L2+Martemucci,+Amanda

COLLEGE OF EDUCATION, HEALTH AND REHABILITATION LESSON PLAN FORMAT**
 * UNIVERSITY OF MAINE AT FARMINGTON

Maine Learning Results: English Language Arts- A. Reading A2 Literary Texts Grades 9-Diploma //The Lovely Bones// by Alice Sebold //Students read text within a grade appropriate span of text complexity and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.// A class discussion will take place on what a thesis is/ what is a strong thesis as well as how to cite and incorporate textual evidence. Students will be expected to give input in the conversation for me to understand what they know about theses. I will be giving feedback on the each student's thesis, arguments, and evidence on their Persuasion Map graphic organizer before they begin writing their newspaper article. Students will do peer reviews of the articles to give any last input to classmates before making their final product**.** The formative assessment will be for students to fill out the rubric I will be grading them on on themselves to reflect on how they think they did on their articles. Students will be thinking like journalists writing a 1-2 page article for the "Dear Susie," portion of the newspaper, //The Lovely Bones Sentinel,// using the online newspaper clipping generator, Fodey.com. I will give students the open-ended question: //Susie touches Ruth as she leaves Earth. Why do you believe Ruth was the one who saw her spirit leave the Earth rather than someone else?// For the article, students will need to create their own argument towards the question and use evidence from //The Lovely Bones// to support their ideas. When the students' newspaper articles are complete, I will set up a "Newspaper Publishing Day" in the classroom the students' articles will be posted around the room for them to read and learn about their classmates' opinions towards the question. I will be assessing these articles using the same rubric that the students fill out. The rubric will be reviewed at the beginning of the lesson and given to the students to allow them to refer back to it as they are writing their articles. Product: Newspaper Article (Fodey.com-newspaper clipping generator). This will be assessed by a rubric. __ Think-Pair-Share __ : Students will be participating in a Think-Pair-Share during a portion of the lesson. Students will first be thinking of ideas towards the question I give them by themselves. They will then need to be paired up to discuss ideas. To get students in pairs, I will have students put up between one to four fingers in the air and tell them to find a partner in the classroom who is holding up the same number of fingers as them. Students will share their ideas with their partners, generating new ideas for both partners to possibly use in their articles. Pairs will then share a strong idea that they both agreed on to the rest of the class. This cooperative learning strategy will be used to get students generating more ideas for their articles. This will give students who have a difficult generating ideas on their own to have the support of classmates to get them thinking about possible ideas. ** Visual: ** The //Runaway Bride// clip gives a visual presentation of what writing for a newspaper is like. ** Logical: ** Students need to think critically about the given question and what would be the strongest evidence from the novel. ** Interpersonal: ** Working in Think-Pair Share. ** Intrapersonal: ** Students get to create their own personal idea/argument to the question and write about it. ** Bodily/Kinesthetic: ** Students' articles will be placed about the room for everyone to read. Students will get to walk about the room to read them and learn what other people thought about the question. //I will review student's IEP, 504, or ELLIDEP and make appropriate modifications and accommodations.//
 * __ Teacher’s Name __**** : ** Ms. Martemucci **__Date of Lesson__:** Lesson 2 (Apply)
 * __ Grade Level __**** : ** 11 **__Topic__:** Using Textual Evidence, //The Lovely Bones// by Alice Sebold
 * __ Objectives __**
 * Student will understand that ** ideas on the text need to have evidence for support.
 * Student will know ** thesis, evidence, ways to incorporate textual evidence, forming a thesis, and important events and people, such as: Ruth's obsession with the dead and Ruth's relationship with Susie.
 * Student will be able to do ** create ideas with evidence from text.
 * __ Maine Learning Results Alignment __**
 * Rationale: ** Through this lesson students will learn that forming ideas on a piece of literature need to be supported by textual evidence in order to be defended.
 * __ Assessment __**
 * Formative (Assessment for Learning) **
 * Summative (Assessment of Learning) **
 * __ Integration __**
 * Technology: ** Students will be using the newspaper clipping generator, Fodey.com, to create/write their articles. This web-based technology allows students to create and view their article as if it is in a real newspaper, allowing students to truly feel and write like journalists.
 * Other Content Areas: **
 * Psychology/Sociology: ** Students will need to explore how Susie and Ruth interact and connect with each other through out the novel in order to form ideas of why Susie touched Ruth as she left Earth. They may also look into what happens with Ruth psychologically after Susie touches her.
 * __ Groupings __**
 * __ Differentiated Instruction __**
 * Strategies: **
 * Verbal: ** Students will be writing a newspaper article.
 * Modifications/Accommodations **

