This product is a puzzle paragraph that emphasizes the vocabulary of argumentative paragraph writing and presenting text evidence. The task requires reading through chapter 23 of Harper Lee’s To Kill a Mockingbird.
This cut and paste puzzle activity asks students to identify examples of the writing concepts associated with presenting text evidence, organize puzzle pieces, and use those pieces to put together a coherent piece of writing. The writing includes several pieces of text evidence (from as deep in the novel as chapter 23) that support a claim in the topic sentence.
This paragraph puzzle includes the vocabulary associated with presenting text evidence in a paragraph, a page of hints, a visual example, and an answer key. The task is most challenging if the labels and puzzle pieces are cut up ahead of time by the teacher. This works great as a partnered activity.
Here are the directions of the paragraph puzzle task:
Below is a paragraph that, with several pieces of text evidence, supports the following claim: Atticus finch chooses to defend Tom Robinson because Atticus is the kind of man who is fair, just, and equitable. The paragraph has been divided into 22 labeled parts. Cut up the pieces provided in order to organize and lay out this lengthy paragraph. The hints on the last page should help you solve this puzzle.
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.
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.