Objectives (5 - 7 minutes)

1. Define and Identify Textual Evidence: Students will learn to define and identify textual evidence within a given text. They will understand that textual evidence refers to the details, facts, or examples from a text that support a claim or assertion. They will also be able to differentiate between literal and inferential evidence.

2. Analyze Textual Evidence: Students will develop skills to analyze textual evidence. This involves examining the evidence closely, making inferences, and drawing conclusions. They will also learn how to determine the relevance and reliability of the evidence.

3. Use Textual Evidence to Support Arguments: Students will learn how to use textual evidence to support their arguments or claims. They will understand the importance of providing strong, relevant, and specific evidence to back up their points. They will also be able to cite evidence properly, using the appropriate format (e.g., MLA, APA, etc.).

Secondary Objectives:

• Develop Critical Thinking Skills: Through the analysis of textual evidence, students will enhance their critical thinking skills. They will learn to question, evaluate, and interpret the information presented in a text.

• Improve Writing Skills: By using textual evidence to support their arguments, students will improve their writing skills. They will learn how to incorporate evidence into their writing effectively and coherently.

• Enhance Reading Comprehension: The process of identifying and analyzing textual evidence will help students to understand the text better. They will learn to read more critically, extracting key information and making connections.

Introduction (10 - 15 minutes)

1. Content Recap: The teacher should begin by recalling some of the previously learned concepts that are necessary for understanding the current topic. This includes the definition of a text, the concept of claims or assertions, and the distinction between literal and inferential information. The teacher should use visual aids or diagrams to reinforce these ideas. (2 - 3 minutes)

2. Problem Situations: To engage the students and pique their curiosity, the teacher can present a couple of problem situations related to the use of textual evidence. For example:

   • "Imagine you read a news article that claims a certain food can cure cancer. How would you know whether to believe this or not? What kind of evidence would you look for in the article?"
   • "Suppose you're reading a novel, and the author says the main character is brave. How can you tell if this is true? What evidence in the text would support this?" (3 - 4 minutes)

3. Real-World Contexts: The teacher should explain the importance of understanding and using textual evidence in real-world contexts. This can be done by discussing how textual evidence is used in various professions, such as journalism, law, and scientific research. The teacher can also highlight how the ability to provide strong textual evidence can improve students' academic performance, particularly in subjects like English, History, and Science. (2 - 3 minutes)

4. Topic Introduction: To introduce the topic and grab the students' attention, the teacher can share a couple of interesting facts or stories related to textual evidence. For example:

   • "Did you know that in a court of law, lawyers use textual evidence, such as witness testimonies and forensic reports, to prove their cases? The same way, you can use evidence from a text to support your arguments in a debate or an essay."
   • "Have you ever wondered how authors come up with their ideas? Well, many of them use textual evidence from their research to support their claims. This is why non-fiction books often have a bibliography or a list of sources at the end." (3 - 4 minutes)

By the end of the introduction, students should have a clear understanding of the importance and relevance of the topic. They should also be curious and eager to learn more about identifying, analyzing, and using textual evidence.

Development

This stage of the lesson plan focuses on the independent learning aspect of the Flipped Classroom methodology. Students will be responsible for engaging with the new material on their own, before the class session. Online resources, such as video lectures, educational websites, and interactive quizzes, will be provided by the teacher to guide the students in their learning journey. Therefore, the suggested time for this stage is 15 - 20 minutes.

Pre-Class Assignment:

1. Define Textual Evidence: Students will be assigned to watch a short video explaining the definition and significance of textual evidence. The video will also provide examples of textual evidence and its role in supporting claims or arguments. This video should be interactive, allowing students to pause, rewind, and take notes as needed.
2. Identify Textual Evidence: After watching the video, students will be required to read a short passage and identify examples of textual evidence within it. They should write down these examples, along with the claims or arguments they support.
3. Analyze Textual Evidence: Students will then be asked to analyze the textual evidence they've identified. They should consider its relevance, reliability, and the conclusions that can be drawn from it. They should also reflect on how the evidence supports the claims or arguments.
4. Use Textual Evidence to Support Arguments: Finally, students will be prompted to use the identified textual evidence to support their own argument or claim about the text. This will help them practice using textual evidence effectively in their own writing.