__Absent Student:__ I will have a Wikispace set up with an agenda for each class period and the assignments that are due. When a student is absent, it is their responsibility to check the Wikispace and see what they are missing in class and assignments that are due. It is their responsibility to get any handouts or assignments from either a fellow classmate or through emailing me. It is also recommended that absent students come see me to get caught up and learn more about what happened in the class(es) that they missed. The student will also need to find way to get their final product for the lesson to me on the day it's due if they happen to miss that day of class. If this is absolutely impossible, it is their responsibility to email me and I will work out an extension plan with the student. Students will be using the web-based, newspaper clipping generator, Fodey.com, to write and present their argument towards the question based on an event in //The Lovely Bones//. This is to further get students thinking like journalists as their articles will look like they come from a real newspaper. If students wish to go beyond the original objective, they can think of a counter-argument towards their ideas and write about it in their article and argue why the counter-argument is not valid to make their ideas stronger. For Students: Laptop Pen/Pencil Paper Individual copy of //The Lovely Bones//
 * Extensions **
 * __ Materials, Resources and Technology __**

For Teacher: Laptop (in case a student can't access Fodey.com on his or her laptop) [|Persuasion Map] Graphic Organizer Handouts on Writing a Strong Thesis Handouts on Proper Citations and Incorporating Textual Evidence Copy of //The Runaway Bride// Handout describing Think-Pair-Share Activity Rubric Tape (to hang up articles around the room)

This is the Fodey.com site that the students will use to create their final newspaper articles. []
 * __ Source for Lesson Plan and Research __**

This is a lesson that uses the studying of newspaper articles to help students write an argumentative essay. []

This is a lesson that focuses on teaching students how to write strong thesis statements. It also gives suggestions of lessons that can follow after this lesson. []

This site gives a detailed explanation of how to conduct a Think-Pair-Share and its purpose. It also includes additional links of video tutorials and other information about Think-Pair-Share. []

This site gives tips for how students can look for strong textual evidence to use in their writing. []

This pdf document is a great source for how to incorporate textual evidence effectively as well as how to cite the source. It also gives an excellent real- life example to describe why it is important for writer's to include evidence for their arguments/ideas. []

This is a detailed site on MLA format. This is the format students will need to use when citing their sources within the text and this site is an excellent source for my students as well as myself to refer to. []

This is an excellent source that describes how to create a strong thesis. It gives steps towards creating a thesis statement as well as what kind of thesis statement will be needed for a certain type of writing. In this lesson students will writing an argumentative article, which according to this site students would a thesis for a "position paper.". []

This is an excellent source for chapter summaries, notes, quotes, etc. on //The Lovely Bones//. It is a good source for myself to refer to quickly and especially helpful for a substitute. []

