Unit Plan:

Text Evidence

NEIL HANER

A Written Project Presented to the Faculty of the

Teachers College of Western Governors University

1
Contents
Introduction ...............................................................................................................1
Background .............................................................................................................1
Learning Strategies .................................................................................................2
Lesson Overview .....................................................................................................2
Interdisciplinary Connections ..................................................................................3
Assessments ...........................................................................................................3
Materials and Resources .........................................................................................3
Lesson 1 ......................................................................................................................4
Lesson 2 ......................................................................................................................6
Lesson 3 ......................................................................................................................7
Lesson 4 ......................................................................................................................9
Lesson 5 .................................................................................................................... 11
Lesson 6 .................................................................................................................... 13
Appendix “A” ............................................................................................................14
Appendix “B” ............................................................................................................ 17
Appendix “C” AVID Notes Template..........................................................................18
Appendix D ............................................................................................................... 19
Appendix “E” ............................................................................................................21
Appendix “F” ............................................................................................................ 22

2
Introduction
This unit is a 7-day unit on using text evidence in writing responses. It is intended to help meet
the English Language Arts (ELA) standards under the Common-Core State Standards (CCSS).

Learning Objectives

 Given the acronym R.A.C.E. student will be able to identify what each letter stands for.
 Given a reading passage and comprehension questions, students in the class will be able to
identify details from a passage that support the answer to a comprehension question three out of four
comprehension questions.
 Given a reading passage and comprehension questions, students in the class will be able to
identify how many parts the question contains in at least 3 out of 4 comprehension questions.
 Given a reading passage and model comprehension question answers, students in the class will
be able to identify the claim, the evidence and reasons in the answer in 3 out of 4 answers.
 Given a reading passage and comprehension questions, students in the class will be able to
answer to a comprehension question verbally three out of four comprehension questions.

Background
The instructional shifts demanded by the Common Core State Standards and Next Generation
Science Standards (NGSS) require teachers to change curriculum, teaching strategies and assessments.
In English Language Arts (ELA), the idea of text-dependent questions and evidence-based writing has
become paramount, replacing an earlier emphasis on personal narratives and connections to the text
(Common Core State Standards Initiative, 2017; Fettrow , 2015). Within math, the new standards of
mathematical practice call for students to be able to explain their thinking, conduct error analysis,
justify their responses and critique the reasoning of others (Common Core State Standards Initiative,
2017). Similarly, the NGSS calls on students to make claims about what they observe and justify their
thinking and reasoning (Fisher & Frey, 2012; Willard, 2014). This idea of students using evidence
includes many different “labels” and ideas, such as critical thinking, justifications, evidence-based
writing, text dependent questions, metacognition and argumentation. The underlying reasoning
however is this: that students who can make their learning “visible” to others are more likely to fully
understand what they have learned (Ritchart, Church, & Morrison, 2011).

1
Learning Strategies
A primary instructional method in this
unit is the gradual release teaching model.
Based on the work of Douglas Fisher, Nancy
Frey and others, the Gradual Release Model
“purposefully shifts the cognitive load from
teacher-as-model, to joint responsibility of
teacher and learner, to independent practice
and application by the learner” (ASCD, 2013)
(ASCD; 2013)

This unit will also use the instructional strategy of For More Information

constructive and collaborative group work using Kagan

cooperative learning structures to scaffold students’ Better Learning Through Structured
understanding. Based on the work on Spencer Kagan, these Teaching: A Framework for the Gradual
Release of Responsibility, 2nd Edition by
cooperative learning structures provide a systematic approach to Douglas Fisher and Nancy Frey

cooperative learning. This Unit also uses a third instructional Content-Area Conversations by Douglas
strategy, “accountable academic discourse” to encourage Fisher, Nancy Frey and Carol Rothenberg

students’ use of academic language. https://www.kaganonline.com/

Lesson Overview
Lesson Description Duration
1 “I do” Students are introduced to text dependent questions and the 60-90 Minutes
RACE Strategy/Acronym.
2 “We Do” Students work in cooperative groups to answer text 60-90 Minutes
dependent questions and color code the parts of the RACE
Strategy
3“We Do” Students work in cooperative groups to answer text 60-90 Minutes
dependent questions and color code the parts of the CER
Strategy
4 “We Do” Students work in cooperative groups to answer text 60-90 Minutes
dependent questions and then assess other groups use of the
RACE Strategy or CER Framework

5 “I Do” Students use the RACE Strategy or CER Framework to answer 60-90 Minutes
text dependent questions verbally, while creating a video.

