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Lesson Plan Overview
Template and Class Instructions
Student Rubric
Lesson Plan Overview
Lesson Plan Overview
Being able to answer questions with evidence from the text is a skill that students will be using throughout their life. In this activity, students will practice this exercise. They will be provided a question or a prompt and create a storyboard that answers the prompt using at least 3 pieces of evidence from the text to support their answer. The prompt for the example is “What effect does religion have on Jacqueline’s life?” Teachers may choose to ask other questions, such as ones about Jacqueline's relationship with the North and South, her family, friends, or more!
Template and Class Instructions
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a storyboard that answers the prompt using three examples.
Student Instructions:
- Click "Start Assignment".
- Type the question in the central black box.
- Think about examples from the text that support your answer.
- Type text evidence in the description boxes. Paraphrase or quote directly from the text.
- Illustrate each example using scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Student Rubric
Student Rubric
(You can also create your own on Quick Rubric.)
Text Evidence
Answer the given question using at least three examples from the text.
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Support from Text | Examples chosen fully support the answer to the question. | Some of the examples answer the question correctly, but not all. | Most of the examples do not support the answer to the question. |
| Quote / Text | Evidence provided from the text is properly quoted or paraphrased. | There are some minor mistakes in the quote / description from text. | Quote or paraphrase is incomplete or confusing. |
| Illustration of Examples | Ideas are well organized. Images clearly illustrate the examples from the text. | Ideas are organized. Most images help to show the examples from the text. | Ideas are not well organized. Images are difficult to understand. |
Lesson Plan Overview
Being able to answer questions with evidence from the text is a skill that students will be using throughout their life. In this activity, students will practice this exercise. They will be provided a question or a prompt and create a storyboard that answers the prompt using at least 3 pieces of evidence from the text to support their answer. The prompt for the example is “What effect does religion have on Jacqueline’s life?” Teachers may choose to ask other questions, such as ones about Jacqueline's relationship with the North and South, her family, friends, or more!
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Due Date:
Objective: Create a storyboard that answers the prompt using three examples.
Student Instructions:
- Click "Start Assignment".
- Type the question in the central black box.
- Think about examples from the text that support your answer.
- Type text evidence in the description boxes. Paraphrase or quote directly from the text.
- Illustrate each example using scenes, characters, and items.
- Save and exit when you're done.
Lesson Plan Reference
Student Rubric
(You can also create your own on Quick Rubric.)
Text Evidence
Answer the given question using at least three examples from the text.
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Support from Text | Examples chosen fully support the answer to the question. | Some of the examples answer the question correctly, but not all. | Most of the examples do not support the answer to the question. |
| Quote / Text | Evidence provided from the text is properly quoted or paraphrased. | There are some minor mistakes in the quote / description from text. | Quote or paraphrase is incomplete or confusing. |
| Illustration of Examples | Ideas are well organized. Images clearly illustrate the examples from the text. | Ideas are organized. Most images help to show the examples from the text. | Ideas are not well organized. Images are difficult to understand. |
How Tos about Answering a Prompt for Brown Girl Dreaming
1
How to help students generate strong text-based questions for Brown Girl Dreaming
Encourage students to brainstorm open-ended questions about the text. Open-ended questions prompt deeper thinking and discussion. Guide them to focus on topics like character motivations, themes, or the author's choices for richer engagement.
2
Model creating a thoughtful question using a key scene
Demonstrate how to select a notable moment from the book and turn it into a question. For example: Pick a scene where Jacqueline faces a challenge, and ask, “How does this moment shape her identity?” This shows students how to connect events with bigger ideas.
3
Guide students to use text evidence in forming their questions
Ask students to cite lines or events from the text when crafting their questions. This strengthens their analytical skills and ensures their questions are grounded in actual content, not just opinions.
4
Facilitate peer review and refinement of questions
Organize a quick peer review where students exchange questions and give feedback. Peers can suggest clarifications or point out if a question is too broad or too narrow. This collaborative step helps students improve their questioning skills.
5
Encourage students to use their questions for deeper discussion or writing
Prompt students to use their developed questions for group discussions or as writing prompts. This provides ownership and motivation while deepening their connection to the text.
Frequently Asked Questions about Answering a Prompt for Brown Girl Dreaming
How can I teach students to answer prompts with text evidence using Brown Girl Dreaming?
To teach students to answer prompts with text evidence using Brown Girl Dreaming, assign them a specific question and have them create a storyboard. They should find at least three examples from the book that support their answer, paraphrase or quote these examples, and illustrate each one. This promotes critical thinking and supports evidence-based responses.
What is a good prompt for discussing Brown Girl Dreaming in class?
A strong prompt for Brown Girl Dreaming is: "What effect does religion have on Jacqueline’s life?" This encourages students to explore themes, use text evidence, and deepen their understanding of the main character's experiences.
What are some examples of text evidence to support answers about Brown Girl Dreaming?
Examples of text evidence might include direct quotes about Jacqueline’s feelings toward religion, her experiences in both the North and South, and descriptions of her family’s influence. Encourage students to paraphrase or use quotations from key scenes to support their responses.
What is a storyboard activity and how does it help students understand literature?
A storyboard activity involves students visually mapping out their answers with images and supporting text. This helps them organize thoughts, connect ideas, and clearly present evidence from the reading, making comprehension and analysis more engaging and accessible.
How do I use a spider map for teaching Brown Girl Dreaming?
To use a spider map, place the main question in the center and branch out to at least three supporting examples from the text. Each branch should include a brief description or quote and an illustration, helping students visually connect their evidence to the prompt.
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StoryboardThat is a trademark of Clever Prototypes, LLC, and Registered in U.S. Patent and Trademark Office