This is an excellent site to use to begin making a rubric for assessing the students' articles. [] I understand that students all learn in different ways. I planned this lesson so that students of different learning styles, intelligences, and levels could complete the objectives on some occasion(s) throughout the lesson. __ Clipboard: __ For those students who like to keep organized, I have incorporated a graphic organizer (Persuasion Map) to help them organize their thesis, reasons, and supporting evidence. All the information is organized on one page for the students to refer to when writing their paper. __Beach Ball:__ For students who love to be active, I have incorporated into my lesson a chance for students to get out of their seats and move about the room. The "Newspaper Publishing Day" will be completely active as students get to walk about the room and read other students' articles. __Microscope:__ Students who like to think logically will get to in this lesson as students must think critically about the given question for their articles and try to come up with their own ideas and decide what would make the strongest evidence for their ideas. __Puppy:__ I want all my students to feel like they are in a safe environment where they can easily talk to others around them. That is why all my lessons, including this one involve group activities (This lesson involves a Think-Pair-Share in which students will get to work in pairs). This will allow students to get to know each other and work on collaborative skills. Students will also learn how to respect everyone's ideas through the group activity so students do not feel uncomfortable sharing. Student will know thesis, evidence, ways to incorporate textual evidence, forming a thesis, and important events and people, such as: Ruth's obsession with the dead and Ruth's relationship with Susie. **Please refer to the Content Notes.** //Students read text within a grade appropriate span of text complexity and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions//. Student will be able to create ideas with evidence from text (Apply). Through this lesson, I am teaching students that forming ideas on a piece of literature need to be supported by textual evidence in order to be defended. I understand that not only is this important when writing about literature, but it is important in real world situations as well. It is my hope that students will begin understanding this idea as well through this lesson. __ Verbal: __ Students will be writing a newspaper article. __Visual:__ The //Runaway Bride// clip gives a visual presentation of what writing for a newspaper is like. __Logical:__ Students need to think critically about the given question and what would be the strongest evidence from the novel. __Interpersonal:__ Working in Think-Pair Share. __Intrapersonal:__ Students get to create their own personal idea/argument to the question and write about it. __Bodily/Kinesthetic:__ Students' articles will be placed about the room for everyone to read. Students will get to walk about the room to read them and learn what other people thought about the question. Students will be using the web-based newspaper clipping generator, Fodey.com, to write and present their argument towards the question based on an event in //The Lovely Bones//. This is to further get students thinking like journalists as their articles will look like they come from a real newspaper. If students wish to go beyond the original objective, they can think of a counter-argument towards their ideas and write about it in their article and argue why the counter-argument is not valid to make their ideas stronger.
 * __ Maine Standards for Initial Teacher Certification and Rationale __**
 * // Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * // Rationale: //**
 * // Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**
 * // Rationale: //**
 * // Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**
 * // Rationale: //**

I have incorporated six different multiple intelligences into this lesson as I know I will have many different types of learners in the classroom that I will need to try and connect the material to. These intelligences are either used through media samples, in-class activities, or assignments to allow different intelligences to flow throughout my lesson. I have several opportunities for students to show their learning throughout this lesson in both formal and summative assessments because I understand that not all students can show their learning in one form. Students will be aware of various ways I am assessing them on this lesson, particularly through their feedback on their Persuasion Maps and the rubric that assesses the final newspaper article.
 * // Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**
 * // Rationale: //**

A class discussion will take place on what a thesis is/ what is a strong thesis as well as how to cite and incorporate textual evidence. Students will be expected to give input in the conversation for me to understand what they know about theses. I will be giving feedback on the each student's thesis, arguments, and evidence on their Persuasion Map graphic organizer before they begin writing their newspaper article. Students will do peer reviews of the articles to give any last input to classmates before making their final product**.** The formative assessment will be for students to fill out the rubric I will be grading them on on themselves to reflect on how they think they did on their articles. Students will be thinking like journalists writing a 1-2 page article for the "Dear Susie," portion of the newspaper, //The Lovely Bones Sentinel,// using the online newspaper clipping generator, Fodey.com. I will give students the open-ended question: //Susie touches Ruth as she leaves Earth. Why do you believe Ruth was the one who saw her spirit leave the Earth rather than someone else?// For the article, students will need to create their own argument towards the question and use evidence from //The Lovely Bones// to support their ideas. When the students' newspaper articles are complete, I will set up a "Newspaper Publishing Day" in the classroom the students' articles will be posted around the room for them to read and learn about their classmates' opinions towards the question. I will be assessing these articles using the same rubric that the students fill out. The rubric will be reviewed at the beginning of the lesson and given to the students to allow them to refer back to it as they are writing their articles. The classroom arranged in U's so that students will all be able to see me during class discussion and students won't have to move desks around during the Think-Pair-Share activity. This will also leave space around the room for students to move around and look at their classmates' articles on "Newspaper Publishing Day."
 * __ Teaching and Learning Sequence __**** : **

