Part One: Identification of the Learning ProblemGeneral
Audience
The primary audience consists of students with lower levels of
reading comprehension. These students have been identified through
previous standardized test scores and scores on a pre-assessment.
Students identified are placed on Tier 2 of the Response to
Intervention (RTI) process.
Problem Identification
Reading comprehension continues to be a requirement for all
students to perform at a proficient level in the classroom and on
standardized testing. Beginning in elementary school, students
learn to read and comprehend texts through a variety of methods.
Some students are able to be successful each year in school as the
texts become more difficult. Other students begin to remain on
certain grade levels for various reasons. Some struggle due to
learning disabilities, while others may have other barriers outside
of school that keep them from being able to practice reading.
The students who begin to struggle do not always keep up and end
up in middle school reading at the same level they were on in
elementary school. These students are identified and are placed on
Tier 2 of the RTI process. As these students are placed, they
receive remediation and interventions three days each week lasting
between 20 and 30 minutes. Students work in a smaller group
setting, typically between three and seven students. During each of
these days, students receive explicit instruction of the reading
strategy of providing textual evidence with their answers to
reading comprehension questions in an effort to improve and raise
their reading comprehension levels. Instructional Goals
Students will be able to answer a reading question about a
passage using text evidence.
Students will be able to locate evidence in a text to support an
answer to a question about a reading passage.
Students will be able to correctly use text evidence with their
answers.
Part Two: Learner Analysis
Introduction
The targeted group of learners is students in 7th grade at
Feagin Mill Middle School in Warner Robins, Georgia. The students
are between the ages of 12 and 13. There are three students in this
group. The learners are identified as Tier II students on the
Response to Intervention process for reading comprehension. These
students have been placed on Tier II by either their teachers or
parents request. Two of the three were placed due to their low test
scores. One student was placed in 5th grade for showing not reading
on grade level. All three learners are African-American males. All
students have attended school since Pre-K consecutively. None have
been retained in a grade level. Two students have been on Tier II
since the end of their 5th grade year and one has been on Tier II
since the beginning of his 5th grade year. This information was
attained through the students permanent records and TieNet. The
students background information was attained from conversations
with the school counselor.
Entry Skills/Prior Knowledge
Basic reading skills
Basic ability to decode words and sentences
This information was gained through a pre-assessment that
required basic reading and vocabulary skills. One student made a
60%, one made 70% and one made 80%, showing only one student as
reading close to their reading goal. Attitudes Toward Content and
Academic Motivation
The learners in this group are interested in reading both
fiction and nonfiction. They enjoy participating in their small
group because they can ask questions and receive individualized
instruction feedback. The students have an interest in reading
about history events and biographies. They have also expressed an
interest in reading the novel The Outsiders to practice their
reading comprehension skills. The students are motivated to become
better readers. They would also like to meet their reading goal so
they can be placed into Tier I instruction, where they will be able
to have enrichment opportunities for all subject areas.Educational
Ability Levels
From the most recent CRCT test scores, all three students passed
the reading portion of the test. In order to pass, the students
must score an 800 or higher. One of the students scored an 836,
which shows a proficient level of reading and was closer to the
Level III requiring a score of 850 or higher. Of the other two
students, one scored an 807 and the other an 810. These scores show
that while the students passed, they are on the border of not
passing. Both of those two scores are equivalent to close to a 60%.
The students are reading at varied levels.
General Learning Abilities
The learners expressed an interest in reading together and
discussing important events as they occur. They also showed
interest in acting out what they are reading.
Attitude Toward Teachers and School
The students expressed an appreciation for the assistance they
receive from teachers and the school. They said they enjoyed coming
to school because they could see their friends and play sports.
They placed a high level of respect for their coaches.
Group Characteristics
The school is located in the middle of the county. The school is
not Title I and the school has a 33% free and reduced population.
The school is 53% Caucasian, 30% African-American, 10% Asian, and
7% report being multiracial. All students in the learning group
appear to have the necessary supplies for school. The group is
motivated to show progress in their reading.
Part Three: Task Analysis
Task Analysis I conducted a task analysis to determine the steps
necessary for citing text evidence with an answer to a reading
passage. I used a procedural analysis to ensure all the steps were
included in the analysis. I created an outline of the steps a
student would need to follow in order to complete the task. After
completing the outline, I also went through each of the steps
myself to be sure I included everything a student would need to do
in order to complete the task.
During the analysis, it was determined students must have a
solid understanding of what evidence is and how it is used to prove
an answer. It was also determined that students must know how to
pick out appropriate evidence from a passage. In order for a
student to cite text evidence with their answers, they need to know
what they are looking for in the passage and how to include it in
their answers. These steps are the ones students would need to
follow for each reading question when they need to cite text
evidence with an answer.
Subject Matter Expert (SME)
The SME is a teacher who recently completed a research study on
students using text evidence with their answers. This teacher holds
a Specialist degree in Curriculum and Instruction and a reading
endorsement. She is currently the only reading and math connections
teacher. In this class, she focuses on the reading or math skills
the students in her class need. This teacher is familiar reading
strategies that improve a students reading comprehension level.
This strategy is one she has used with students in her class and
research that has shown the most improvement in reading
comprehension. Part Four: Instructional ObjectivesTerminal
Objective 1: To answer a reading question about a passage using
text evidence. Enabling Objectives:
1A. To identify the answer to a reading question
1B. To define text evidence Terminal Objective 2: Using Text
Lookback Strategy to locate evidence in a text to support an answer
to a question about a reading passage.
