Name: Ashleigh Ramdorsingh

Date: 6/24/16
Instructor: Katie Rybakova
Title of Lesson: Quote Analysis/ 6th grade
Purpose:
I am doing this lesson because it helps the students be able to deconstruct and analyze
sentences. Sometimes it can be useful to categorize items in order to understand them better. I
am going to teach the students how to do a quote analysis activity to get the students
acquainted with the worksheet. We will do the quote analysis activity in class the next day, so
they will watch a video on how to complete a quote analysis worksheet the night before. An
important part of writing is understanding how to structure a sentence. I am incorporating this
lesson to help the students understand how better structure their own sentences.
Giving the students an instructional video for homework allows more time for hands-on
work in the classroom. Because the students already know how to complete the worksheet, we
will be able to skip the instructional part of the lesson. This allows more time to practice on the
subject matter. It is also useful because the example used in the video comes from the book
they are reading. This will help the students notice more quotes from the chapters they are
assigned to read.
This lesson will be examining quotes from chapter eleven of Louis Sachars Holes. The
students will be doing this about a quarter way through the semester. They will have read ten
chapters in the book already and will have had some exposure to quotes. This lesson is
important to incorporate towards the beginning of the year because students should be able to
structure their sentences properly before writing a formal paper. By using this lesson students
will be able to examine their own work and use quote analysis as a tool for the revision process
of a paper.
This is a flipped lesson, therefore the students will be watching a video, for homework, in
preparation for the days lesson. We will be using all of the class time to discuss the chapter,
examine quotes, and do the quote analysis activity.
Florida Standards:
LAFS.6.RI.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
Objectives:

SWBAT understand how to deconstruct and analyze quotes.

SWBAT categorize the parts of a quote based on the speaker and the information presented.
Materials:
Flipped lesson video:
http://youtu.be/j_P9dcX9Ewg?hd=1
Quote Analysis worksheet

Anticipatory Set:
Before we begin talking about the quotes from the book, the teacher will have a different
quote on the board and the students will have to analyze the quote based on the video they
watched for homework. They will do this to help refresh their memories on the video they
watched, and to make sure they understood it fully.
Teaching Strategy/Procedure/Activity
Time

Student is doing

Teacher is doing

10 minutes

Students will be examining

The teacher will facilitate the

and analyzing a sentence that

anticipatory set. The teacher

will not be relevant to their

will ask the students to use

novel. The students will base

quote analysis to understand

their analysis off of the video

the structure of the quote on

that they watched for

the board. The teacher will

homework. They will raise

call on students who have

their hands to call out

their hands raised to answer

answers.

questions.

The students will have a short

The teacher will ask the

discussion about the quotes

students to give a quote that

that they found in chapter

they found in chapter eleven

eleven. They will identify

and who the speaker of that

several quotes and its

quote was.

10 minutes

speaker.
20 minutes

The students till participate in

The teacher will facilitate the

the quote analysis activity.

class activity. The teacher will

Using what they learned the

have the students identify the

previous night, the students

quotes and its details. The

will analyze quotes from the

teacher will be calling on

novel along with the teacher.

students who have their

They will continue to raise

hands raised to call out

their hand when they want to

answers.

answer a question
5 minutes

Once they are done with the

The teacher will close the

activity, the students will listen

lesson by summarizing what

as the teacher summarizes

they learned that day and

the lesson and assigns

assign the students to read

homework.

the next two chapters.

Summary/Closure
Once the class has finished the activity, the teacher will conduct a short summary of the
lesson for the students. Once the students have confirmed that they understand the concept, the
teacher will assign the students two more chapters to read for homework.
Assessment:
Formal assessment: The teacher will collect the quote analysis worksheets to assess that the
students fully understood the lesson.
Informal assessment: The teacher will use the class discussion as an informal assessment of
students knowledge of the lesson.
Homework: Read Ch 12 and 13
Accommodations/Adaptations
ELLs: The ELL students will be paired with another student during the class discussion. If the
ELL students have trouble with anything that is said during the discussion, their partner can help
translate for the student.
Herbert (ADHD): Herbert will be given preferential seating for the duration of the class. The
teacher will also make sure to ask Herbert a direct question to make sure that he is staying on
task.

Paten (Speech Impairment): Paten will not be asked to speak unless she volunteers. I she feels
comfortable enough to share with the rest of the class, the teacher will make sure to give her
that chance.
Lya (Mild Dyslexia): Because the teacher will be doing the worksheet on the board with the
students, Lya should not have a problem following along. While distributing the worksheets, the
teacher will make sure to give Lya a couple minutes to look it over and ask the teacher any
questions she might have.
Oliver (Mild Autism): Oliver will be given preferential seating. The teacher will make sure to
incorporate proximity control with Oliver to make sure he is on task. He is will not be forced to
speak during the discussion, but if he is feeling confident enough to share with the rest of class,
the teacher will make sure to give him the chance.
Attachments/Appendices
Youtube video:
http://youtu.be/j_P9dcX9Ewg?hd=1
Quote Analysis Worksheet:

Quote Analysis
You can learn a lot from a quote by explaining it in four parts, called a "quote analysis:
1
2
3
4
5

Write the quote and the page it comes from. Put it in quotation marks.
Explain who said those words, and to whom they were talking.
Paraphrase the quote (put in your own words).
Explain what this quote tells you about this character or the plot of the story.
What kind of person would say these things? Why would they say it? What would
they have to know, or be thinking about, to say it?

Example:
Quote: If it makes you feel better to call me Mom, Theodore, go ahead and call me
Mom.
Characters: Mr. Pendanski says this to one of the boys.
Paraphrase: If you want to call me Mom, it's okay with me.
What does it tell you? Mr. Pendanski wants them to feel comfortable with him. He
doesn't want to scare them.
Your Turn!
Analyze this quote from page 53: "If anybody gets a day off, it should be me. That's only
fair, right?

Quote:
Characters:
Paraphrase:
What does it tell you?

Quote:
Characters:
Paraphrase:
What does it tell you?
Quote:
Characters:
Paraphrase:
What does it tell you?
Plan B

If this lesson is not working then the teacher will take some time to go over how to

analyze a quote again. The teacher will break down the worksheet into smaller steps and make
sure that the students are understanding. The teacher will also try to find quotes from another
book that will be easier for the students to understand. The teacher will do this throughout the
class period and continue with the quote analysis on the next day.