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Calpurnia the Cook Evidence-Based Writing Chapter 3 To Kill a Mockingbird

Calpurnia the Cook Evidence-Based Writing Chapter 3 To Kill a Mockingbird
Calpurnia the Cook Evidence-Based Writing Chapter 3 To Kill a Mockingbird
Calpurnia the Cook Evidence-Based Writing Chapter 3 To Kill a Mockingbird
Calpurnia the Cook Evidence-Based Writing Chapter 3 To Kill a Mockingbird
Calpurnia the Cook Evidence-Based Writing Chapter 3 To Kill a Mockingbird
Calpurnia the Cook Evidence-Based Writing Chapter 3 To Kill a Mockingbird
Calpurnia the Cook Evidence-Based Writing Chapter 3 To Kill a Mockingbird
Calpurnia the Cook Evidence-Based Writing Chapter 3 To Kill a Mockingbird
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This FREE product is part of the To Kill a Mockingbird Selecting, Presenting, and Analyzing Text Evidence writing unit.

https://www.teacherspayteachers.com/Product/Selecting-Presenting-Analyzing-Text-Evidence-Writing-Unit-To-Kill-a-Mockingbird-2707605

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This product is a writing task that requires reading chapter 3 of Harper Lee’s To Kill a Mockingbird.

This writing task asks students to support a claim with text evidence. To support the claim, students will select the best text evidence from a given passage, present that text evidence in a written paragraph, and also analyze how or why the text evidence presented supports the claim.

This 8-page FREEBIE includes a vocabulary list for understanding the necessary writing concepts for presenting text evidence, the writing task, the passage, a guided planning page with exemplar, lined paper for the written response, a writing exemplar, a marked-up writing exemplar, and a key for identifying the necessary writing concepts.

Below are the six concepts used in this package for teaching students how to present text evidence:

TRANSITION — A word or phrase used to connect one idea to the next.

LEAD IN — Gives context or background information to the text evidence. When are we? Where are we? In brief, what's been happening plot-wise leading up to this text evidence?

ATTRIBUTIVE TAG — Whose words were borrowed? Are those words best described as narration, thinking, or dialogue?

TEXT EVIDENCE — Purposefully selected because something about it makes it some of the best evidence to support a(n) thesis, claim, argument, stance, statement, or answer.

CITATION — MLA in-text citation (Author 283).

LEAD OUT — It’s analysis. It answers HOW or WHY the text evidence helps support the argument being presented? As part of the analysis, the LEAD OUT often picks apart the author's use of word and phrase choices, including literary elements and writing techniques used. How do these writing choices made by the author support the thesis?

Because lead out is analysis, it often involves making inferences. Thus words such as suggests, implies, and indicates are often necessary to use.
___________________________________________________________________________

This product is part of the To Kill a Mockingbird Selecting, Presenting, and Analyzing Text Evidence writing unit.

https://www.teacherspayteachers.com/Product/Selecting-Presenting-Analyzing-Text-Evidence-Writing-Unit-To-Kill-a-Mockingbird-2707605

This in-depth writing package provides teachers with what’s needed to teach students how to select, present, and analyze text evidence to support a claim in writing. This 75-page unit uses the text of Harper Lee’s To Kill a Mockingbird to teach and reinforce those lessons.

In addition to lesson and practice materials to reinforce the necessary writing concepts, this package also includes well-guided novel-based writing tasks, rubrics, exemplars, drills to reinforce, checks for understanding, and quizzes.

While the terminology used to teach students how to select, present, and analyze textual evidence is not complex, some of the writing concepts will be new to students. This package scaffolds the process to allow students the opportunity to

1. study the writing concepts,
2. identify the writing concepts in other people’s writing,
3. analyze how those writing concepts function,
4. practice applying the concepts in guided workouts,
5. apply those concepts in their own writing,
6. identify the concepts in their own writing,
7. analyze the effectiveness of those concepts in their own writing.
Total Pages
N/A
Answer Key
Included with rubric
Teaching Duration
3 days
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