Enabling Objectives:2A. To find a piece of evidence from the
text that proves the answer of the question by using Text Lookback.
Terminal Objective 3: To correctly cite text evidence with answers.
Enabling Objectives:
3A. To explain answer to the question.3B. To cite the evidence
from the passage that supports the answer.
Classification of Instructional Objectives:
ContentRecallApplication
Fact1B
Concept1A
Principles3A, 3B1, 3
Procedure2, 2A
Interpersonal
Attitude
Relationship between Instructional Objectives and Standards:
Instructional ObjectivesCommon Core Georgia Performance
Standards
1, 1A, 1B, 2, 2A, 3, 3A, 3BELACC7RL1: Cite several pieces of
textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
1, 1A, 1B, 2, 2A, 3, 3A, 3BELACC7RI1: Cite several pieces of
textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
Part Five: Development of AssessmentsLessonsLesson 1: An
Introduction to Text Evidence
Powerpoint introduction,
Map of What is Text EvidenceLesson 2: Locating Text Evidence in
Reading
Example passages,
Passage with highlighted evidence to answersLesson 3: Using Text
Evidence Correctly
Example from previous student, Common Mistakes information,
Student response to question using evidence, list or map of
sequence of steps to answering the question with evidence
GoalsStudents will be able to answer a reading question about a
passage using text evidence.
Students will be able to use the Text Lookback strategy to
locate evidence in a text to support an answer to a question about
a reading passage.
Students will be able to correctly use text evidence with their
answers.
ObjectivesTerminal Objective: 1: To answer a reading question
about a passage using text evidence.
Enabling Objectives:
1A. To identify the answer to a reading question
1B. To define text evidence
Terminal Objective 2: Using Text Lookback Strategy to locate
evidence in a text to support an answer to a question about a
reading passage.Enabling Objectives:2A. To find a piece of evidence
from the text that proves the answer of the question by using text
lookback.
Terminal Objective 3: To correctly use text evidence with
answers.
Enabling Objectives:
3A. To explain answer to the question.
3B. To cite the evidence from the passage that supports the
answer.
AssessmentsStudents will create a visual map or a powerpoint to
define and explain text evidence.
Students will read a passage and answer the questions
accompanying the passage. Students will highlight the evidence from
the passage and indicate which number each highlighted section
supports which question. Students will be given different reading
passage depending on their reading level. Students will read the
passage The Inner Planets. Students will explain their answer to
the reading question from the passage. They will incorporate the
evidence to support their answer into their answer. Students will
then create a flow chart or list of steps sequencing how they wrote
their answer to the question.
UDLMultiple Means of Expression/Differentiation by
ProductMultiple Means of EngagementMultiple Means of Expression or
Action/
Differentiation by Product
Lesson One: An Introduction to Text Evidence
Assessment: Students will create a visual map or a powerpoint to
define and explain text evidence.
UDL: This assessment will be differentiated to provide multiple
means of expression. Students will choose whether they want to
present the information through a powerpoint presentation, which
includes a definition and explanation of text evidence with
examples, or a visual, such as a bubble map, with the same
information.
Lesson Two: Locating Text Evidence in Reading
Assessment: Students will read a passage and answer the
questions accompanying the passage. Students will highlight the
evidence from the passage and indicate which number each
highlighted section supports which question. Students will be given
different reading passage depending on their interest.
UDL: This assessment will be differentiated to provide multiple
means of engagement. Students will be provided different options of
reading passages to choose to complete.
Lesson 3: Using Text Evidence CorrectlyAssessment: Students will
read the passage The Inner Planets. Students will explain their
answer to the reading question from the passage. They will
incorporate the evidence to support their answer into their answer.
Students will then create a flow chart or list of steps sequencing
how they wrote their answer to the question. UDL: This assessment
is differentiated by multiple means of expression. Students will
choose how they want to show the steps taken in order to cite text
evidence from the passage.
Assessment Examples
Objective One Assessment:
In our lesson, you learned what text evidence is and you saw
examples of different types of evidence. Now, you are going to
create something that could teach others about text evidence. You
may choose to create a powerpoint or a visual, such as a bubble
map, to explain text evidence.
You must include:
Your name
A title
The definition
An explanation
At least three examples of evidence
Pay attention to grammar and punctuation
Presentation is clear to audience and is engaging and
creative.
Text Evidence Rubric
Grade Level: 7th
Performance Task: Text Evidence
Name ____________________________________Class Period
________________4321
DefinitionAccurately defines text evidence and thoroughly
explains it.
Information is very detailed to audience.Contains the definition
of text evidence and some explanation.
Contains the definition of text evidence and little
explanation
Information unclear to audience No definition and
explanation
Examples of EvidenceIncludes at least three good examples of
clear text evidence. Includes at least two good examples of clear
evidence.
Includes at least one good example of clear evidence. No
examples included.
Examples are not evidence.
Presentation of informationInformation is clear to audience and
is very engaging and creative.Information is somewhat clear to
audience and is somewhat engaging and creative. Information is
confusing to audience and is engaging. Information is unclear to
audience and is not engaging.
