Claim,
Evidence & Elaboration
1. Descriptive Data
Teacher ___Dustin
Dearman____ Subject Area
_English-Language Arts_____
Date _3-1-13____
Grade Level
_7___ Unit Title __Persuasive Writing_____
2. Plan the Lesson:
Learning Purpose:
Standards
(list local, state, or national
standards which will be met upon completion of this lesson):
a.
CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and
relevant evidence.
CCSS.ELA-Literacy.W.7.1a Introduce claim(s), acknowledge alternate or opposing
claims, and organize the reasons and evidence logically.
CCSS.ELA-Literacy.W.7.1b Support claim(s) with logical reasoning and relevant
evidence, using accurate, credible sources and demonstrating an understanding
of the topic or text.
CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and
clarify the relationships among claim(s), reasons, and evidence.
CCSS.ELA-Literacy.W.7.1e Provide a concluding statement or section that follows
from and supports the argument presented.
Goal(s): To have
students begin to structure argumentative paragraphs in preparation for their
class debates in two weeks
Lesson Objective(s): TSWBAT
construct an argumentative paragraph using claims, evidence and reasoning
within a given template. TSWBAT distinguish the difference between a claim and
evidence and evidence and elaboration.
Essential Questions:
What is an argument?
What is a claim?
Evidence? Elaboration?
What is the
importance of evidence? Elaboration?
Related
Subject Connections:
Writing/Research/Debate
Assessment of Student Learning: Group produced arguments for or against
school uniforms. End of class exit ticket explaining the difference between
evidence and elaboration.
Materials and Equipment needed: Notebook
paper, writing tool, dry erase board.
3. Implement the Lesson:
Grouping for lesson: _x_ whole group _x_
small group ___ individual
(__10_ minutes) Set (List specific statements or
activities you will use to focus students on the lesson for the day.)
-
Students choose pro or con sides to several
argumentative topics. They will be prompted to provide a claim and reasoning to
support their side.
(_10_ minutes) Making the Content Comprehensible (C2 ): (Teacher behavior - explain each step)
The teacher will
model a basic argument: Claim: The Arkansas Razorbacks are a bad basketball
team. Evidence: They just lost to LSU. Elaboration: LSU has a losing
record. Evidence: Arkansas has only 1
win playing on the road. Elaboration: All teams in the Top 25 rankings have at
least 3 road victories. Evidence: Arkansas will not play in a post-season
tournament this year. Elaboration: Nearly half of all basketball teams play in
a post-season tournament.
(_20__ minutes) Guided/Class Activity (Student learning activities done without
help - explain each step)
Students
will be grouped into tables and be given evidence for and against school
uniforms. They are to construct a claim, three pieces of evidence with
elaboration and (a rebuttal) a conclusion to present to the class.
4.
Conclude and
Extend the Lesson: (NMSA Standards 1, 2, 3, 4, and 5)
(_5_ minutes) Closure: Green,
Caution, Stop Slips: Students will select a colored strip (Green= what I
understood well/ learned today, Yellow=What I still have questions about, only
partially understand or Red=what I don’t understand at all, what stopped my
learning.)
Extension: Incorporate rebuttals with student’s writing and the Razorback
example from the teacher.
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