Activity Overview
In this activity, students will be provided a question or prompt to answer using textual evidence. The prompt here is, “At the beginning of the novel Claudia feels like she is being taken for granted. How does she handle this situation?"
The three examples provided include:
- "...she intended to return home after everyone had learned a lesson in Claudia appreciation..."
- “Besides, once she made up her mind to go, she enjoyed the planning almost as much as she enjoyed spending money.”
- "I've decided to run away from home, and I've chosen you to accompany me."
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that answers the prompt using at least three examples from From the Mixed-Up Files of Mrs. Basil E. Frankweiler. Click on "Add / Delete Cells" to change the number of examples.
- Type the question into 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, items, etc.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| 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. |
Activity Overview
In this activity, students will be provided a question or prompt to answer using textual evidence. The prompt here is, “At the beginning of the novel Claudia feels like she is being taken for granted. How does she handle this situation?"
The three examples provided include:
- "...she intended to return home after everyone had learned a lesson in Claudia appreciation..."
- “Besides, once she made up her mind to go, she enjoyed the planning almost as much as she enjoyed spending money.”
- "I've decided to run away from home, and I've chosen you to accompany me."
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard that answers the prompt using at least three examples from From the Mixed-Up Files of Mrs. Basil E. Frankweiler. Click on "Add / Delete Cells" to change the number of examples.
- Type the question into 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, items, etc.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| 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 Textual Evidence in From the Mixed Up Files
How to Teach Students to Paraphrase Textual Evidence Effectively
Explain the difference between quoting and paraphrasing. Clarify that paraphrasing means putting the author's ideas into your own words, while quoting uses the exact wording from the text.
Model how to paraphrase a passage together
Choose a short excerpt from the novel and think aloud as you rephrase it in simple language. Show how the meaning stays the same, but the words change.
Guide students as they practice paraphrasing in pairs
Pair up students and assign each group a different quote from the text. Encourage collaboration to turn the quote into a paraphrased sentence using their own words.
Check paraphrased responses as a class
Invite pairs to share their paraphrased sentences. Discuss what works well and gently correct any responses that are too similar to the original or change the meaning.
Encourage use of paraphrased evidence in storyboards
Remind students to include at least one paraphrased example when building their storyboard. Highlight that this shows true understanding of the text and helps avoid plagiarism.
Frequently Asked Questions about Textual Evidence in From the Mixed Up Files
What is textual evidence in 'From the Mixed-Up Files of Mrs. Basil E. Frankweiler'?
Textual evidence refers to specific quotes or passages from 'From the Mixed-Up Files of Mrs. Basil E. Frankweiler' that students use to support their answers or interpretations. It helps demonstrate understanding and backs up claims with proof from the book.
How can I help students find textual evidence to support their answers?
Guide students to reread the prompt, identify key moments in the text, and look for direct quotes or paraphrased details that relate to the question. Encourage them to use sticky notes or highlight passages as they read for easier reference later.
What is an example of a storyboard activity for 'From the Mixed-Up Files of Mrs. Basil E. Frankweiler'?
An effective storyboard activity asks students to answer a question using three pieces of textual evidence, each illustrated with scenes or characters from the novel. Students paraphrase or quote directly and organize examples visually to show understanding.
Why is using textual evidence important in K–12 reading lessons?
Using textual evidence teaches students to support their ideas with proof, encourages close reading, and builds critical thinking skills. It prepares students for more advanced analysis in later grades.
What are some tips for teaching 4th or 5th graders to use textual evidence?
Start with modeling how to find and cite evidence, use graphic organizers like spider maps, and provide prompts that encourage students to quote or paraphrase. Give feedback on both the evidence chosen and how it supports their answers.
More Storyboard That Activities
From the Mixed-Up Files of Mrs. Basil E. Frankweiler
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