ConventionsContains little or no grammar and punctuation
errors
Utilizes a variety of sentence structures with few/no errors
Contains some grammar and punctuation errors
Contains variety of sentence structures with some errors that do
not interfere with meaningContains many grammar and punctuation
errors
Contains sentences with many errors that interferes with
meaning
Many grammar and punctuation errors that interferes with
meaning
Points
________
__________
________ _______
Total points: ___________ out of 20 = _____________% Final
Grade
Possible Example:
Objective Two Assessment:
You have shown your learning of what text evidence is and found
examples. Now you are going to choose one the passages provided to
practice answering reading questions and showing the evidence from
the text to prove your answer. You will receive a grade based on
the correct answer and providing the text evidence. If you can find
the evidence to prove your answer, you should have the correct
answer chosen. The three passages are different depending on your
interest. Choose the one that most interests you to complete this
assessment. You will use the Microsoft Highlight tool found on the
Home toolbar to highlight your evidence.
Choice One:
In the sixteenth century, an age of great marine and terrestrial
exploration, Ferdinand Magellan led the first expedition to sail
around the world. As a young Portuguese noble, he served the king
of Portugal, but he became involved in the quagmire of political
intrigue at court and lost the king's favor. After he was dismissed
from service to the king of Portugal, he offered to serve the
future Emperor Charles V of Spain.
A papal decree of 1493 had assigned all land in the New World
west of 50 degrees W longitude to Spain and all the land east of
that line to Portugal. Magellan offered to prove that the East
Indies fell under Spanish authority. On September 20, 1519,
Magellan set sail from Spain with five ships. More than a year
later, one of these ships was exploring the topography of South
America in search of a water route across the continent. This ship
sank, but the remaining four ships searched along the southern
peninsula of South America. Finally they found the passage they
sought near a latitude of 50 degrees S. Magellan named this passage
the Strait of All Saints, but today we know it as the Strait of
Magellan.
One ship deserted while in this passage and returned to Spain,
so fewer sailors were privileged to gaze at that first panorama of
the Pacific Ocean. Those who remained crossed the meridian we now
call the International Date Line in the early spring of 1521 after
ninety-eight days on the Pacific Ocean. During those long days at
sea, many of Magellan's men died of starvation and disease.
Later Magellan became involved in an insular conflict in the
Philippines and was killed in a tribal battle. Only one ship and
seventeen sailors under the command of the Basque navigator Elcano
survived to complete the westward journey to Spain and thus prove
once and for all that the world is round, with no precipice at the
edge.
1. The sixteenth century was an age of great ___exploration.
A. cosmicB. landC. mentalD. common manE. none of the above
2. Magellan lost the favor of the king of Portugal when he
became involved in a political ___.
A. entanglementB. discussionC. negotiationD. problemsE. none of
the above
3. The Pope divided New World lands between Spain and Portugal
according to their location on one side or the other of an
imaginary geographical line 50 degrees west of Greenwich that
extends in a ___ direction.
A. north and southB. crosswiseC. easterlyD. south eastE.
west
4. One of Magellan's ships explored the ___ of South America for
a passage across the continent.
A. coastlineB. mountain rangeC. physical featuresD. islandsE.
none of the above
5. Four of the ships sought a passage along a southern ___.
A. coastB. inlandC. body of land with water on three sidesD.
borderE. answer not available
6. The passage was found near 50 degrees S of ___.
A. GreenwichB. The equatorC. SpainD. PortugalE. Madrid
7. In the spring of 1521, the ships crossed the ___ now called
the International Date Line.
A. imaginary circle passing through the polesB. Imaginary line
parallel to the equatorC. areaD. land massE. answer not found in
article
Choice Two:
Many great inventions are greeted with ridicule and disbelief.
The invention of the airplane was no exception. Although many
people who heard about the first powered flight on December
17,1903, were excited and impressed, others reacted with peals of
laughter. The idea of flying an aircraft was repulsive to some
people. Such people called Wilbur and Orville Wright, the inventors
of the first flying machine, impulsive fools. Negative reactions,
however, did not stop the Wrights. Impelled by their desire to
succeed, they continued their experiments in aviation.
Orville and Wilbur Wright had always had a compelling interest
in aeronautics and mechanics. As young boys they earned money by
making and selling kites and mechanical toys. Later, they designed
a newspaper-folding machine, built a printing press, and operated a
bicycle-repair shop. In 1896, when they read about the death of
Otto Lilienthal, the brother's interest in flight grew into a
compulsion.
Lilienthal, a pioneer in hang-gliding, had controlled his
gliders by shifting his body in the desired direction. This idea
was repellent to the Wright brothers, however, and they searched
for more efficient methods to control the balance of airborne
vehicles. In 1900 and 1901, the Wrights tested numerous gliders and
developed control techniques. The brothers' inability to obtain
enough lift power for the gliders almost led them to abandon their
efforts.
After further study, the Wright brothers concluded that the
published tables of air pressure on curved surfaces must be wrong.
They set up a wind tunnel and began a series of experiments with
model wings. Because of their efforts, the old tables were repealed
in time and replaced by the first reliable figures for air pressure
on curved surfaces. This work, in turn, made it possible for them
to design a machine that would fly. In 1903 the Wrights built their
first airplane, which cost less than one thousand dollars. They
even designed and built their own source of propulsion- a
lightweight gasoline engine. When they started the engine on
December 17, the airplane pulsated wildly before taking off. The
plane managed to stay aloft for twelve seconds, however, and it
flew one hundred twenty feet.
By 1905 the Wrights had perfected the first airplane that could
turn, circle, and remain airborne for half an hour at a time.
Others had flown in balloons or in hang gliders, but the Wright
brothers were the first to build a full-size machine that could fly
under its own power. As the contributors of one of the most
outstanding engineering achievements in history, the Wright
brothers are accurately called the fathers of aviation.