6 “I do” Students will complete Summative Assessment 60-90 Minutes

2
Interdisciplinary Connections
This unit is designed to be integrated with other 5th grade content areas and topics. Topics can
be substituted depending on what is currently being addressed with students.

Lesson Content Area Topics

1 English Language Arts / AVID Character Traits, Kindness
2 Social and emotional Learning Bullying, Kindness
3 Science Claims, Scientific Process
4 Social Studies / Writing Causes of the American Revolution
5 Science Speaking and Listening Jane Goodall, Scientific Process, Ecosystems
6 Science Ecosystems
Assessments
Lesson Assessment Type Information / Resources
1 Self-Assessment RACE Rubric “See Appendix A”
2 Formative Comprehension Quiz See Appendix B”
3 Informal/Anecdotal Teacher Notes / Observation
4 Self-Assessment RACE Rubric See Appendix “A”
5 Formative RACE Rubric See Appendix “A”
6 Summative RACE Rubric See Appendix “A”
Materials and Resources
Lesson Materials Resources/Citations
1 Wonder Novel AVID Notes Template Appendix “C”
Chromebooks Example Appendix “D”
Notes Template RACE Rubric
2 Chart Paper https://newsela.com
Markers (Christian Monitor's Editorial Board, adapted by
NEWSELA Reading passages Newsela staff, 2018)

3 Socrative Website https://www.socrative.com/

NEWELA Reading Passages
CER Sentence Frames
4 Chart Paper
Markers
NEWSELA Reading passages
Rubric
5 Jane Goodall reading passages
Flipgrid Website
6 Ecosystems Reading Passages
Paper / Google Doc
https://newsela.com
(USHistory.org, adapted by Newsela staff, 2017)
Flipgrid.com
(Prentice Hall , 2017)
https://newsela.com
Summative assessment questions Appendix “F”
(Atlas Obscura, Adapted by Newsela , 2018)

3
 Lesson 1
Performance Objective: Given the Acronym R.A.C.E. student will be able to identify what
each letter stands for.

Materials and Resources Wonder Novel, Chromebooks, Google drive Documents.

Step Details/Resources Notes

1. Pre-Instructional 1. Students are reading the novel Wonder.

Activities Students will answer a text dependent
comprehension question from the novel
using their prior knowledge of how to write
answers to text-dependent questions.
Question:
How was August’s birth both humorous and frightening?
Cite evidence from the text to support your response
Students will share their answer with a partner using
academic discourse sentence frame posted in classroom.
Students will answer questions using Google Drive instead
of paper, in order to use the highlighting function to show
the changes to their answer.

2. Content 1. Students will take notes Google Drive Google Drive

Presentation instead of paper, in order to use the color Link
text feature to match show the changes
to their answer.

3. Learner 1. Students will rewrite their answers using Example

Participation the race strategy.
2. Students will share their answer with a
partner using academic discourse
sentence frame posted in classroom. Call
on students to compare and contrast
their previous and new answers.
Students will answer questions using
Google Drive documents and color their

4
 code their answers to match their notes
on strategy to show where included each
element of the RACE strategy

4. Formative 1. Teacher will post a model answer:

Assessment  Example: August’s birth was both humorous and
frightening because there was a farting nurse in the delivery
room and because August was born with very serious birth
defects that he almost died from. In the chapter “How I came
to life” August explained that there was a nurse who kept
farting while she was taking care of his mom in the delivery
room and it was very funny. He also said, “Mom remembers
exactly what the nurse whispered in her ear when the doctor
told her I probably wouldn’t live through the night.” This is
why August’s birth was both funny and serious.
2. Given a teacher model answer, students
will self-assess and reflect on their
changes by using a rubric of 1-4, using
one point for each element of the RACE
strategy that they used correctly.
Students will self- evaluate and give
themselves a score of 1-4
3. Students should share tier self-
assessment score with their group, and
why they gave themselves that score.