Agenda Day 1 Watching the clip from //The Runaway Bride// (10 min) Discuss Objective (Hand out Rubric) (10 min) Handout and have students begin working on Persuasion Map Graphic Organizer (15 min) Think-Pair-Share Activity (20 min) More classtime to work on finishing filling out Graphic Organizer (Write thesis!) (20 min) Collect Graphic Organizers and Conclusion (5 min)

Agenda Day 2 Pass back graphic organizers with feedback (5 min) Class Discussion (What is a thesis? How do you form a Strong Thesis? How do you Cite and Incorporate Textual Evidence?) (30 min) Class time to work on writing articles and peer reviews with Think-Pair-Share Partner (40 min: 30 min worktime, 10 min peer review) Conclusion -Homework is to finish/finalize article on Fodey.com, Print out article for "Newspaper Publishing Day" (5 min)

Agenda Day 3 "Newspaper Publishing Day!" (45-55 min) Final Questions/Discussion on what students thought of other students' articles (15-25 min) Student self-assessment using Rubric (10 min)

Students will understand that ideas on the text need to have evidence for support. I will explain to students that in the real world, journalists need strong evidence for their stories in order for them to be published in a newspaper. This lesson will give the students the chance to be a journalist and write their own article using evidence from //The Lovely Bones// to support their ideas. //Students read text with a grade appropriate span of text complexity and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.// I will have student watch a clip from the film, //Runaway Bride,// where Ike Graham, a journalist loses, his job due to lack of evidence in his story. This will connect students back to my real world example and allow them to understand how important textual evidence really is. ** Where, Why, What, Hook, Tailors: ** Visual, Logical

Students will know thesis, evidence, ways to incorporate textual evidence, forming a thesis, and important events and people, such as: Ruth's obsession with the dead, and Ruth's relationship with Susie through this lesson (**Please refer to the Content Notes)**. I will give students the open-ended question: //Susie touches Ruth as she leaves Earth. Why do you believe Ruth was the one who saw her spirit leave the Earth rather than someone else?.// I will explain to them that this is the question that they must answer in their article. Students will fill out a Persuasion Map of their thoughts/argument (Thesis) to the question as well as corresponding facts/examples of the novel that will be their textual evidence used in the article. ** Equip, Explore, Tailors ** : Logical, Intrapersonal, Visual, Linguistic

Student will be able to create ideas with evidence from text. Students will be participating in a Think-Pair-Share. Students will first be thinking of ideas towards the question I give them by themselves. They will then need to be paired up to discuss ideas. To get students in pairs, I will have students put up between one to four fingers in the air and tell them to find a partner in the classroom who is holding up the same number of fingers as them. Students will share their ideas with their partners, generating new ideas for both partners to possibly use in their articles. Pairs will then share a strong idea that they both agreed on to the rest of the class. A class discussion will take place on what a thesis is/ what is a strong thesis as well as how to cite and incorporate textual evidence. Students will form a thesis in the "Goal" section of their Persuasion Map which I will give feedback on as well as feedback on their arguments/evidence. I will give students the chance to work on their newspaper articles about the given question during class time. Students will do peer reviews of the articles with their Think-Pair-Share partners to give any last input before students make their final product on Fodey.com. ** Experience, Rethink, Revise, Rehearse, Refine, Taylors: ** Interpersonal, Bodily-Kinesthetic, Logical, Linguistic/Verbal, Intrapersonal