1. The idea of flying an aircraft was ___to some people.
A. boringB. distastefulC. excitingD. needlessE. answer not
available
2. People thought that the Wright brothers had ____.
A. acted without thinkingB. been negatively influencedC. been
too cautiousD. had not given enough thoughtE. acted in a negative
way
3. The Wright's interest in flight grew into a ____.
A. financial empireB. planC. need to actD. foolish thoughtE.
answer not in article
4. Lilenthal's idea about controlling airborne vehicles was
___the Wrights.
A. proven wrong byB. opposite to the ideas ofC. disliked byD.
accepted byE. opposed by
5. The old tables were __ and replaced by the first reliable
figures for air pressure on curved surfaces.
A. destroyedB. canceledC. multipliedD. discardedE. not used
6. The Wrights designed and built their own source of ____.
A. force for moving forwardB. force for turning aroundC.
turningD. force to going backwardE. none of the above
Choice Three:
Mount Vesuvius, a volcano located between the ancient Italian
cities of Pompeii and Herculaneum, has received much attention
because of its frequent and destructive eruptions. The most famous
of these eruptions occurred in A. D. 79.
The volcano had been inactive for centuries. There was little
warning of the coming eruption, although one account unearthed by
archaeologists says that a hard rain and a strong wind had
disturbed the celestial calm during the preceding night. Early the
next morning, the volcano poured a huge river of molten rock down
upon Herculaneum, completely burying the city and filling in the
harbor with coagulated lava.Meanwhile, on the other side of the
mountain, cinders, stone and ash rained down on Pompeii. Sparks
from the burning ash ignited the combustible rooftops quickly.
Large portions of the city were destroyed in the conflagration.
Fire, however, was not the only cause of destruction. Poisonous
sulphuric gases saturated the air. These heavy gases were not
buoyant in the atmosphere and therefore sank toward the earth and
suffocated people.
Over the years, excavations of Pompeii and Herculaneum have
revealed a great deal about the behavior of the volcano. By
analyzing data, much as a zoologist dissects a specimen animal,
scientist have concluded that the eruption changed large portions
of the area's geography. For instance, it turned the Sarno River
from its course and raised the level of the beach along the Bay of
Naples. Meteorologists studying these events have also concluded
that Vesuvius caused a huge tidal wave that affected the world's
climate.In addition to making these investigations, archaeologists
have been able to study the skeletons of victims by using distilled
water to wash away the volcanic ash. By strengthening the brittle
bones with acrylic paint, scientists have been able to examine the
skeletons and draw conclusions about the diet and habits of the
residents. Finally, the excavations at both Pompeii and Herculaneum
have yielded many examples of classical art, such as jewelry made
of bronze, which is an alloy of copper and tin.
The eruption of Mount Vesuvius and its tragic consequences have
provided us with a wealth of data about the effects that volcanoes
can have on the surrounding area. Today volcanologists can locate
and predict eruptions, saving lives and preventing the destruction
of cities and cultures.
1. Herculaneum and its harbor were buried under ___lava.
A. liquidB. solidC. flowingD. gasE. answer not available
2. The poisonous gases were not ___ in the air.
A. able to floatB. visibleC. able to evaporateD. invisibleE.
able to condense
3. Scientists analyzed data about Vesuvius in the same way that
a zoologist ___ a specimen.
A. describes in detailB. studies by cutting apartC.
photographsD. chartE. answer not available
4. ____have concluded that the volcanic eruption caused a tidal
wave.
A. Scientist who study oceansB. Scientist who study atmospheric
conditionsC. Scientist who study ashD. Scientist who study animal
behaviorE. Answer not available in article
5. Scientist have used ___water to wash away volcanic ash from
the skeletons of victims.
A. bottledB. volcanicC. purifiedD. seaE. fountain
Answer Key:
Choice One:
In the sixteenth century, an age of great marine and terrestrial
exploration, Ferdinand Magellan led the first expedition to sail
around the world. As a young Portuguese noble, he served the king
of Portugal, but he became involved in the quagmire of political
intrigue at court and lost the king's favor. After he was dismissed
from service to the king of Portugal, he offered to serve the
future Emperor Charles V of Spain.
A papal decree of 1493 had assigned all land in the New World
west of 50 degrees W longitude to Spain and all the land east of
that line to Portugal. Magellan offered to prove that the East
Indies fell under Spanish authority. On September 20, 1519,
Magellan set sail from Spain with five ships. More than a year
later, one of these ships was exploring the topography of South
America in search of a water route across the continent. This ship
sank, but the remaining four ships searched along the southern
peninsula of South America. Finally they found the passage they
sought near a latitude of 50 degrees S. Magellan named this passage
the Strait of All Saints, but today we know it as the Strait of
Magellan.
One ship deserted while in this passage and returned to Spain,
so fewer sailors were privileged to gaze at that first panorama of
the Pacific Ocean. Those who remained crossed the meridian we now
call the International Date Line in the early spring of 1521 after
ninety-eight days on the Pacific Ocean. During those long days at
sea, many of Magellan's men died of starvation and disease.
Later Magellan became involved in an insular conflict in the
Philippines and was killed in a tribal battle. Only one ship and
seventeen sailors under the command of the Basque navigator Elcano
survived to complete the westward journey to Spain and thus prove
once and for all that the world is round, with no precipice at the
edge.
1. The sixteenth century was an age of great ___exploration.
A. cosmicB. landC. mentalD. common manE. none of the above
2. Magellan lost the favor of the king of Portugal when he
became involved in a political ___.
