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.