Students will complete rubric on Google Drive Document,

and complete reflection prior to turning in the assignment
on Google Classroom.

5. Follow Through Brainstorm with the class: How do we use the elements of
Activities the RACE strategy in math?

5
 Lesson 2
Performance Objective: • Given a reading passage and comprehension questions,
students in the class will be able to identify details from a passage that support the answer
to a comprehension question three out of four comprehension questions

Materials and Resources Chart paper, Chromebooks, Newsela website

Step Details/Resources Notes

1. Pre- 1. Ask students to make a class list of examples

Instructional of bullying.
Activities

2. Content 1. Students will article on bullying Opinion: How Newsela Article

Presentation communities can fight back against hate
speech answer comprehension questions.
Students will be assigned the article using the
NEWSELA. Students will be divided up by
instructional (Lexile) level to read the article
together as a group.

3. Learner 1. Students will annotate the main ideas,

Participation vocabulary and interesting parts of the article.
Change: Students will be using highlighting
tool embedded in NEWSLA system and
annotation and comment tools to responded
to text dependent question within the article.

4. Formative 1. Students will take a quiz on the reading

Assessment passage. Students will use their annotated
article to take a quiz in NEWELA and turn in
their annotated and highlighted work.

5. Follow 1. Application article to novel study: Who has

Through stood up for Auggie? What did they do to
Activities stand up to bullies?

6
 Lesson 3
Performance Objective: Given a reading passage and model comprehension question
answers, students in the class will be able to identify the claim, the evidence and reasons
in the answer in 3 out of 4 answers.

Materials and Resources

Step Details/Resources Notes

1. Pre-Instructional 1. Review article read for lesson 2. Newsela Article

Activities This is an opinion essay. Class
discussion: What is the claim
that the author is making? What
evidence and reasons does he
give?

2. Content 1. Review Claim Evidence and

Presentation Reasoning Framework using
sentence frames and
infographic.
2. Post CER Sentence frames
using projector and
Promethean Board
Students will take notes Google Drive instead
of paper, to use the ability to important
pictures to show their understanding of the
vocabulary.

3. Learner 1. Using the sentences frames, students

Participation will write a response to the article
show the authors claim, evidence and
reasoning.
2. Students will the Socrative website to
write and post their CER answers. The
class will then use Socrative software
to “upvote” the best answer. The class

7
 can then discuss what makes a
specific answer good.

4. Formative Teacher will check for understanding

Assessment by reading posted student answers,
Correcting misunderstandings.

5. Follow up Apply to examples from Science Fair.

What claims did we make during our
science fair? How did we use claims and
reasoning to support our hypothesis?

8
 Lesson 4
Performance Objective: • Given a reading passage and comprehension questions,
students in the class will be able to identify details from a passage that support the answer
to a comprehension question three out of four comprehension questions.

Materials and Resources: Informational Text article, Large Post it paper, NEWSELA

Step Details/Resources Notes

1. Pre-Instructional 1. Review causes of the American

Activities Revolution.
2. Review Primary sources
3. Review Claims evidence and Reasoning
framework and sentence frames.

2. Content 1. Students will read and annotate an Newslea Article

Presentation informational text article as group. Causes of the
2. Students will answer article American
comprehension question on the large Revolution
post-it notes

3. Learner 1. Students will rotate to another group Comprehension

Participation and use colored markers top Question: What
underline where in the answer the were the
previous groups use each element of events that led
to the
the RACE Strategy
American
2. Students will again rotate to another
Revolution?
group and use a 4-point rubric to
assess the group on how well they
used the RACE Strategy.
3. Students will rotate to another group
and write suggestions to improve
answers using academic language
sentence frames.
4. Students will rotate back to original
poster and use sections and other
9
 students feedback to improve
answers.