A. entanglementB. discussionC. negotiationD. problemsE. none of
the above
3. The Pope divided New World lands between Spain and Portugal
according to their location on one side or the other of an
imaginary geographical line 50 degrees west of Greenwich that
extends in a ___ direction.
A. north and southB. crosswiseC. easterlyD. south eastE. west4.
One of Magellan's ships explored the ___ of South America for a
passage across the continent.
A. coastlineB. mountain rangeC. physical featuresD. islandsE.
none of the above
5. Four of the ships sought a passage along a southern ___.
A. coastB. inlandC. body of land with water on three sidesD.
borderE. answer not available
6. The passage was found near 50 degrees S of ___.
A. GreenwichB. The equatorC. SpainD. PortugalE. Madrid
7. In the spring of 1521, the ships crossed the ___ now called
the International Date Line.
A. imaginary circle passing through the polesB. Imaginary line
parallel to the equatorC. areaD. land massE. answer not found in
articleChoice Two:
Many great inventions are greeted with ridicule and disbelief.
The invention of the airplane was no exception. Although many
people who heard about the first powered flight on December
17,1903, were excited and impressed, others reacted with peals of
laughter. The idea of flying an aircraft was repulsive to some
people. Such people called Wilbur and Orville Wright, the inventors
of the first flying machine, impulsive fools. Negative reactions,
however, did not stop the Wrights. Impelled by their desire to
succeed, they continued their experiments in aviation.
Orville and Wilbur Wright had always had a compelling interest
in aeronautics and mechanics. As young boys they earned money by
making and selling kites and mechanical toys. Later, they designed
a newspaper-folding machine, built a printing press, and operated a
bicycle-repair shop. In 1896, when they read about the death of
Otto Lilienthal, the brother's interest in flight grew into a
compulsion.
Lilienthal, a pioneer in hang-gliding, had controlled his
gliders by shifting his body in the desired direction. This idea
was repellent to the Wright brothers, however, and they searched
for more efficient methods to control the balance of airborne
vehicles. In 1900 and 1901, the Wrights tested numerous gliders and
developed control techniques. The brothers' inability to obtain
enough lift power for the gliders almost led them to abandon their
efforts.
After further study, the Wright brothers concluded that the
published tables of air pressure on curved surfaces must be wrong.
They set up a wind tunnel and began a series of experiments with
model wings. Because of their efforts, the old tables were repealed
in time and replaced by the first reliable figures for air pressure
on curved surfaces. This work, in turn, made it possible for them
to design a machine that would fly. In 1903 the Wrights built their
first airplane, which cost less than one thousand dollars. They
even designed and built their own source of propulsion- a
lightweight gasoline engine. When they started the engine on
December 17, the airplane pulsated wildly before taking off. The
plane managed to stay aloft for twelve seconds, however, and it
flew one hundred twenty feet.
By 1905 the Wrights had perfected the first airplane that could
turn, circle, and remain airborne for half an hour at a time.
Others had flown in balloons or in hang gliders, but the Wright
brothers were the first to build a full-size machine that could fly
under its own power. As the contributors of one of the most
outstanding engineering achievements in history, the Wright
brothers are accurately called the fathers of aviation.
1. The idea of flying an aircraft was ___to some people.
A. boringB. distastefulC. excitingD. needlessE. answer not
available2. People thought that the Wright brothers had ____.
A. acted without thinkingB. been negatively influencedC. been
too cautiousD. had not given enough thoughtE. acted in a negative
way
3. The Wright's interest in flight grew into a ____.
A. financial empireB. planC. need to actD. foolish thoughtE.
answer not in article
4. Lilenthal's idea about controlling airborne vehicles was
___the Wrights.
A. proven wrong byB. opposite to the ideas ofC. disliked byD.
accepted byE. opposed by5. The old tables were __ and replaced by
the first reliable figures for air pressure on curved surfaces.
A. destroyedB. canceledC. multipliedD. discardedE. not used
6. The Wrights designed and built their own source of ____.
A. force for moving forwardB. force for turning aroundC.
turningD. force to going backwardE. none of the above
Choice Three:
Mount Vesuvius, a volcano located between the ancient Italian
cities of Pompeii and Herculaneum, has received much attention
because of its frequent and destructive eruptions. The most famous
of these eruptions occurred in A. D. 79.
The volcano had been inactive for centuries. There was little
warning of the coming eruption, although one account unearthed by
archaeologists says that a hard rain and a strong wind had
disturbed the celestial calm during the preceding night. Early the
next morning, the volcano poured a huge river of molten rock down
upon Herculaneum, completely burying the city and filling in the
harbor with coagulated lava.
Meanwhile, on the other side of the mountain, cinders, stone and
ash rained down on Pompeii. Sparks from the burning ash ignited the
combustible rooftops quickly. Large portions of the city were
destroyed in the conflagration. Fire, however, was not the only
cause of destruction. Poisonous sulphuric gases saturated the air.
These heavy gases were not buoyant in the atmosphere and therefore
sank toward the earth and suffocated people.
Over the years, excavations of Pompeii and Herculaneum have
revealed a great deal about the behavior of the volcano. By
analyzing data, much as a zoologist dissects a specimen animal,
scientist have concluded that the eruption changed large portions
of the area's geography. For instance, it turned the Sarno River
from its course and raised the level of the beach along the Bay of
Naples. Meteorologists studying these events have also concluded
that Vesuvius caused a huge tidal wave that affected the world's
climate.