After creating their final newspaper article in Fodey.com, students will bring a print-out of the article to class. I will tape the articles around the room for "Newspaper Publishing Day." Students will get to move around the room and read other students' articles to learn about their ideas towards the question I gave them. A short discussion will follow so I can hear the students' input about their fellow classmates' articles. Afterwards, students will fill out the rubric I will be grading them on themselves to reflect on how they think they did on their articles. This will give me an idea of how they thought the writing of the article went for them. This same rubric will be what I assess the students' articles on. ** Evaluate, Tailors: ** Intrapersonal, Bodily-Kinesthetic, Verbal __ Thesis: __ A [|thesis statement] presents your opinions, thoughts, or argument on a subject, issue, or topic question (In this lesson, the thesis statement will be referring to the topic question).
 * __ Content Notes __**

[|How To Write a Strong Thesis Statement:] __1. Understand the Academic Writing Task__ Before even writing a thesis statement, you need to have a complete understanding of what the writing task is (In this lesson, it is for the students to argue their own opinions towards the question: //Susie touches Ruth as she leaves Earth. Why do you believe Ruth was the one who saw her spirit leave the Earth rather than someone else?//) The writing task could be argumentative, analysis, comparison, evaluation, interpretation, or reflection. Once the writing task is understood, you focus on creating your thesis around that type of task (In this lesson, the task is an argumentative/position paper). __2. Become familiar with the Different Types of Thesis Type of Assignment Form of the Thesis Statement__ (For this lesson, students will use the thesis form for a Position Paper) __3. Formulate a Research Question__ A research question can be the question that focuses your research on a significant problem, issue, controversy or contradiction, the main question outlined in your assignment, or the final question you have arrived at after having asked questions to narrow your topic, or the question that your thesis statement will answer in the form of a specific claim. (For this lesson, the research question is the writing task question: //Susie touches Ruth as she leaves Earth. Why do you believe Ruth was the one who saw her spirit leave the Earth rather than someone else?// Students will need to answer this question through having read //The Lovely Bones// and become of aware of this scene and possible evidence from the novel to create and support their thesis.) __4. Formulate a Tentative Thesis Statement__ A tentative thesis statement is not "set in stone." It is meant to help you focus your analysis and collect textual evidence to make the writing task easier. It can be difficult to begin analysis and research of evidence with out a main argument for the paper, because the analysis and evidence needs to focus on back up that main idea/argument. (In this lesson, students will begin with a tentative thesis as they fill out their Position Maps and do the Think-Pair-Share on Day 1) After finding some evidence, these types of questions should be considered to help clarify and begin strengthening the thesis: • What kinds of patterns or implications emerge when I look closely at my evidence? • What kind of evidence and support do I need to support my tentative thesis? • What kind of evidence cannot be adequately accounted for by my tentative thesis? • How can I explain the mismatches between my thesis statement and my selected evidence? • How can I rewrite my thesis statement in order to accommodate the evidence that doesn’t fit? __5. Examine a Contradiction__ One way to form a strong thesis is to formulate a thesis that focuses on an interesting contradiction, tension, or paradox between two things.For example, a complex thesis statement might focus on the contrast between the popular interpretation of a political event and your own interpretation, between two paradoxical themes in a novel or poem, and so on. (This will not be necessary in this lesson, but I will encourage students who wish to extend their learning through this lesson to think of a possible contradictory argument against one of there ideas an include it in their article and then argue why their idea is better than this argument using evidence for support. (**Please see Extensions for more detailed explanation))** __6. Write the Thesis as a Complex Sentence__ Using a complex sentence structure for a thesis create emphasis and conveys a hierarchy of ideas. (Example of a complex thesis from one of my essays about Shakespeare's Sonnet # 141: //With a structure that builds upon itself, soothing sounds, bold, repetitive words and phrases, and figurative language, Shakespeare communicates that meaning of his work: A man should love a woman for her flaws as well as her better aspects. Love cannot be just physical.//) (In this lesson, this is the type of thesis I want my students to work on creating in their articles) __7.Test your Thesis Statement by considering the Following Questions:__ • Does the thesis show analysis and depth of thought, or is it mainly descriptive? • Does the thesis present an argument about the material, and is it worded as an argument? • Is the thesis contestable? (Would someone potentially want to argue with you about it?) • Is the thesis defensible? (Have you used qualifying expressions such as “primarily” or “for the most part” to make the thesis more defensible?) • Does the thesis statement take into account the “so what” question? (In this lesson, I want my students to be thinking about questions such as these when doing final edits to their thesis)