4. Formative Teacher will use posted student answers to

Assessment assess students understanding

5. Follow Through Can also be incorporating into writing process

Activities by having complete pre-writing using flow
map.

10
 Lesson 5
Performance Objective: Given a reading passage and comprehension questions, students
in the class will be able to answer to a comprehension question verbally three out of four
comprehension questions. Change: Added performance objective to meet the needs of
the ELL and Sped students, and meet speaking and listening standards of CCSS

Materials and Resources Jane Goodall reading passage Flipgrid.com website

Step Details/Resources Notes

1. Pre-Instructional Intro reading passage by providing Jane Goodall

Activities background information on Jane Goodall, Reading Passage
and previewing reading passage and
vocabulary.

2. Content Students will read the “Thinking like

Presentation scientist” passage about Jane Goodall,
annotating as they read.

3. Learner 1. Students will choose at least one Comprehension

Participation comprehension question and Questions (on First
answer verbally using the page)
flipgrid.com website, creating a 1. What skills do
video to present their answer scientists use to
and using all the elements of the learn about the
RACE strategy. world?
2. Students will use the video 2. What attitudes
comment feature of flipgrid.com are important in
to provide feedback to other science?
students on their use of the
RACE Strategy.
3. Teacher will present positive and
negative examples to the class to
model appropriate answers.

4. Formative Teacher will check for understanding by

Assessment watching posted student answers,
11
 correcting misunderstandings and
provide feedback as needed.

5. Follow Through Activity can be adapted a variety of

Activities subject areas and assignments.

12
Lesson 6 (Summative Assessment)
Students will read and annotate a NEWELA Article using NEWSELA Annotation tools

Scientists learn that seabird poop is important to many ecosystems

Assessment Using RACE Strategy

Answer Four Comprehension Questions use Race Strategy:

1. What is possible result of the new study?

2. How is the seabird poop important to the ecosystem?

3. How are Nitrogen and Phosphorus important to the ecosystem?

4. What attributes and skills of a Scientist did the scientists in this article use?

13
 Additional Resources
RACE Strategy Resources RACE Graphic Organizer

RACE Strategy Video RACE Strategy Video

References
Acres, L. (2018, April 17). Teacher Mom 101. Retrieved from
Teacherspayteachers.com:
https://www.teacherspayteachers.com/FreeDownload/RACE-Strategy-
Grading-Rubric-3311031
ASCD. (2013, April 15). Better Learning Through Structured Teaching: A Framework
for the Gradual Release of Responsibility, 2nd Edition. Retrieved from
ASCD.org:
http://www.ascd.org/publications/books/113006/chapters/Learning,-or-Not-
Learning,-in-School.aspx
Atlas Obscura, Adapted by Newsela . (2018, 02 02). Scientists learn that seabird poop
is important to many ecosystems. Atlas Obscura,.
Christian Monitor's Editorial Board, adapted by Newsela staff. (2018, April 17).
Opinion: Player shows the best way to deal with hate is to "just be normal".
Chritain Science Monitor .
Common Core State Standards Initiative. (2017, 06 21). Key Shifts in English
Language Arts. Retrieved from Preparing America's students for success:
http://www.corestandards.org/other-resources/key-shifts-in-english-
language-arts/
Fettrow , D. (2015). The Importance of Evidence in the Common Core. Research Into
Practice. Retrieved 06 21, 2017, from
http://assets.pearsonschool.com/asset_mgr/current/201326/CommonCoreFet
trow_med.pdf
Fisher, D., & Frey, N. (2012). Close Reading In Elementary Schools. Reading Teacher,
179-188.
14
Fisher, D., & Frey, N. (2013). Show Me the Proof: Requiring Evidence in Student
Responses. Principal Leadership, pp. 57-60.
Prentice Hall . (2017, April 17). Prentice Hall Bridge page. Retrieved from
phschool.com
Ritchart, R., Church, M., & Morrison, K. (2011). Making thinking visible: how to
promote engagement, understanding, and independence for all learners. San
Francisco, CA: Jossey-Bass teacher.
Ross, D., Fisher, D., & Frey, N. (2009). The art of argumentation. Science and Children,
28–31.
USHistory.org, adapted by Newsela staff. (2017, April 17). USHistory.org. Retrieved
from https://newsela.com/read/lib-ushistory-events-leading-american-
independence/id/29972
Willard, T. (2014). NSTA Quick-reference Guide to the NGSS, Elementary School.
National Science Teachers Association Press.

