CEI: Making a Claim Citing Textual Evidence Lesson 6-8
CEI: Making a Claims Lesson Citing Textual Evidence 6-8
Source: READY BOOK
C. Nicholson, ELA/SS Instructional Coach
Halifax County Schools
William R. Davie Middle School
6th-8th Grade EOG Review Lesson
Lesson Overview
What is the best way to convince people that you are right? In this lesson, students will look at the structure of Making a claim citing textual evidence through various pieces of literature and examine how the argument is constructed.
Lesson Preparation
- Read the lesson and student content (Does Eating Carrots Improve Eyesight)
- Anticipate student difficulties and what differentiation options you will choose for working with your students.
- Prepare a claim that your students can write about for Task 1
- Decide on assignments for the Task 1 categories, create a shared class page for each category, and share them with the appropriate students.
NCSCoS
7.RI.8 Trace and evaluate the arguments and specific claims in a text, assess whether the reasoning is sound and the evidence is relevant and sufficient to support the claim.
Learning Targets
I can trace and evaluate the arguments and specific claims in a text.
I can assess whether the reasoning is sound.
I can determine whether the evidence is relevant and sufficient to support the claim.
Skills and Do-Nows
Skills Do-Nows
Trace and evaluate an argument Incorporate informational text
Assess for sound reasoning to assess an argument related to theme
Cite textual evidence to support a claim Review language mini-lessons
Draw inferences from a text
Compare and contrast
Write arguments to support a claim
Essential Questions
1. How does citing textual evidence make a claim more impactful?
2. Is it better to accept responsibility and accept consequences or make an excuse to avoid those consequences?
3. Given a scenario, how did you conclude the opposing viewpoints?
Depth of Knowledge Questions
1. How would you identify a specific claim? (DOK 1)
2. How would you compare and contrast a claim using facts as textual evidence? (DOK 2)
3. Can you predict an outcome if there is insufficient evidence to support a claim? (DOK 3)
4. Design an experimental claim and support it with textual evidence.
Academic and Content Vocabulary
Students will engage in critiquing the various components of a word by labeling its definition, part of speech, pronunciation key, antonym, synonym and sentence usage within the context.Key vocabulary terms: argument, claim, evidence, textual evidence, inference, background, reasons, counterclaims.
Task 1: Claims, Reasons, and Evidence
- Teach the terms claims, reasons, evidence, and counterclaims as part of a well-developed argument. Talk about how when trying to convince someone, it is necessary to incorporate all these aspects into your argument. In particular, discuss why you might want to address counterclaims: why bring up reasons that someone might disagree with you?
- ELL: This is a great place for ELLs to practice keeping track of vocabulary terms, even creating a glossary of definitions that they can use throughout the year.
- Remind students that these will all be important parts of their arguments both for their presentations and for their final papers.
Opening
Read the terms you’ll use to discuss well-developed arguments.
- Claim: What do you want your listeners/readers to believe?
- Reasons:Why should they believe what you tell them?
- Evidence: Whatfacts andspecific examples prove that your reasons are true? Remember, the more specific and objective your evidence, the more convincing your argument. Your readers or listeners should not be able to doubt that your evidence is true, even if they initially disagree with yourclaim or yourreasons .
- Counterclaims : What is the opposing argument?
Word Splash
Students will complete a word splash graphic organizer with the term "claim" in the middle.
Cubing Activity
- Students will draw a 3 dimensional cube. Place the word claim in the center of the box. Label each box of the cube with the levels of Revised Bloom's Taxonomy. Remembering, Understanding, Applying, Analyzing, Evaluating and Creating. Each square will contain a question relative to carrots based on each level for students to answer.
Task 2: Making a Claim
- Choose a claim that is relevant and engaging to your students: for example, students should have an open campus for lunch, students should not have to wear uniforms, cell phones should be allowed in school, etc. Display it so all students can see it.
- For this lesson. students will read the article: Does Eating Carrots Improve Your Eyesight?
- Assign one-third of the class to each category: reasons the claim is correct, evidence that proves it's correct, or reasons for disagreeing with the claim.
- The larger groups can break into smaller groups if that works better logistically.
- Distribute a CEI Handout: Claim, Evidence, Interpretation
- Lead the class through a discussion of the responses.
Work Time
Read the claim your teacher has chosen.
Your teacher will assign you one of the following categories.
- Reasons this are correct,
- Evidence that proves this is correct, or
- Reasons someone might have for disagreeing with the claim.
Remember that reasons are statements explaining why your claim is correct or incorrect. Evidence includes the facts to support your claim.
With your group, brainstorm ideas for your category.
After you look over your classmates’ ideas, discuss with the class how these responses would work together if you were trying to convince someone.
Task 3
1.Students will complete an Evidence-based worksheet; Eating Carrots Improves Your Eyesight
2.Students will read article with above title
3.Students will read a piece of informational text of the facts on carrots
4.Students will engage in a PBL lesson (flexible grouping)
5.Assessment: Constructed Response: I conclude that eating carrots helps/does not help maintain normal vision based on the evidence that…..
Task 4: Declaration Argument Structure
- Start by modeling the annotations; complete a few sentences with your students before sending them to finish the work with their partners.
- Remind students that sometimes counterclaims are not addressed explicitly (“While some may believe... this is not true because...”), but rather implicitly (“Students who are almost old enough to vote and serve in the military should be allowed to leave campus for lunch” might address the implicit counterclaim that students are too young to be trusted to leave school in the middle of the day).
- Only share the Does Eating Carrots Improve Your Eyesight with notes about argument structure after students have had a chance to identify the structure themselves.
- When appropriate, students will have the option to work independently, in pairs, or in a group. Explain that they should choose how they think they will work most effectively on any given day. Circulate as students complete the reading.
- SWD: For many students, having a digital or print resource that explains the elements of argument can be especially helpful during this task. Students can use this resource as they work on identifying these elements in the texts they encounter during this unit.
Closing
Constructed Response-I conclude that eating carrots does or does not maintain normal vision based on the evidence that............
- Compose a response to the article Eating Carrots Improves Your Eyesight from the point of a medical professional. Your response should refer to at least one specific argument from the article. Use your annotations to help you.
Open Notebook