[|How to Find Strong Textual Evidence:] [|How to Incorporate Textual Evidence] __When should you incorporate textual evidence?__ __ Strong uses of evidence __ A strong use of evidence follows this general pattern: 1. State your claim; 2. Give your evidence, remembering to relate it to the claim; 3. Comment on/analyze the evidence to show how it supports the claim. (Example of strong use of evidence from one of my essays on Henrik Ibsen's //A Doll's House:// //Nora hasn’t lived any other way than getting what she wants. She is not happy if she does not obtain money. This is clear as Nora is overjoyed by the news of her husband’s new job and confesses to her dear friend Mrs. Linde, “For the future we will live quite differently---we can do just as we like. I feel so relieved and so happy Christine! It will be splendid to have heaps of money and not need to have any anxiety, won’t it?” (Ibsen 15). Nora acknowledges that she wasn’t happy with her life till now because she didn’t have the wealth she desired. Once she realizes she will be wealthy she is happy with her life.// Here, I have stated my claim, given evidence, and then explained the evidence to support my claim. I want my students to be working on incorporating their evidence in this pattern.) __Ways evidence can appear in a paper__ Evidence can appear either in the form of direct quotations from the text or through paraphrasing. Paraphrasing is when you put the evidence in your own words (Example from my own essay on Edgar Allan Poe's "The Cask Of Amontillado": //Poe gives his victim the name “Fortunato” (Poe 313) which is quite ironic even without the knowledge that Fortunato is naïve throughout the piece. It should be expected that someone with such a name would be fortunate in his or her life. However, Fortunato ultimately brings himself to his death at the end of the story (Poe 318), clearly not living up to his name. Giving his character such a name allows Poe to make a fool out of his victim even before beginning to reveal Fortunato’s naïve nature or Montresor’s acts of deceit.// The second piece of evidence is put into my own words rather than using a direct quote about Fortunato dying. Students can definitely use this type of evidence in their articles.) Using quotations as evidence can be tricky. It is important that you lead the reader into the quotation rather than abrubtly place it into the text. (This source gives good examples of incorrect and correct uses of quotations: __Ineffective Use of Quotation__ //Today, we are too self-centered. “We are consumers-on-the-run . . . the very notion of the family meal as a sit-down occasion is vanishing. Adults and children alike eat . . . on the way to their next activity” (Gleick 148). Everything is about what we want.// This example is ineffective because the quotation is not integrated with the writer’s ideas. Notice how the writer has dropped the quotation into the paragraph without making any connection between it and the claim. Furthermore, she has not discussed the quotation’s significance, which makes it difficult for the reader to see the relationship between the evidence and the writer’s point. __More Effective Use of Quotation__ //Today, Americans are too self-centered. Even our families don't matter as much anymore as they once did. Other people and activities take precedence, as James Gleick says in his book, Faster. “We are consumers-on-the-run. . . the very notion of the family meal as a sit-down occasion is vanishing. Adults and children alike eat. . . on the way to their next activity” (148). Sit-down meals are a time to share and connect with others;however, that connection has become less valued, as families begin to prize individual activities over shared time, promoting self-centeredness over group identity.