In addition to making these investigations, archaeologists have
been able to study the skeletons of victims by using distilled
water to wash away the volcanic ash. By strengthening the brittle
bones with acrylic paint, scientists have been able to examine the
skeletons and draw conclusions about the diet and habits of the
residents. Finally, the excavations at both Pompeii and Herculaneum
have yielded many examples of classical art, such as jewelry made
of bronze, which is an alloy of copper and tin.
The eruption of Mount Vesuvius and its tragic consequences have
provided us with a wealth of data about the effects that volcanoes
can have on the surrounding area. Today volcanologists can locate
and predict eruptions, saving lives and preventing the destruction
of cities and cultures.
1. Herculaneum and its harbor were buried under ___lava.
A. liquidB. solidC. flowingD. gasE. answer not available
2. The poisonous gases were not ___ in the air.
A. able to floatB. visibleC. able to evaporateD. invisibleE.
able to condense
3. Scientists analyzed data about Vesuvius in the same way that
a zoologist ___ a specimen.
A. describes in detailB. studies by cutting apartC.
photographsD. chartE. answer not available
4. ____have concluded that the volcanic eruption caused a tidal
wave.
A. Scientist who study oceansB. Scientist who study atmospheric
conditionsC. Scientist who study ashD. Scientist who study animal
behaviorE. Answer not available in article
5. Scientist have used ___water to wash away volcanic ash from
the skeletons of victims.
A. bottledB. volcanicC. purifiedD. seaE. fountain
Objective Three:
In this lesson, you will use your knowledge of evidence to
complete a passage using text evidence to prove your answer and you
will explain your evidence. You will complete the passage and
answer each question with evidence and an explanation. Once you
have finished, you will create a flow chart or a list of steps you
used to complete this assessment. Be detailed in your
sequencing.
Passage:
The victory of the small Greek democracy of Athens over the
mighty Persian empire in 490 B. C. is one of the most famous events
in history. Darius, king of the Persian empire, was furious because
Athens had interceded for the other Greek city-states in revolt
against Persian domination. In anger the king sent an enormous army
to defeat Athens. He thought it would take drastic steps to pacify
the rebellious part of the empire. Persia was ruled by one man.
In Athens, however, all citizens helped to rule. Ennobled by
this participation, Athenians were prepared to die for their
city-state. Perhaps this was the secret of the remarkable victory
at Marathon, which freed them from Persian rule. On their way to
Marathon, the Persians tried to fool some Greek city-states by
claiming to have come in peace. The frightened citizens of Delos
refused to believe this. Not wanting to abet the conquest of
Greece, they fled from their city and did not return until the
Persians had left. They were wise, for the Persians next conquered
the city of Etria and captured its people.
Tiny Athens stood alone against Persia. The Athenian people went
to their sanctuaries. There they prayed for deliverance. They asked
their gods to expedite their victory. The Athenians refurbished
their weapons and moved to the plain of Marathon, where their
little band would meet the Persians. At the last moment, soldiers
from Plataea reinforced the Athenian troops.
The Athenian army attacked, and Greek citizens fought bravely.
The power of the mighty Persians was offset by the love that the
Athenians had for their city. Athenians defeated the Persians in
archery and hand combat. Greek soldiers seized Persian ships and
burned them, and the Persians fled in terror. Herodotus, a famous
historian, reports that 6400 Persians died, compared with only 192
Athenians.
1. Athens had ____the other Greek city-states against the
Persians.
A. refused help toB. intervened on behalf ofC. wanted to fightD.
given orders for all to fightE. defeated
2. Darius took drastic steps to ___ the rebellious
Athenians.
A. weakenB. destroyC. calmD. placateE. answer not available
3. Their participation___to the Athenians.
A. gave comfortB. gave honorC. gave strengthD. gave fearE. gave
hope
4. The people of Delos did not want to ___ the conquest of
Greece.
A. endB. encourageC. think aboutD. daydream aboutE. answer not
available
5. The Athenians were ___by some soldiers who arrived from
Plataea.
A. welcomedB. strengthenedC. heldD. capturedE. answer not
available
Answer Key:The victory of the small Greek democracy of Athens
over the mighty Persian empire in 490 B. C. is one of the most
famous events in history. Darius, king of the Persian empire, was
furious because Athens had interceded for the other Greek
city-states in revolt against Persian domination. In anger the king
sent an enormous army to defeat Athens. He thought it would take
drastic steps to pacify the rebellious part of the empire. Persia
was ruled by one man.
In Athens, however, all citizens helped to rule. Ennobled by
this participation, Athenians were prepared to die for their
city-state. Perhaps this was the secret of the remarkable victory
at Marathon, which freed them from Persian rule. On their way to
Marathon, the Persians tried to fool some Greek city-states by
claiming to have come in peace. The frightened citizens of Delos
refused to believe this. Not wanting to abet the conquest of
Greece, they fled from their city and did not return until the
Persians had left. They were wise, for the Persians next conquered
the city of Etria and captured its people.
Tiny Athens stood alone against Persia. The Athenian people went
to their sanctuaries. There they prayed for deliverance. They asked
their gods to expedite their victory. The Athenians refurbished
their weapons and moved to the plain of Marathon, where their
little band would meet the Persians. At the last moment, soldiers
from Plataea reinforced the Athenian troops.
The Athenian army attacked, and Greek citizens fought bravely.
The power of the mighty Persians was offset by the love that the
Athenians had for their city. Athenians defeated the Persians in
archery and hand combat. Greek soldiers seized Persian ships and
burned them, and the Persians fled in terror. Herodotus, a famous
historian, reports that 6400 Persians died, compared with only 192
Athenians.
