Activity Overview
In this activity, students will be provided a question or prompt to answer using text evidence. Questions should be modified to suit the objectives. Make this storyboard activity an alternate assessment to a long answer question, to promote discussion, or as a planning activity for a longer written assignment.
Example Prompt: “How did segregation impact ballplayers in the Negro League?”
Text Evidence
- Many times players were not allowed access into hotels and had to sleep on the bus.
- Ballplayers in the Negro Leagues endured racist comments from fans and had to be careful not to win by too many runs.
- Players in the Negro League played more games than the major leagues, and had fewer men on the team.
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 We are the Ship. 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 text evidence. Questions should be modified to suit the objectives. Make this storyboard activity an alternate assessment to a long answer question, to promote discussion, or as a planning activity for a longer written assignment.
Example Prompt: “How did segregation impact ballplayers in the Negro League?”
Text Evidence
- Many times players were not allowed access into hotels and had to sleep on the bus.
- Ballplayers in the Negro Leagues endured racist comments from fans and had to be careful not to win by too many runs.
- Players in the Negro League played more games than the major leagues, and had fewer men on the team.
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 We are the Ship. 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 Text and Image Evidence for We Are the Ship
How to Scaffold Text and Image Evidence Activities for Diverse Learners
Support students with different needs by providing clear sentence starters, visual aids, and step-by-step instructions for using text and image evidence. Scaffolding helps all students access the activity and build confidence in their responses.
Model selecting strong text evidence before students begin
Show students how to find and highlight relevant quotes or details from the text. Demonstrating this process helps students understand what makes evidence strong and connected to the question.
Guide students to paraphrase text evidence in their own words
Encourage students to rewrite evidence in simple language that makes sense to them. Paraphrasing deepens understanding and prevents copying without comprehension.
Encourage creative illustrations that match the evidence
Prompt students to draw scenes or characters that clearly connect to the text evidence chosen. Visualizing supports memory and comprehension for all types of learners.
Facilitate peer sharing and discussion of storyboards
Have students present their storyboards to partners or groups and explain their evidence choices. Sharing builds speaking skills and helps students learn from each other's ideas.
Frequently Asked Questions about Text and Image Evidence for We Are the Ship
What is a storyboard activity for 'We Are the Ship'?
A storyboard activity for 'We Are the Ship' involves students visually organizing their responses to a prompt by using text evidence from the book. Students create a spider map to display at least three examples, paraphrased or quoted, that answer a central question about the book's themes or events.
How do I help students find text evidence in 'We Are the Ship'?
Guide students to look for specific examples, quotes, or situations in the text that support their answers to prompts. Encourage them to paraphrase or directly quote key moments, such as challenges faced by Negro League players, and connect these to the prompt in their storyboard.
What are some example prompts for using text evidence with 'We Are the Ship'?
Example prompts include: How did segregation impact Negro League ballplayers? or What challenges did players face on and off the field? These help students focus on finding relevant text evidence and deepen their understanding.
Why use a storyboard instead of a traditional written assignment for text evidence?
Storyboards encourage visual thinking, help organize ideas, and promote discussion. They are a great alternative assessment, especially for students who benefit from graphic organizers or need a break from long written responses.
How can I adapt the storyboard activity for different grade levels or group sizes?
You can adjust the difficulty by changing the number of required examples or the complexity of the prompt. The activity works for individuals, partners, or groups—simply tailor the expectations and support to your students' needs.
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