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Citing Textual Evidence

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DeVona Hampton-Williams

on 16 October 2014

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Transcript of Citing Textual Evidence

Citing Textual Evidence
Williams 7th ELA
CCSS: Objective RL.7.1
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Essential Skills & Concepts
draw inferences
analyze the text
identify explicit textual evidence
Question Stems & Prompts
What textual evidence did you identify to support your analysis of the text?
What can you conclude from the text?
Which evidence is most relevant?
What can you infer from this paragraph?
What textual evidence did you identify to support your analysis of the text?
textual evidence

Marzano Vocabulary
"Dinnertime Chorus"
The teapot sang as the water boiled
The ice cubes cackled in their glass
the teacups chattered to one another.
While the chairs were passing gas
The gravy gurgled merrily
As the oil danced in a pan.
Oh my dinnertime chorus
What a lovely, lovely clan!
Identify the types of figurative language that is being used in the poem. In your concrete evidence, quote and cite the lines that show the type of figurative language. In the commentary, explain why these lines are examples of that type of figurative language. Summarize your paragraph in your concluding sentence.
"Zebra" by Chaim Potok
Listen to this excerpt from the story, you can return to listen to it again if needed.
Mrs. English was a tall, gracious woman in her forties. It was common knowledge that early in her life she had been a journalist on a Chicago newspaper and had written short stories, which she could not get published. Soon after her marriage to a doctor, she had become a teacher.
This was the only class Mrs. English taught.
Ten students from the upper school—seventh and eighth grades—were chosen every year for this class. They met for an hour three times a week and told one another stories. Each story would be discussed and analyzed by Mrs. English and the class.
Mrs. English called it a class in the imagination.
Zebra was grateful he did not have to take notes in this class. He had only to listen to the stories.
That day, Andrea, the freckle-faced, redheaded girl with very thick glasses who sat next to Zebra, told about a woman scientist who discovered a method of healing trees that had been blasted apart by lightning.
Mark, who had something wrong with his upper lip, told in his quavery voice about a selfish space cadet who stepped into a time machine and met his future self, who turned out to be a hateful person, and how the cadet then returned to the present and changed himself.

Kevin talked in blurred, high-pitched tones and often related parts of his stories with his hands. Mrs. English would quietly repeat many of his sentences. Today he told about an explorer who set out on a journey through a valley filled with yellow stones and surrounded by red mountains, where he encountered an army of green shadows that had been at war for hundreds of years with an army of purple shadows.
The explorer showed them how to make peace.
When it was Zebra’s turn, he told a story about a bird that one day crashed against a closed windowpane and broke a wing. A boy tried to heal the wing but couldn’t. The bird died, and the boy buried it under a tree on his lawn.
When he had finished, there was silence. Everyone in the class was looking at him.
“You always tell such sad stories,” Andrea said.
The bell rang. Mrs. English dismissed the class.
In the hallway, Andrea said to Zebra, “You know, you are a very
gloomy life form.”
“Andrea, get off my case,” Zebra said.
#1 - Identify the direct traits the author uses to reveal the character's appearance or personality.

: Zebra is grateful he doesn't have to write just listen to stories. Andrea has red hair, thick glasses, Mark has deformed lip, Kevin talks with his hands.
Evidence from text
: Zebra: para. 3, Andrea para. 4, Mark para 5, Kevin para. 6
Expanded Answer:
Now your turn, look in Google class, for the story and the document
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