1. Athens had ____the other Greek city-states against the
Persians.
A. refused help toB. intervened on behalf ofC. wanted to fightD.
given orders for all to fightE. defeated
2. Darius took drastic steps to ___ the rebellious
Athenians.
A. weakenB. destroyC. calmD. placateE. answer not available
3. Their participation___to the Athenians.
A. gave comfortB. gave honorC. gave strengthD. gave fearE. gave
hope
4. The people of Delos did not want to ___ the conquest of
Greece.
A. endB. encourageC. think aboutD. daydream aboutE. answer not
available
5. The Athenians were ___by some soldiers who arrived from
Plataea.
A. welcomedB. strengthenedC. heldD. capturedE. answer not
available
Possible Example:
Conflict had existed between Spain and England since the 1570s.
England wanted a share of the wealth that Spain had been taking
from the lands it had claimed in the Americas.
Elizabeth I, Queen of England, encouraged her staunch admiral of
the navy, Sir Francis Drake, to raid Spanish ships and towns.
Though these raids were on a small scale, Drake achieved dramatic
success, adding gold and silver to England's treasury and
diminishing Spain's omnipotence.
Religious differences also caused conflict between the two
countries. Whereas Spain was Roman Catholic, most of England had
become Protestant. King Philip II of Spain wanted to claim the
throne and make England a Catholic country again. To satisfy his
ambition and also to retaliate against England's theft of his gold
and silver, King Philip began to build his fleet of warships, the
Armada, in January 1586.
Philip intended his fleet to be indestructible. In addition to
building new warships, he marshaled one hundred and thirty sailing
vessels of all types and recruited more than nineteen thousand
robust soldiers and eight thousand sailors. Although some of his
ships lacked guns and others lacked ammunition, Philip was
convinced that his Armada could withstand any battle with
England.
The martial Armada set sail from Lisbon, Portugal, on May
9,1588, but bad weather forced it back to port. The voyage resumed
on July 22 after the weather became more stable.
The Spanish fleet met the smaller, faster, and more maneuverable
English ships in battle off the coast of Plymouth, England, first
on July 31 and again on August 2. The two battles left Spain
vulnerable, having lost several ships and with its ammunition
depleted. On August 7, while the Armada lay at anchor on the French
side of the Strait of Dover, England sent eight burning ships into
the midst of the Spanish fleet to set it on fire. Blocked on one
side, the Spanish ships could only drift away, their crews in panic
and disorder. Before the Armada could regroup, the English attacked
again on August 8.
Although the Spaniards made a valiant effort to fight back, the
fleet suffered extensive damage. During the eight hours of battle,
the Armada drifted perilously close to the rocky coastline. At the
moment when it seemed that the Spanish ships would be driven onto
the English shore, the wind shifted, and the Armada drifted out
into the North Sea. The Spaniards recognized the superiority of the
English fleet and returned home, defeated.
1. Sir Francis Drake added wealth to the treasury and diminished
Spain's ____.
A. unlimited powerB. unrestricted growthC. territoryD.
treatiesE. answer not available in article
The answer to number 1 is A, unlimited power. In the text, it
says Drake added gold and silver to the treasury, which increased
the wealth, and he diminished Spains omnipotence. I know
omnipotence means unlimited power. The text also said Drake was
sent by Queen Elizabeth I to raid the Spanish ships and towns in
the Americas. Since they were being raided, they controlled and had
power in the Americas.
Part Six: Content Sequencing and Instructional
StrategiesInstructional Sequence
Sequence Description Objective
1Define text evidence and answer a reading passage question
using it.1
2Locate a piece of evidence to prove/support the answer of
reading question.2
3Correctly integrate the text evidence into the answer of the
reading question. 3
This sequence builds on a world-related order. The learner will
follow the same procedures to complete the lesson the same as a
teacher would when planning the lesson. This sequence includes both
independent and group work to maintain engagement and motivation.
This sequence allows learners to self evaluate as they are going
through the procedures.
Lesson One: An Introduction to Text Evidence
Objective 1: The student will define text evidence and answer a
question about a reading passage using text evidence.
Objective 1A: The student will answer a question about a reading
passage using text evidence.
Objective 1B: The student will define text evidence.
Initial Presentation: Students will be introduced to text
evidence through an example of what evidence is and how to pick it
out in a passage through a powerpoint. Modeling the correct method
for students is important as many of them have not learned good
reading strategies (Royse, 2001). Generative Strategy: Students
will generate a bubble map of that defines evidence and includes
examples using the template provided or creating one of their own.
Teacher will share examples students have provided on a bubble map
where students answers will be added. Differentiating by product
allows students to choose how they would like to present their
knowledge and understanding (Dixon, Yssel, McConnell, & Hardin,
2014). This maintains student interest in learning.
Lesson Two: Locating Text Evidence in Reading
Objective 2: The student will locate a piece of evidence to
prove/support an answer to a question from a reading passage.
Objective 2A: Use the Text Lookback Strategy to find a piece of
evidence from a passage that proves the answer.
Initial Presentation: Students will be shown the Text Lookback
Strategy, which involves students looking back to a specific part
of text to find the answer to a question. Students will be given a
reading passage the models how to pick out a piece of evidence to
answer a question. The example passages will be differentiated by
content, depending on the students reading levels. DeJesus (2012)
states in a differentiated classroom, teachers recognize that all
students are different and require varied teaching methods to be
successful in school (p.6). Generative Strategy: Students will read
a passage and answer the questions accompanying the passage.