// The second example is more effective because it follows the guidelines for incorporating evidence into an essay. Notice, too, that it uses a lead-in phrase (“. . . as James Gleick says in his book, Faster”) to introduce the direct quotation. This lead-in phrase helps to integrate the quotation with the writer’s ideas. Also notice that the writer discusses and comments upon the quotation immediately afterwards, which allows the reader to see the quotation’s connection to the writer’s point.) With [|MLA format] (which the students will be following in the lesson for their articles) there are both short quotes and long quotes. Short quotes are quotations used in the text that take up four or less lines in your paper. These will be set off with quotations and included into your text (Like above example). Long quotes are more than four lines in the paper no quotations are necessary and they shouldn't be written with your text. They must be indented two tabs from the left hand margin. (Example from one of my own essays on Virginia Woolf's //Mrs. Dalloway//: (For this lesson, I want students to be working on incorporating short quotes into their articles because the article do not need to be very long (five paragraphs minimum) and long quotes will not be necessary for this length)
 * Textual evidence is important because a thesis not supported by solid textual evidence will be weak and unconvincing.
 * The first step to finding good textual evidence should begin before you ever start writing your paper (This will be done in the lesson through the use of the Persuasion Maps that the students need to fill out and passed in to me for feedback before they can begin writing their articles.)
 * Close reading of the text can help you reveal aspects of the text that weren't relevant jsut by reading through the text. You have to talk back to the text, read with it, then read against it. (In this lesson, students will need to be thinking critically towards the text to determine whether parts of the text will add a strong piece of evidence towards their ideas.) One way of doing a close reading is by writing in the margins of the text as you read. This allows you to begin analyzing the text as you read and allows for fast and easy access to important parts of the text when you need to find evidence for a paper.
 * Another way to find evidence is through using a rhetorical model founded by Dr. Stephen Toumlin. Toulmin's model specifies that each argument must have data, a claim, and a warrant. The data is the text or the portion of the text you are working with, your claim is your thesis, and the warrant is what allows you to justify the claim using the grounds. (Students will be using this model as they fill out their Persuasion Maps. The Goal box is for the Thesis, the Reason boxes are for the Warrant, and the Fact/Example boxes are for the Data)
 * If are having trouble finding evidence for your thesis, you should put your original thesis out of your mind for a moment and try finding a paragraph or passage of the test that interests you. Figure out what it is that you would like to explore about that particular part of the text, and then write a paragraph that makes an interpretive argument about the passage. Once you have your paragraph, ask yourself if there are other passages in the text that fit into the argument you made about the specific paragraph. If so, you might consider making that argument your thesis. (This can be helpful for students who are struggling with creating a strong thesis towards the question)
 * Offer evidence that agrees with your stance up to a point, then at it with ideas of your own.
 * Present evidence that contradicts your stance, and then argue against/refute that evidence and therefore strengthen your position (In this lesson, students can focus on this is they wish to extend their learning in this lesson **(Please see Extensions for more detailed explanation)**
 * Use sources against each other, as if they were experts on a panel discussing your proposition. (This will not be necessary for this lesson as the students are only using the novel as a source for their articles, but it is good for them to know for future writing assignments that they may have.)
 * Use quotations to support your assertion, not merely to state or restate your claim. (In this lesson, I want students to begin understanding this.)

