Time To Complete
I Can Statements
- I can:
- Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources (6-8.WHST.1b)
- Quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation (6-8.WHST.8)
- Draw evidence from informational texts to support analysis, reflection, and research (6-8.WHST.9)
- I will know that my supporting details and evidence are of high quality when they:
- Demonstrate my understanding of the topic
- Support my claim and analysis
- Are accurate and drawn from credible sources
- Are properly cited to demonstrate the credibility and authority of the source
- Include paraphrases, direct quotations, and indirect quotations
Suggestions for Assessing Student Readiness to Move Forward:
- Confer with students, asking probing questions about the details and evidence they are using to support their main idea, to gauge how well they meet the quality criteria.
- Confer with students, asking them to explain their evaluative process for distinguishing relevant from irrelevant information and asking them to show specific examples drawn from their research.
- Ask students to self-evaluate their work after completing one of the activities below.
- Ask students to show the evidence they have gathered in organized notes or note cards, a graphic organizer, draft body paragraph(s), or a suitable pre-writing activity to gauge how well it meets the quality criteria.
Conduct a series of mini-lessons on: choosing and presenting evidence in presentations with a focus on “warrants, claims, and appeals”; what counts as evidence and where to find it (personal experience, interviews, research, quotes, anecdotes, data, facts, observations, or experiments); and what forms of media may be included (animation, movie clips, sound bites, or pictures).
Do a mini-lesson where you model for students a thinking process that supports adding media to a presentation or using multimedia to present
Using a sample great speech like “I Have a Dream”, have the class identify rhetorical devices such as anecdotes, rhetorical questions, hyperbole, allusion, metaphor, simile, personification, connotative language, and parallel structure. Have students keep a list and identify the impact of each on the audience
Use a sample multimedia presentation and have the class identify examples of evidence used. Have students keep a list and identify the impact of each one on the audience.
Using the “I Have a Dream” speech or a sample multimedia storyboard, have students work in pairs to mark up the speech identifying places in the text where one might choose to include media and giving an example of an appropriate type of media to add. For example you can use the following codes:
- S: Sound Effect
- P: Picture
- V: Video Clip
In writer’s workshop-style have students identify the evidence for their speeches, the style in which they will present it to the listener, and places to embed media. Through teacher and peer conferencing, students can get individualized support.
Resources for Choosing Evidence (Warrants, Claims, Appeals)
Resources for Presenting Evidence – Rhetoric