Nonfiction Book Project: Using Quotes in Your Nonfiction Book Essay Mini Lesson February 29, 2012 In preparation

of the final assessment for this unit, I will be informing students how to properly use quotes as evidence to show support of ideas and content knowledge from reading a nonfiction book. ____________________________________________________________________________ Subject: Instruction time: Students level by grade: Standards to be addressed from Iowa Core: WHST.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research. Resources used in this lesson (use correct citation): Microsoft PowerPoint Paper and writing utensil (for assignment) Learning Objectives that meet the standards above: Students will be able to: 1. Draw evidence from informational texts to support analysis, reflection, and research 2.Assess the usefulness of each source as it applies to the nonfiction book essay guidelines 3.Integrate information into essay appropriately to maintain the flow of ideas, avoid plagiarism and follow a standard format for citation Essential questions for this lesson: What is the correct way to include quotes in my nonfiction book essay? Motivational strategies used: I will ask for and encourage students to participate in classroom discussion throughout the PowerPoint presentation. Type of instructional methods used: Microsoft PowerPoint presentation; classroom discussion; activity to practice formatting quotes as textual evidence using proper format Fundamentals of Writing (Periods 4 and 8) 45 minutes 10th Grade

Lesson ProceduresList carefully and completely (What will the students do?):

Technology needed for this lesson to be successful: Microsoft PowerPoint, overhead projector board, elmo projector Adaptations needed to meet student needs: For students who have come unprepared to class without their outlines and/or books, I plan to provide them with a sample quote from another book for them to practice with. My philosophy with most work is that if a student approaches me with concerns regarding their ability to complete an assignment in a timely manner, Thinking strategies used in this lesson: Assignment (what happens after the lesson; if no assignment, write none): By now, students should have completed their initial book response, writing style, and purpose and theme outlines. Completed outlines should contain a sufficient amount of quotes pulled from the students respective nonfiction book. Therefore, quotes will be ready for this lesson. After the instructor presentation, students will practice working on integrating textual evidence into their essay by practicing turning a section of one of their outlines into paragraph form. Students will be instructed to take out a piece of paper and a writing utensil, and will be informed that they must turn in their completed task by the end of the class period. Their task is to write a portion of their chosen outline and show below how they would reformat it into a paragraph. The main goal of this assignment is for students to practice working pieces of textual evidence (quotes) into a paragraph structure in a way that is appropriately placed, strengthens their claims, and is correctly formatted with proper citation. Assessment of objectives for today (how do you know what students learned?): For this lesson, I plan to assess student work based on their in-class assignment. Students should have turned in their assignment by the end of the period for my review. While reviewing each assignment, I will check to see if students 1) included a portion of their outline 2) turned their outline into a sufficient paragraph 3) included at least one quote from their outline 4) used correct citation format 5) provided an adequate explanation of quote as it applies to students claims