to work together and determine

character traits based on the aspect of the character they
were assigned. They will determine text evidence to
support their ideas.
Students will then rotate and complete the rest of their
chart using the information written down by the other
groups.