Substitute Guide: Synthesizing Across Sources
5-minute guide (plain language)
Students read two short original informational texts — Text A ("Let the Grass Go") and Text B ("Not So Fast") — that take different angles on one debatable, non-partisan question: should cities replace public grass lawns with native, water-wise plants? Students find each text's central claim and strongest evidence, mark where the texts agree and disagree, judge each source's credibility, and then write a short synthesis response that takes a position and supports it with evidence from both texts (Claim–Evidence–Reasoning). On a block period, they also address a counterpoint. You do not need an English background to run this. Everything students need — both full texts and the definitions of every term — is printed in their packet, and every question can be answered directly from those two texts. Hand out the packet, read the opening script, let students work independently in pencil, help by reading aloud and pointing to text and paragraph numbers (never by giving answers), and collect every packet at the end. The answer key is a separate file for the teacher only.
Standards alignment
Framework: 19 TAC §110.38 (English III).
- Synthesizing sources: synthesize information and ideas from multiple texts to build and support a position across sources.
- Evaluating evidence & credibility: evaluate the relevance, sufficiency, and credibility of evidence and its sources.
- Composing an argument: compose an argument that states a clear position and supports it with well-chosen evidence and reasoning, including a response to a counterpoint.
Provisional — pending educator verification against the current official TAC source.
(Standards are paraphrased here, not quoted. Please confirm codes and wording against your official source.)
Setup Before class (5 min)
- Count and hand out one student packet per student.
- Confirm each student has a pencil. No devices or other materials are needed.
- Write the date on the board and remind students to fill in the name line.
- Keep the answer key with you — it is a separate file and is not in the student packet.
- Check the plan: is this a standard ~50-minute period or a ~90-minute block? (Pacing for both is below.)
Materials What's needed
- Printed student packet (5–6 pages) per student.
- Pencil per student.
- This guide and the separate answer key (teacher only).
- No technology, no calculator, no special materials.
Timing Standard period vs. block
On a ~50-minute period, do Q1–Q9 and ACE (skip Q10). On a ~90-minute block, add Q10 (address a counterpoint) and allow deeper work on Q5–Q9.
| Segment | ~50-min period | ~90-min block | What students do |
|---|---|---|---|
| Start — Predict & warm up | 5 min | 7 min | Q1–Q2 (predict the two angles + synthesis-move match) |
| Build — Read both texts | 14 min | 18 min | Read Text A and Text B, word bank; Q3 |
| Apply — Compare & evaluate | 18 min | 26 min | Q4–Q8 (claims, strongest evidence, agree/disagree, credibility, best-evidence choice) |
| Explain — Synthesis response | 10 min | 16 min | Q9 synthesis using both texts (C-E-R) |
| Explain (block) — Counterpoint | — | 9 min | Q10 address and answer a counterpoint |
| Close — ACE | 5 min | 7 min | Articulate / Connect / Extend |
| Continue — early finishers | optional | optional | Sketch a "both/and" middle-ground plan |
Script Read aloud to start
"Today's assignment is a reading and synthesis activity called Synthesizing Across Sources. You will work by yourself with just a pencil — no computers. First read two short informational texts about the same question: should cities replace public grass lawns with native, water-wise plants? Text A makes the case for the change; Text B raises cautions about doing it too fast. Your job is to find each text's main point and strongest evidence, notice where the two agree and where they disagree, decide which sources you trust more and why, and then take your own position — supporting it with evidence from both texts, not just one. Every question can be answered from the two texts, so if you're unsure, go back and reread. Answer in order; if one is tricky, skip it and come back. Write in complete sentences where it asks you to explain, and always name the text and paragraph you're using — like 'Text A, [2].' You may quietly read the texts aloud to yourself. Put your name, class period, and date at the top now. [On a block: You'll also answer a counterpoint in Question 10.] Raise your hand if you need a word read to you or explained."
Support When students ask for help
- You may read any part aloud — either text or any question — to a student or the class.
- If they are stuck, point them to the text and paragraph numbers (Text A [1]–[4], Text B [1]–[4]); every answer is in the two texts.
- Remind them: a claim is a text's main position; synthesis means combining both sources into a new position (not summarizing each); credibility is how trustworthy a source is (all defined in the packet word bank).
- For "which is more credible," prompt: "Who is speaking, what is their expertise, and is their claim backed by tracked data or just an impression?"
- For Q9, remind them to synthesize, not summarize — take a position and pull evidence from both texts, don't retell each text in turn. Encourage the printed sentence stems.
- Do not give answers; prompt with "Which text and paragraph shows that?" or "Does this point come from Text A, Text B, or both?"
- It is fine if a student cannot finish the optional early-finisher task, or Q10 on a short period.
Access Accommodations & language support
- Read-aloud of either text or any question is allowed for all students.
- Point students to the sentence stems and the word bank (definitions provided for all five terms).
- Extended time is fine; the core can stop after Q9 if time runs short.
- Students may answer in phrases if writing full sentences is a barrier, as long as the idea is clear and cites a text and paragraph.
- The packet is grayscale-safe — it prints and reads clearly in black and white.
Tools Allowed & not allowed
Allowed: pencil, the printed packet, quiet self-read-aloud. Not needed / not allowed: phones, computers, outside sources (everything is in the two texts).
Teacher follow-up (for the returning teacher)
Watch for two common patterns: students summarizing one source instead of synthesizing both on Q9 (retelling Text A, then Text B, rather than weaving evidence from both into one position) and using only the source they already agree with. A quick next-day mini-lesson contrasting a two-paragraph summary with a single synthesized argument that cites both texts would reinforce this well. Q4 and Q5 show who can pull each text's claim and strongest evidence; Q6 and Q7 show who can map agreement/disagreement and weigh credibility; the Q9 response — and the Q10 counterpoint on block days — show who can build and defend a position across sources.