In-Class Activities:

1. Textual Evidence Stations: For this activity, the teacher will set up different stations around the classroom, each focusing on a different skill related to textual evidence (defining, identifying, analyzing, using). Each station will have materials, instructions, and questions related to the skill. Students will be divided into small groups and rotate through the stations, spending around 5 minutes at each one. They will engage in hands-on activities, such as analyzing a text, discussing the evidence, and using it to support an argument. The teacher will circulate, monitor, and provide guidance as needed. (20 - 25 minutes)

2. Role-Play Debate: In this activity, students will participate in a role-play debate, where they'll be required to use textual evidence to support their arguments. The class will be divided into two groups, each with its own topic to debate. Before the debate, students will have time to research and find relevant textual evidence to support their side. During the debate, they'll take turns presenting their evidence and countering the other side's arguments. The teacher will act as a mediator, ensuring a respectful and constructive debate. (15 - 20 minutes)

By the end of the development stage, students should have a solid understanding of the concept and importance of textual evidence. They should have practiced identifying, analyzing, and using textual evidence in various activities and contexts. They should also be prepared to discuss their findings, questions, and insights in the following stage, Consolidation.

Feedback (8 - 10 minutes)

1. Group Discussion: The teacher should facilitate a group discussion, where students from each group share their solutions, conclusions, and experiences from the in-class activities. The teacher should encourage students to explain their reasoning and the strategies they used to identify, analyze, and use textual evidence. This discussion should help students to understand different perspectives and approaches to the topic. (3 - 4 minutes)

2. Connection to Theory: The teacher should then connect the students' experiences during the in-class activities with the theoretical knowledge they gained from the pre-class assignment. The teacher should highlight how the activities helped students to apply and deepen their understanding of the concept of textual evidence. For example, the teacher can say, "In the debate, you had to use textual evidence to support your arguments, just like the video explained. How did this experience help you understand the importance of strong and relevant evidence?" (2 - 3 minutes)

3. Reflection: To conclude the feedback stage, the teacher should prompt students to reflect on their learning. This can be done by asking students to write down their answers to the following questions:

   • "What was the most important concept you learned today about textual evidence?"
   • "What questions or doubts do you still have about textual evidence?"

   The teacher should emphasize that it's okay to have unanswered questions or uncertainties, and that the reflection process is an important part of learning. (2 - 3 minutes)

By the end of the feedback stage, students should have a clear understanding of how they have progressed in their learning of textual evidence. They should also feel encouraged to continue exploring the topic and to ask questions about anything they didn't fully understand. The teacher should use the students' feedback and reflections to guide the planning of future lessons and to address any misconceptions or gaps in understanding.

Conclusion (5 - 7 minutes)

1. Summary and Recap: The teacher should begin the conclusion by summarizing the main points of the lesson. This includes the definition of textual evidence, its role in supporting claims or arguments, and the skills of identifying, analyzing, and using textual evidence. The teacher should also recap the in-class activities, highlighting how they helped students to practice these skills. (2 - 3 minutes)

2. Connection of Theory, Practice, and Applications: The teacher should then explain how the lesson connected theory, practice, and real-world applications. The teacher should emphasize how the pre-class assignment provided the theoretical foundation, the in-class activities allowed for hands-on practice, and the group discussion and reflection helped students to apply their learning. The teacher can also reiterate the importance of textual evidence in various real-world contexts, such as law, journalism, and academic research. (1 - 2 minutes)

3. Additional Materials: To further enhance students' understanding of the topic, the teacher should suggest some additional materials. These could include:

   • Educational websites or online resources that provide more in-depth information about textual evidence and its use in different contexts.
   • Reading materials, such as news articles, essays, or short stories, that students can analyze for textual evidence.
   • Writing prompts or debate topics that require the use of textual evidence.
   • Videos or podcasts featuring interviews with professionals who use textual evidence in their work, to provide students with real-world examples and insights. The teacher should encourage students to explore these materials at their own pace, and to bring any questions or observations to the next class. (1 - 2 minutes)

4. Importance of the Topic: Finally, the teacher should conclude the lesson by reiterating the importance of the topic for everyday life and future learning. The teacher should explain that the ability to identify, analyze, and use textual evidence is a crucial skill for reading, writing, and critical thinking. It can also enhance students' understanding of the world, their ability to form informed opinions, and their success in various academic and professional fields. The teacher should encourage students to continue practicing these skills in their everyday reading and writing, and to always question and evaluate the evidence they encounter. (1 - 2 minutes)

By the end of the conclusion, students should feel confident in their understanding of textual evidence and its use. They should also be motivated to continue exploring the topic and to apply their learning in their own reading, writing, and thinking.