1. Materials: textbook, novel, notebook, clickers Bell work: Use quotation marks around the exact words of a speaker. Example: He said, "I saw that." "I saw it too," Instructions: Use quotation marks where needed in these sentences. 1. I wish the election were over, said Fred. 2. Will they finish this week? asked Frida. 3. Willard added, It is becoming a joke. 4. We can now see that every vote counts, concluded Sara. 5. Yes, we know that we should vote every time, commented Jeff. Answers: 1."I wish the election was over," said Fred. 2."Will they finish this week?" asked Frida. 3. Willard added, "It is becoming a joke!" 4. "We can now see that every vote counts," concluded Sara. 5. "Yes, we know that we should vote every time," commented Jeff.

2. Enter Question Text 1.I know what quotation marks are. 2.I know what quotation marks are and when to use them. 3.I know what quotation marks are and know how to use them to cite textual evidence. 4.I know how to use quotation marks to cite textual evidence and can select appropriate textual evidence to state a well supported claim. Non-Response

3. In Groups, decide what you need to learn to achieve this learning goal. Learning Goal Students will express an understanding of basic paragraph structure by explicitly citing textual evidence to provide an analysis for an expository paragraph. Student Evidence The student will be able to make a thinking map that cites textual evidence to create an expository paragraph

4. In Groups answer these questions Essential Questions How do graphic organizers assist our learning? How can we cite textual evidence explicitly? How long should a paragraph be?

5. Activity: Make a thinking map that answers this question: Use textual evidence to develop your hypothesis 1.Who do you think the man is that comes to the Winterbottom’s house? 1.gather textual evidence from the chapter to develop a hypothesis. 2.How is Mary Lou Finney’s family different from Phoebe’s? 1.Compare and contrast the two families using the text as evidence 3.Why is the chapter called Huzza Huzza? 1.What does Huzza Huzza mean? 2.Find every instance of this idea throughout the chapter 4.How does Mrs. Winterbottom react when Phoebe tells her about the “potential lunatic” that came to the house? 1.What can you infer from her behavior 2.Develop a hypothesis based on what you learn from the text.

6. Example: Chapter 8 Lunatic The little pink circles on his cheeks became even pinker. 'No!' he said. 'No. I don't think so. No.' He looked up and down the street and then up at the number above the door. There does not appear to be any place he could be hiding a gun. He wouldn't look us straight in the eye, but instead kept glancing left and right.

8. Learning Scale 1.I can express an understanding of basic paragraph structure 2.I can write an expository paragraph without using explicit textual evidence 3.I can express an understanding of basic paragraph structure by explicitly citing textual evidence to provide an analysis for an expository paragraph. 4.Level 3 plus use the evidence to create a convincing hypothesis about the text. Non-Response

9. Answer your assigned question using textual evidence and your thinking maps as your guide. Topic Sentence Should answer the question directly We think the man that comes to Phoebe’s house is… Supporting Details Cite textual evidence The man that comes to Phoebe’s house is _____ because“He wouldn't look us straight in the eye, but instead kept glancing left and right.” Commentary Are your personal opinions and ideas on the paragraph topic Therefore I think…. Essential Question: How long should a paragraph be to create a convincing argument?

10. Learning Scale 1.I can express an understanding of basic paragraph structure 2.I can write an expository paragraph without using explicit textual evidence 3.I can express an understanding of basic paragraph structure by explicitly citing textual evidence to provide an analysis for an expository paragraph. 4.Level 3 plus use the evidence to create a convincing hypothesis about the text. Non-Response