Lesson Topic: _Embedding Quotes and Citations_ Grade level:_10_ Length of lesson: __15 !0 min "follo#ed b$ !

5 %0 min lab time&___ 'tage 1 ( )esired *esults Content 'tandard"s&:

9.4.1.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 9.7.1.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. ntroduce precise claim!s", distinguish the claim!s" from alternate or opposing claims, and create an organi#ation that establishes clear relationships among claim!s", counterclaims, reasons, and evidence. b. $evelop claim!s" and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience%s &nowledge level and concerns. c. 'se words, phrases, and clauses to lin& the ma(or sections of the text, create cohesion, and clarify the relationships between claim!s" and reasons, between reasons and evidence, and between claim!s" and counterclaims. d. )stablish and maintain a formal style and ob(ective tone while attending to the norms and conventions of the discipline in which they are writing. e. *rovide a concluding statement or section that follows from and supports the argument presented.

+nderstanding "s&,goals +tudents will understand, 'sing citations from the text strengthens an argument.

Essential Question"s&: -ow do authors use characters.symbols.plot points to represent a theme in a text/ -ow can support a claim using examples from a boo&/

'tudent ob-ectives "outcomes&: +tudents will be able to, Write a strong argumentative essay. 'se citations to support an argument 'tage ! ( .ssessment Evidence /erformance Tas0"s&: 1ther Evidence: 401 paragraph essay

'tage % ( Learning /lan Learning 2aterials: 'lides sho# sho#ing #a$s to embed 3uotes and ho# to properl$ cite Lord of the Flies4 5andout #ith essa$ directions4 Learning .ctivities: !201 min" *ass out the handout that gives them more specific directions on the essay and read it 3 4'55 as a class, ta&ing volunteers to read and inter(ecting to explain anything further if students seem confused. *oint out that while we specifically discussed embedding 6uotations and how to cite those 6uotes, they are also expected to have the 6uote they find as a hoo&, a topic sentence.thesis in their introductory paragraph, transitions, at least two body paragraphs, and a conclusion that restates the thesis but does not repeat it. 3o copy.pasting from the intro. *ull up additional options for their paper on the board !either two0three paragraphs supporting thesis or paragraphs both supporting and contradicting". )xplain that each paragraph should focus on one thing. 7ive examples of how the essay can run with these options. 8ption 1, first paragraph about how 9ac& demonstrates evil, second paragraph about how :oger represents evil. 8ption ;, first paragraph about how 9ac& is evil, second paragraph contradicting by showing the goodness of +imon. <dvise that they could do one paragraph about a character and another paragraph about a symbol. =heir paragraphs don%t all have to be characters or all have to be symbols. =here can be variety. =hey also have the option to tal& about plot points !such as the incident with the parachutist" and how they lin& to their thesis as a paragraph option. <s& for any 6uestions specifically about the expectations of their paper. !1>011 min" *ull up the slide show, starting with how everyone is expected to cite the 6uotes that they pull from the boo&. <dvise that every 6uote they pull word0for0word from the text ?'+= have a citation. +how them the slides that show how to embed 6uotes in different ways noting that there are many ways to embed 6uotes. *oint out that it%s not best practice to have a 6uote as its own sentence. =ry to embed 6uotes in your sentence. <55 @'8=)+ 3))$ <3 )A*5<3<= 83. Bou shouldn%t (ust say a 6uote and then move on to the next point. Bou must explain why the 6uote is important to your argument even if it may seem redundant. *ause to chec& with students on their understanding and ta&e 6uestions about expectations with 6uoting. :epeat that they are re6uired to have a minimum of three 6uotes used from the boo&, not counting the 6uote that is used as their hoo&. =he last two slides discuss specifics on doing an introductory paragraph. +how the introduction example. +witch to the next slide and have students pic& out where the hoo& and where the thesis is. *oint out that the intro cannot (ust have a hoo& and thesis. Bou must connect the hoo& to the thesis with at least one additional sentence between them. <dvise that it is best to have the last sentence of your introduction paragraph be the thesis

statement. :estate the purpose of the essay and give them one more option to as& 6uestions in class. !;102> min" 4or the remainder of the hour, students have lab time to find a 6uote and wor& on the beginnings of the paper. Wal& amongst the students, chec&ing in on how they%re doing with finding a 6uote. <nswer any 6uestions they have. f any 6uestions come up more than once or are good to express to the whole class !either because it wasn%t stated before or to ma&e sure they remember" interrupt the class to point out the answer to the 6uestion that was as&ed. 3ote that they will also have lab time on Wednesday but if they don%t finish their papers during that time, it will be homewor&. -omewor&, *aper due 4riday, 3ov ;;.