![]() Students will draw a 3 dimensional cube.Students will complete a word splash graphic organizer with the term "claim" in the middle. Counterclaims : What is the opposing argument?.Your readers or listeners should not be able to doubt that your evidence is true, even if they initially disagree with your claim or your reasons . Evidence: What facts and specific examples prove that your reasons are true? Remember, the more specific and objective your evidence, the more convincing your argument.Reasons: Why should they believe what you tell them?.Claim: What do you want your listeners/readers to believe?.Read the terms you’ll use to discuss well-developed arguments. Remind students that these will all be important parts of their arguments both for their presentations and for their final papers.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.In particular, discuss why you might want to address counterclaims: why bring up reasons that someone might disagree with you? Talk about how when trying to convince someone, it is necessary to incorporate all these aspects into your argument. Teach the terms claims, reasons, evidence, and counterclaims as part of a well-developed argument.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. Design an experimental claim and support it with textual evidence. Can you predict an outcome if there is insufficient evidence to support a claim? (DOK 3)Ĥ. How would you compare and contrast a claim using facts as textual evidence? (DOK 2)ģ. How would you identify a specific claim? (DOK 1)Ģ. Given a scenario, how did you conclude the opposing viewpoints?ġ. Is it better to accept responsibility and accept consequences or make an excuse to avoid those consequences?ģ. How does citing textual evidence make a claim more impactful?Ģ. Trace and evaluate an argument Incorporate informational textĪssess for sound reasoning to assess an argument related to themeĬite textual evidence to support a claim Review language mini-lessonsġ. I can determine whether the evidence is relevant and sufficient to support the claim. I can assess whether the reasoning is sound. I can trace and evaluate the arguments and specific claims in a text. Decide on assignments for the Task 1 categories, create a shared class page for each category, and share them with the appropriate students.ħ.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.Prepare a claim that your students can write about for Task 1.Anticipate student difficulties and what differentiation options you will choose for working with your students.Read the lesson and student content (Does Eating Carrots Improve Eyesight).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 discussing the rules of inference.CEI: Making a Claim Citing Textual Evidence Lesson 6-8ĬEI: Making a Claims Lesson Citing Textual Evidence 6-8 Passages to read and then make inferences Worksheet that makes the distinction between strong and weak interences Worksheet to use for note taking while reading Making Inferences and Drawing Conclusions -ĭescriptions of the various ways to aid you in reaching a conclusion. ![]() Improving Reading Comprehension for Students with Dyslexia Use this diagram to help interpret inferences. Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. ![]() Reading:Informational Text - 8th Grade English Language Arts Common Core State Standards Title: .8.1 Cite The Textual Evidence That Most Strongly Supports. 8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.Īuthors: National Governors Association Center for Best Practices, Council of Chief State School Officers
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