Notable Quotables

Purpose

Students collaborate to answer an assessment question by thinking, talking, writing, and revising a “notable quotable.”

Materials

• Assessment question or prompts for analysis
• Index cards

Instructions

Round 1

1. Pair students with an elbow partner.
2. Present an assessment question.
3. Ask students to think about the question.
4. Students talk with a partner and justify their correct responses using a quote from the actual question or passage.
5. Students combine their ideas, and each one writes a Notable Quotable using this thinking stem: “The correct answer is _________ because the question says _________.” (add a quote from the question.)

Round 2

1. Partner pairs stand up, find another pair to form a square, and share their Notable Quotables, revising their original responses if necessary.
2. Ask students to think about how they can prove their answers.
3. Students talk about how they can prove the answer they chose with specific evidence.
4. Students write their proof or evidence on their Notable Quotables using this thinking stem: “I can prove _________ is the correct answer because _________.”

Collect students’ Notable Quotables and read out 3-4 excellent responses, noting where students needed clarification or correction.

Classroom Management

• Demonstrate ways to combine verbal summaries into written summaries.
• Role-play how to evaluate responses using applause-o-meter.

Differentiation

• Promote access by providing a word/idea bank or visual examples of the concept.
• Promote response support by allowing the use of speech-to-text or word prediction support.

Think It Up!

• Have students think more deeply about the concept by responding to a Think It Up prompt as an exit ticket or journal entry:
  • Connect this concept, process, visual, or genre demand to another concept, and explain the connection in 1-2 sentences.
• Encourage students to use lead4ward’s Thinking Stems (English/Spanish) to frame their responses, if needed.