[|MLA Citation Format] __In text citation:__ "Quote or paraphrase" (Last Name of Author Page #). (Example: "On my way out of Earth, I touched a girl named Ruth" (Sebold 36). ) __Works Cited Citation:__ Author. Title (Italicized). Place of Publication: Name of Publisher, Copyright Date. (Example: Sebold, Alice. //The Lovely Bones//. New York, NY: Back Bay Books/Little, Brown and Company (Inc.), 2002. ) (For this lesson, I want students to cite both withing the text and give a works cited citation for the novel at the bottom of their articles.)

[|Ruth's Obsession with the Dead and Susie and Ruth's Relationshi]p (This is information about Ruth and Susie that students may find in their copies of //The Lovely Bones// to use in their articles) __ Character Descriptions __ Susie is the narrator of the story. She has been raped and murdered and feels enormous pain, even in heaven, for what has happened to her. However, she also presents careful analyses herself about her family and friends. In these, we see her great love and compassion for those she misses dreadfully. We must not forget that she is also a character who must be examined for her own grief: Susie doesn’t want to be dead and she can’t break the chains that bind her to Earth. So we follow her agony as she slowly grieves her own death and says goodbye to the people she loves. She is the girl in Susie’s class who becomes obsessed with seeing her and knowing her after her death and who looks to help girls and women who were murdered or who might be murdered. She is depicted as a young girl whose status as a kind of outcast among her classmates makes her obsessive about Susie. Susie had touched her as she died in the cornfield and began to rise to heaven. This has a profound impact on Ruth who spends the rest of her life believing she has the second sight and can see girls and women who have been raped and murdered. She wanders New York City, looking to protect any living girls and women from becoming victims and she prays for the ones who do. In the end, because she wants it so much for Susie and because Susie wants it so much as well, she allows her body to be used by Susie to make love to Ray. However, she never lives a normal life again. __Possible Quotes__ Here Susie acknowledges the bond which has formed between her and Ruth, because her soul happened to touch Ruth as she passed to Heaven. Susie explains how her death impacted the world while she was in it and how it has impacted the world without her. This is also the basis for the title of the novel. __Chapter 3 Summary/Analyzes__ (The chapter where Susie passes by Ruth on her way to heaven. These notes are more for myself or the substitute, not the students) In this chapter, Susie explains how she and Holly would watch souls leaving bodies all over Earth. They would see a soul touch a living body on its way to heaven and the living person would never actually see the dead soul, but would know that something had changed around her. This happens when Susie dies. She touches a girl named Ruth Connors, who went to her school, but whom she didn’t know very well. She says she couldn’t help herself touch the girl, because she died so violently and wasn’t able to calculate her steps. The next day, Ruth tells her mother that she had a dream that she saw a pale running ghost coming toward when she was crossing through the faculty parking lot. Her mother’s rejection of such an experience being real makes Ruth keep it to herself and begin writing dark poetry and looking up everything she can find out about Susie. Ruth’s obsession for Susie grows to the point that, when she sees Clarissa, Susie’s best friend, making out in the school hallway with Brian Nelson, she burgles the girl’s locker and smokes all the marijuana Brian has hidden there. She smokes it all, even though she has never smoked pot before, and looks at pictures of Susie. Susie just wishes she get Ruth to focus on finding her charm bracelet which Susie thinks might help. It is a clue as well, but it is no longer in the cornfield. Ruth’s profound experience with Susie’s soul and her resulting obsession will foreshadow how she later helps Susie gain her greatest desire in heaven (Ruth lets Susie take over her body for a few hours so Susie can be with Ray in Chapter 22) Persuasion Map Graphic Organizer Writing a Strong Thesis (For teacher, substitute, and student reference) How to Find Textual Evidence/Incorporating Textual Evidence/MLA Citation Format (For teacher, substitute, and student reference) Think-Pair-Share (For Teacher or Substitute reference) Ruth and Susie Relationship Notes (For Teacher and Substitute Reference) Rubric
 * //Susie//**
 * //Ruth Connors//**
 * “I loved Ruth on those mornings . . . we were born to keep each other company. Odd girls who had found each other in the strangest way - in the shiver she had felt when I passed.”** (p. 79)
 * “These were the lovely bones that had grown around my absence: the connections - sometimes tenuous, sometimes made at great cost, but often magnificent - that happened after I was gone. And I began to see things in a way that let me hold the world without me in it. The events that my death wrought were merely the bones of a body that would become whole at some unpredictable time in the future. The price of what I came to see as this miraculous body had been my life.”** (p. 320)
 * __ Handouts __**