Digital Unit Plan Template

Unit Title: Quoting and Evidence

Name: Brenda Garcia

Content Area: English Language Arts

Grade Level:9

CA Content Standard(s)/Common Core Standard(s):

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from
the text.
Big Ideas/Unit Goals:
By focusing on this standard, I want my students to be able to back up what they are saying about what they have read. They
need to be able to show proof to back up what the are arguing or saying. This will help them provide detailed information in their
papers and help them explain why they think something is a particular way. They will be able to provide proof. By the end of this
unit, students should be able to answer and do the following:
1. Why is textual evidence important?
2. How do you properly provide a quote within an essay?

Unit Summary:
This unit will not be too long, however it will be one of the most important. Providing quotes and textual evidence can be very
difficult and has to be focused on so that the students will have good knowledge about what good and acceptable evidence
entails. We will focus on how to argue a side, present evidence, quote, and conclude an argument and textual evidence to help
build strong arguments and papers.
Assessment Plan:
Entry-Level:
Have students access Ms.
Garcias Freshman ELA
class on
http://quizstar.4teachers.
org/index.jsp and take the
assigned quiz.

Formative:
-Have students review flashcards on
https://quizlet.com/_2qualf
Based on the unit
- Have the students complete this crossword
to assess that they reviewed the flashcards
http://puzzlemaker.discoveryeducation.com/c
ode/BuildCrissCross.asp
- Have the students retake quiz 1 to see if
they improve after having the flashcards.

Summative:
- Students will have to read up on the rubric
http://rubistar.4teachers.org/index.php?
screen=ShowRubric&rubric_id=2658260 to write a
good essay based on the prompt given in class.
- Students will email me their final draft to
brendaigg2@yahoo.com through my website
http://quotingevidence.weebly.com

http://quizstar.4teachers.org/index.jsp
- Have the students take the To Kill a
Mockingbird quiz on
http://quizstar.4teachers.org/index.jsp
Lesson 1
Student Learning
Objective:
Write arguments
to support claims
in an analysis of
substantive
topics or texts,
using valid
reasoning and
relevant and
sufficient
evidence.

Acceptable
Evidence
(Assessmen
ts):
Have
students
know what
constitutes
a good
argument/e
vidence by
testing
them on
knowing the
difference
between
opinion and
facts.
Provide the
students
with a test
that has
both
opinions
and facts on
topics that
they
discussed in
the activity
and have
them
rationalize

Lesson Activities:
Give the students debatable themes on a sheet of paper and have them side with either pro or con.
Provide ideas like abortion, immigration, gun control, ideas that can be looked up to have back up
information on why its good or bad. Have them take the assignment home so they have time to look
up evidence on their side.

which
statements
are facts
(provable).
Lesson 2
Student Learning
Objective:
Develop the topic
with well-chosen,
relevant, and
sufficient facts,
extended
definitions,
concrete details,
quotations, or
other
information and
examples
appropriate to
the audiences
knowledge of the
topic.

Acceptable
Evidence:
Having the
students
know what
good and
acceptable
evidence
entails by
reviewing
vocabulary
flashcards.

Lesson Activities:
Have the class spilt up into groups of three. Give each group an assigned theme, title, or idea and
have them come up with evidence on why your idea is right or wrong. For example one of the groups
can be arguing on why dogs are better than cats. One of the arguments can be that there is proof
dogs help with owners self esteem and lifestyle.

Acceptable
Evidence:
Having the
students
know how to
provide a
well written
concluding
sentence
within their
essay.
Students
will have to
read up on

Lesson Activities:
Following the activity in lesson 2, students will provide concluding sentences depending on what
side they chose for their assigned theme/idea. They will still be working in their assigned groups so
that they can help each other out to come up with a well-written concluding sentence.

Lesson 3
Student Learning
Objective:
Provide a
concluding
statement or
section that
follows from and
supports the
argument
presented.

the rubric to
write a good
essay based
on the
prompt
given in
class. This
will put
everything
they learned
in the unit
in action to
see if they
properly
understood
the unit.
Unit Resources:
http://www.livebinders.com

Useful Websites:
http://www.livebinders.com