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Quoting Malala Lesson Plan

Title:
Community Middle School, Ms. Seilers 8th Grade ELA classes, Kelsey Mahon & Tatiana Dodge
Essential Questions:
1. How can thoughtful quotes strengthen writing?
2. How can one person affect society?
Standards:
1. CCSS.ELA-LITERACY.RI.8.1
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
2. CCSS.ELA-LITERACY.RI.8.5
Analyze in detail the structure of a specific paragraph in a text, including the role of
particular sentences in developing and refining a key concept.
Instructional Objectives:
1. SWBAT take a passage from what theyve read and incorporate it into their writing in a way that
supports their main idea.
2. SWBAT introduce, cite, and interpret the quotes they chose to support their main ideas.
Sequence of Learning Activities:
1. Before students enter the classroom, write the following Do Now on the dry erase board: Word
of the Day recapitulate. Greet students as they enter, and direct their attention to the Do
Now that is written on the board. Once students have been seated and the period has begun, take
care of general housekeeping (collect homework, answer questions, etc).
2. Give students 2-3 minutes to define the word recapitulate and use it in a sentence. Once
students have completed their sentences, call on each one (in the manner that Ms. Seiler calls on
them when shes teaching), and have them share their sentences with the whole class (2-3
minutes).
3. After students have shared their sentences, pass out copies of the Quotation Rules. Once
students have a copy, briefly go over the main points of the rules, reading over the provided
examples. Ask students if there are any further questions before proceeding with the mentor text.
4. Then, Ms. Mahon will ask students if they know who Malala Yousafzai is. If they do, shell give
them the opportunity to share what they know. If not, shell give a brief overview of Malalas

story. During this time, Ms. Dodge will walk around to pass out the mentor text. Once everyone
has a copy, Ms. Dodge will tell the students that well be using the quotation rules we just
learned.
5. Ms. Dodge will inform the students that well read and quote the first section together as a class.
Before we begin reading, shell tell the students that theyll have the opportunity to read and
quote another section of the text with their small group. Ms. Dodge will read the first section of
the article aloud (students can either read along or simply listen). As Ms. Dodge is reading, Ms.
Mahon will write the words Topic Sentence, Introduction, Quote, and Interpretation on the
dry erase board.
6. Once Ms. Dodge has finished reading, Ms. Mahon will become the speaker and Ms. Dodge will
become the writer. Ms. Mahon will ask students to take a minute to identify the main idea of the
passage we just read. Next, shell ask the students to volunteer their groups main idea. Once the
main idea has been identified, Ms. Mahon will model her thinking aloud, and shell formulate a
topic sentence that Ms. Dodge will write on the board.
7. Next, Ms. Mahon will select a quote from the passage that supports the topic sentence. While
selecting the quote, she will model her thinking aloud. Once Ms. Dodge has written the selected
quote on the board, Ms. Mahon will ask students to select an appropriate introduction to the
quote. Ms. Mahon will choose one of the volunteered answers, and Ms. Dodge will record it on
the board.
8. After the topic sentence, introduction, and quote have been identified, Ms. Mahon will ask the
students to talk with their small groups in order to form an interpretation of the quote. Ms.
Mahon will guide their conversation by asking them to explain what they thought the quote
meant. Ms. Mahon will ask a group to volunteer their interpretation with the class. If necessary,
she will tweak it (while modeling her thinking) before Ms. Dodge writes it on the board.
9. Next, Ms. Dodge will tell the students that theyll be using the skills we just practiced as a class
to quote specific sections of the article individually. Ms. Dodge will assign a specific section to
each group (there will be 1-2 repetitions per class), but will instruct students that they are to read
and respond on their own. Ms. Mahon will walk around to distribute the Malala Worksheet
while Ms. Dodge informs students that they are ONLY to read their assigned section.
10. Once everyone has a worksheet and their section assignment, Ms. Dodge will instruct students to
read and respond to their worksheet individually. Ms. Dodge and Ms. Mahon will walk around to
facilitate individual student discussions once they have had a few minutes to read.
11. After the students have completed the worksheet, have them share their answers with their group,
and then have the group present a unified topic sentence, introduction, quote, and interpretation
with the class.
12. If time permits, answer any questions about the article.
*** Ms. Mahon and Ms. Dodge will walk around the classroom during individual and group
work to answer student questions and make sure that everyone is on task.

Differentiation of Instruction:
1. Group work; whole class discussions; individual work; auditory (read aloud); teacher support.
Appropriate Use of Technology:
1. N/A.
Connections:
1. Students will be able to use the skills they learn to revise the quotations theyve used throughout
their Outsiders essays, and in all future writing.
2. The Malala reading will provide a soft introduction to the social justice book clubs.
Assessment/Evaluation:
1. Evaluate the quality of individual answers on the Malala Worksheet.
2. Evaluate level of participation in whole-class discussions and group activities.

Homework:
1. Assigned by Ms. Seiler.
Materials/Resources:
1.
2.
3.
4.

Dry erase markers


90 copies of Quotation Rules
90 copies of Nobel laureate Malala, Afghan novelist to show how to wield power with words
90 copies of Malala Worksheet

Quotation Rules
1. Introduce your quote:

Use a full sentence followed by a colon to introduce a quotation.


Examples: The setting emphasizes deception: "Nothing is as it appears" (Smith 1).
Piercy ends the poem on an ironic note: "To every woman a happy ending" (25).

You can also begin a sentence with your own words, then complete it with quoted words.
Examples: Hamlet's task is to avenge a "foul and most unnatural murder" (Shakespeare 925).

To quote a writer, use an introductory phrase naming the source, followed by a comma.
Examples: According to Smith, . . .
In Smith's words, ". . .
In Smith's view, . . .

Another way to introduce a writer's words is to use a descriptive verb, followed by a


comma. Avoid using says unless the words were originally spoken aloud, for instance,
during an interview.

Examples: Smith states, "This book is terrific" (102).


Smith remarks, " . . .
Smith writes, " . . .
Smith notes, " . . .
Smith comments, " . . .
Smith observes, " . . .
Smith concludes, " . . .
Smith reports, " . . .
Smith maintains, " . . .
Smith adds, " . . .

If your lead-in to the quotation ends in that or as, don't follow it with a comma. The first
letter of the quotation should be lower case.
Examples: Smith points out that "millions of students would like to burn this book" (53).
Smith argues that " . . .
Smith emphasizes that " . . .
Smith interprets the hand washing in MacBeth as "an attempt at absolution" (106).
Smith describes the novel as "a celebration of human experience" (233).

If you are using the text to quote a characters spoken words, introduce the title and the
author first. Next, introduce the speaker (character). Finally, quote what the character
said.
Examples: In S.E. Hintons novel The Outsiders, Darry tells Ponyboy, I reckon it never occurred
to you that your brothers might be worrying their heads off (50).

2. Cite your quote:


The page number goes after the closing quotation mark, but before the period.
Example: Smith points out that "millions of students would like to burn this book" (53).

3. Interpret your quote:


What meaning did you find within the text?
Example: Smith points out that "millions of students would like to burn this book" (53). This
suggests that students across the country have a shared hatred for this novel.

Malala Worksheet

Name:____________________________________________
Teacher:__________________________________________
Class:____________________________________________
Date:_____________________________________________

1. What was the main idea of the section you read?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Use the main idea to create a topic sentence:


______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Choose a quote that best supports your claim (be sure to include the page #):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

4. Choose an introduction for your quote:

______________________________________________________________________________
______________________________________________________________________________

5. Interpret your quote (what meaning did you find within the text?):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________________

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