Using+Text+Support

=**Topic or Focus:**= Using Text Support -- Quotes

Subject:
English Language Arts

Level:
High School

Key Standard(s): (from the Common Core State Standards, English Language Arts)

 * RL.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
 * RL.9-10.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Text/Resources to be Used (Optional):
"The Most Dangerous Game," a short story by Richard Connell (1924)

//Rationale://
//When asked to use specific quotes from a text as supporting evidence, students often do one (or more) of the following://
 * //They only look for text within quotation marks, confusing the use of quotation marks in dialog with the use of quotation marks to indicate a direct quote from a text.//
 * //They choose a quote that doesn't adequately support their argument.//
 * //They interpret the quote out of the context of the story.//

//Directions://
Students will read the short story, "The Most Dangerous Game." Then they will do the following response activities:


 * Day 1.** Skill = Evaluating quote choices

//Which quote shows **character change** better? Why?//


 * 1) //"Rainsford did not smile. 'I am still a beast at bay,' he said, in a low, hoarse voice."//
 * 2) //"But the hope that was in Rainsford's brain when he climbed died, for he saw in the shallow valley that General Zaroff was still on his feet."//


 * Day 2.** Skill = Evaluating quote choices

//What quote would you pick at the end of the story, to show that Rainsford changes his mind about hunting? Why would you choose that quote over any other quote to show **character change**? Explain your answer.//


 * Day 3.** Skill = Analyzing a quote

//What does the quote, "You're a big game hunter, not a philosopher. Who cares how a jaguar feels?" tell you about Rainsford as a person? Explain your answer.//

//Scoring://

 * //**Day 1:** 0-3 pts (0=no response or unrelated response; 1=chooses quote, no explanation; 2=chooses quote, gives one appropriate reason for selection; 3=choose quote, gives two appropriate reasons for selection)//
 * //**Day 2:** 0-3 pts (0=no response or unrelated response; 1=chooses quote, no explanation; 2=chooses quote, gives one appropriate reason for selection; 3=choose quote, gives two appropriate reasons for selection)//
 * //**Day 3:** 0-2 pts (0=no response or unrelated response; 1=gives one appropriate reason for selection; 2=gives two appropriate reasons for selection)//

//Analysis://
//This assessment will distinguish among the following://
 * //Students who can evaluate the relative strength of two quotes as evidence to support a specific statement.//
 * //Students who can independently select a quote to support a specific statement.//
 * //Students who can analyze the significance of a quote in the development of plot or character.//

//Contributor://
//Alicia Walkuski, English Teacher, Vinal Technical High School, Middletown, CT// //Editor: Kim M. Bennett,Consultant, Northside Consulting, Hartford, CT//