15
Appendix “A”

(Acres, 2018)

16
Appendix “B”
1. How does the article "Good Things Happen When People Rally Together" explanation as to what

often happens after a community experiences an incident of hate? Use detail and quotes from the

text to support your answer.

2 Based on the article, which answer choice BEST describes how CONNECT helps to combat

hatred?

(A) by educating people about white supremacist groups

(B) by bringing people of different religious groups together

(C) by hosting events that raise awareness about hate

(D) by teaching people what to do if they witness incidents of hate

3 Read the first paragraph from the section "Crowd Shows Support with Round of

Applause." 3. What is the MOST likely reason why the author included this paragraph?

(A) to show how the Red Sox pitcher is an understanding person

(B) to show how a community responded to an incident of hate

(C) to prove that the Red Sox fans were not racist

(D) to prove that Adam Jones is actually a very popular player

4. In the section "Good Things Happen When People Rally Together," Vanita Gupta is

introduced in what way?

(A) through the sharing of her beliefs

(B) through a description of her experiences

(C) through an important personal story (

D) through an explanation of her job

17
Appendix “C” AVID Notes Template

EQ: What is the RACE strategy?

Letter Steps Example
R
A
C
E
Summary:

18
Appendix D
Wonder Response Analysis
To Analyze means to look at and read something very closely with a specific purpose and
explain what you discovered.

Essential Question: What do I need to do when responding to a question to make my

response complete and 5th grade appropriate?

4. How was August’s birth both humorous and frightening? Cite evidence from the
text to support your response.

How many parts does this question have? This question has two parts.

My Response Complete 5th grade Response

(copy and paste your response from slide 16
of your Wonder slides)

Auggie’s birth was humorous because in the
chapter “How I came to life” one of the nurses
kept farting and also, Auggie’s mom was
practically fighting with the farting nurse
because when August was born his dad
dropped the video camera and it broke,
Auggie’s mom tried to get up to see where
they were going, but the farting nurse kept
her down. Another reason why it was
humorous was that when August was born
the doctor fainted. The farting nurse tried
waking the doctor until she let out the biggest,
loudest, smelliest fart in the history of farts
and that woke up the doctor. It was tragic
because August was born with a cleft palate
and other stuff that doctors couldn’t figure out
and the farting nurse didn’t think August
would live through the night. That is why
Auggie’s birth was funny and tragic.
August’s birth was both humorous and
frightening because there was a farting nurse
in the delivery room and because August was
born with very serious birth defects that he
almost died from. In the chapter “How I came
to life” August explained that there was a
nurse who kept farting while she was taking
care of his mom in the delivery room and it
was very funny. He also said, “Mom
remembers exactly what the nurse whispered
in her ear when the doctor told her I probably
wouldn’t live through the night.” This is why
August’s birth was both funny and serious.

19
 Did I...
 Reword or restate the question into my answer?
Use as many words from the question in your
answer
 Answer all part of the question?
 Collect and use evidence from the source?
 Explain or elaborate my response?
TELL WHAT THE EVIDENCE
Use a quote to show where you got your answer from
How is my response LIKE the appropriate How is my response DIFFERENT than the
5th grade response? Make a list. appropriate 5th grade response? Make a list.
 I showed my source  I didn’t use a quote
 I used the word because
 I restated my answer
 I answered all parts of the question

20
Appendix “E”

21
Appendix “F”
Summative Assessment Questions

Answer Four Comprehension Questions use Race Strategy:

5. What is possible result of the new study?

6. How is the seabird poop important to the ecosystem?

7. How are Nitrogen and Phosphorus important to the ecosystem?

8. What attributes and skills of a Scientist did the scientists in this article use?

22