Lesson Plan:

What's a Quote? (Bud, Not Buddy, Part II)

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Grade
Standards
September 28, 2015
by Krystal Douglas

Learning Objectives

Students will be able to know a quote is a sentence or phrase taken directly from a text. Students will be able to quote accurately.

Lesson

Introduction (15 minutes)

  • Lead your students in a discussion about quoting. You can start the thought process by writing, "What is a quote?" on the board.
  • Once you have finished discussing, ask students to find a quote and write it on their whiteboards.
  • Allow students to struggle here, looking around to see what others are doing. Praise students who pull out their independent books in search for something to quote.
  • Note: You will see some students quoting famous lines such as, "To be or not to be" as well as looking through their books to find dialogue, which has quotation marks but is not the type of quote we are looking for in this lesson.
  • Have students put down their whiteboards and turn their attention to the Quoting Evidence chart you have made before hand. Make this chart with guidelines that matter to you about how students should quote evidence.
  • Give students a moment to read the chart and ask questions.
  • Have students work with a shoulder partner to critique their quotes.
  • Explain how they will be expected to use relevant quotes when providing answers to questions or writing summaries.

Explicit Instruction/Teacher Modeling (20 minutes)

  • Prepare students for the read aloud by reminding them of what they learned in the last lesson about explicit and inferred information. Also ask them to be ready to quote to prove their reasoning.
  • Read chapter 2, stopping at page 15.
  • Have students turn and talk to their neighbors about what they are visualizing while I you are reading.
  • This is a great time for them to make a note in their journal about what is going on in the story.
  • Ask the students about the Amoses. What race are they? Discuss as a group. This is a great time to lean on the skills learned in the last lesson of explicit versus inferred information.
  • Show the students how you would answer that question with a relevant quote. For example: The Amoses are African American, like Bud, because in the text Mrs. Amos states, "Lord knows I have been stung by my own people before." This shows that they are of similar race.
  • Finish the read aloud.

Guided Practice/Interactive Modeling (15 minutes)

  • Instruct students to answer the following question: Is Todd Amos an honest person?
  • Have students work in partners to answer the question with a relevant quote in their journals.
  • Remind them of the question they answered during the read aloud and how they answered that with quoted evidence.
  • Give students the copy of pages 10-11 to use for their explicit information.
  • Instruct students to read their independent books when they finish answering the question.
  • Go over the answers and have students share out their relevant quotes.

Independent Working Time (35 minutes)

  • Have students read in their independent leveled chapter books looking for a poignant sentence or phrase to quote.
  • Have them write their quote on a sticky note and collect them to assess students.

Extend

Differentiation

  • Enrichment: Have these students create a short presentation combining both inferred and explicit information and proper quoting technique to present to you or the class.
  • Support: While students are reading, pull small groups consisting of those students who need additional assistance based on the previous lesson's formative assessment aside for help.

Review

Assessment (10 minutes)

  • Look at students' sticky notes and create small groups based on errors in quoting.

Review and Closing (5 minutes)

  • Close the lesson by reviewing the learning objectives one more time.
  • Praise students by reading some of their quotes to the class.

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