Students will highlight the evidence from the passage and indicate
which number each highlighted section supports which question.
Students will be given different reading passage depending on their
reading level, which will be differentiated by content. By giving
students the reading level they need, they are better able to learn
the content (DeJesus, 2012). Lesson 3: Using Text Evidence with
Answers Correctly
Objective 3: Students will correctly use text evidence with
answers. Objective 3A: Students will explain the answer to the
question.Objective 3B: Students will cite the evidence from the
passage that supports the answer.
Initial Presentation: Students will look an example generated by
a previous student. Students will also read Common Mistakes, which
outlines the correct and incorrect examples of using text evidence
with an answer. Providing students with examples allows them to see
for themselves what they are doing (Royse, 2001). Generative
Strategy: Students will read the passage The Inner Planets.
Students will explain their answer to the reading question from the
passage. They will incorporate the evidence to support their answer
into their answer. Students will then create a flow chart or list
of steps sequencing how they wrote their answer to the question.
Multiple means of expression or action/differentiation by product
will be used with this activity. Students can choose how they would
like to present their learning, which maximize student engagement
(Dixon, Yssel, McConnell, & Hardin, 2014).References
De Jesus, O. (2012). Differentiated Instruction: Can
differentiated instruction provide success
for all learners? National Teacher Education Journal 5(3), p.
5-11.
Dixon, F., Yssel, N., McConnell, J., & Hardin, T. (2014).
Differentiated instruction, professional
development, and teacher efficacy. Journal for the Education of
the Gifted, 37, 111-127.
Royse, D. (2001). Teaching tips for college and university
instructors: A practical guide.
Boston: Allyn and Bacon.
KA Part VII
LessonsLesson 1: An Introduction to Text Evidence
Powerpoint introduction,
Map of What is Text EvidenceLesson 2: Locating Text Evidence in
Reading
Example passages,
Passage with highlighted evidence to answersLesson 3: Using Text
Evidence Correctly
Example from previous student, Common Mistakes information,
Student response to question using evidence, list or map of
sequence of steps to answering the question with evidence
GoalsStudents will be able to answer a reading question about a
passage using text evidence.
Students will be able to use the Text Lookback strategy to
locate evidence in a text to support an answer to a question about
a reading passage.
Students will be able to correctly use text evidence with their
answers.
ObjectivesTerminal Objective: 1: To answer a reading question
about a passage using text evidence.
Enabling Objectives:
1A. To identify the answer to a reading question
1B. To define text evidence
Terminal Objective 2: Using Text Lookback Strategy to locate
evidence in a text to support an answer to a question about a
reading passage.Enabling Objectives:2A. To find a piece of evidence
from the text that proves the answer of the question using Text
Lookback.
Terminal Objective 3: To correctly use text evidence with
answers.
Enabling Objectives:
3A. To explain answer to the question.
3B. To cite the evidence from the passage that supports the
answer.
AssessmentsStudents will create a visual map or a powerpoint to
define and explain text evidence.
Students will read a passage and answer the questions
accompanying the passage. Students will highlight the evidence from
the passage and indicate which number each highlighted section
supports which question. Students will be given different reading
passage depending on their reading level.Students will read the
passage The Inner Planets. Students will explain their answer to
the reading question from the passage. They will incorporate the
evidence to support their answer into their answer. Students will
then create a flow chart or list of steps sequencing how they wrote
their answer to the question.
UDLMultiple Means of Expression/Differentiation by
ProductMultiple Means of Engagement/Differentiation by
ContentMultiple Means of Expression or Action/
Differentiation by Product
Part Eight: Formative Evaluation PlanIn order to evaluate the
effectiveness of this online module, I will have students complete
a survey upon the completion of it. This survey will address
whether or not the students were able to easily learn the knowledge
and understand how to complete the assessments for each lesson.
Students will also include their opinions of the module to show if
it maintained their engagement and interest. The SME for this
module will review the information presented and the assessments in
order to evaluate the effectiveness of the module. Since the SME
has studied citing text evidence in depth, she should easily
determine how effective the module is for students and how clear
the information is for them to understand.
Learner Survey
After completing the course, complete this survey.Strongly
Agree
5Agree
4Neither
3Disagree
2Strongly Disagree
1
The instructional tasks were clear and easy to understand.
The course was user friendly.
The resources provided were helpful.
The practice activities in lesson one were helpful.
The practice activities in lesson two were helpful.
The practice activities in lesson three were helpful.
The instructor was helpful.
The course provided an understanding of text evidence and how to
use it to prove answers.
Add comment to the following questions:
What did you like about this module?
Are there any changes you would make?
SME Survey
After completing the course, complete this survey.Strongly
Agree
5Agree
4Neither
3Disagree
2Strongly Disagree
1
Design is easy to work.
Instructional materials are accurate.
Instructional tasks are aligned with objectives.
Instructional information is clear and easy to understand.
Assessments are aligned with instructional objectives and
goals.
Multiple assessments are provided.
Evaluations are well-designed.
Designer was easy to work with.
Data is gathered appropriately from learners.
Include comment for the following questions:1. Are there any
changes that need to be made to the modules?
2. Did the learners have any problems or difficulty learning the
material?
Based on the information obtained from both the learners and the
SME, I will make modifications to what needs them. I want to make
sure the information is engaging to students because students will
learn more if they are interested in what they are reading. The
information should be clear and easily understandable to the
learners and the SME. If it is not, I will make the necessary
changes because text evidence is a reading strategy students can
use in future classes and it is cross-curricular.