Name: Kenisha Fraser

Subject ELA Reading and Writing

Title of Lesson

Standards STANDARDS LINKED

3R.8
Explain how claims in a text are supported by relevant reasons and
evidence.

3R1

Develop and answer questions to locate relevant and specific details in a

text to support an answer or inference [RI & RL]

Objectives Learner (Students) will, under the condition of studying a text, demonstrate the
Four components: behavior of defining and identifying claims and reasons within the text and
Learner, Behavior, explaining their connection, meeting the criterion of comprehension and
Condition, Criterion analysis.

Students will be able to define and identify claims, evidence and details in a text
by looking at what the author says and does and how they support their thinking.

Prior Instruction

Academic Claims, Evidence, Reasons, Details, Convince(ing)

Language
Demands and prior
knowledge
List academic
vocabulary required
Assessments
What is a claim, and why is it important in a text?
Indicate ongoing
assessments - Can you recall a book or story where the author made a claim?
throughout the - Can you explain what a reason is and how it relates to a claim?
lesson as well as the - Why do authors need to provide reasons to support their claims?
final check for - How would you describe the relationship between a claim and its
supporting reasons?
understanding

Attach rubric if
applicable

Materials

Procedure

Gain Student Have you ever read something where the author tried to convince you of something or share
Attention information? Turn and talk to your partner about something an author or someone else has
tried to convince you about. Get ready to share what your partner said!
- Next, Discuss their responses and ask if they've ever wondered how the author made
their points convincing.

Today we will learn about some important parts of a text that authors use
to make their writing convincing and understandable. The first part we
will talk about is a claim. A claim is like the main idea or what the author
wants you to believe. It's what the author is saying or trying to convince
you of in a story or article. For example, the author might try to convince
you that cats are great pets. Claims are also statements that answer a
question.
If someone makes a claim that cats are great pets they would need to
prove or provide reasons why we or anyone else should believe them.
This is called a reason. The reasons are the statements or information that
supports the claim. (what does support mean?) A reason is like a why or a
because. It's the explanation or the thing that makes you think something
is true. When you give a reason, you're telling why you believe in your
idea or claim

Let’s look at the images and see who can pick the claim! Then a friend
needs to provide a reason to help out!
 Teacher: Watch me as I use the images to identify and pick a claim
Students must use verbiage, “I can identity that the claim is….. Elephants are the
coolest pets!

Review Critical
Prerequisite Skills
All students should
show ability to
perform skill

I will be able to define and

State the daily
lesson objective
that will be
communicated to identify claims and reasons
the students
This needs to be in a text and explain how they are
written in student
friendly language. connected by looking at what a author
 says and does.

“I do”
Explicit Modeling I DO
Time required is Teacher will select one short passage and identify the claim and reason
based on objective
requirements.
Think aloud of the
skill. Including
clear, consistent and
concise language.
Provide several
models. In the passage, the claim is: "Thanksgiving is the best holiday of the year!"
Involve students in
the later models (ask The reasons supporting this claim are:
questions in which
"You get to eat delicious meals from a variety of dishes."
the answers rely on
"It's an opportunity to enjoy special foods that may not be part of everyday
knowledge from the meals."
first model or "Thanksgiving provides a break from work or school, allowing people to
previous knowledge) relax, spend quality time with loved ones, and recharge."

“We do”
Prompted or WE DO
Guided Practice With teacher support, students will identify claims and reasons in short passages
(taking them
through guided
practice). More than
one practice
opportunity.
Indicate faded
prompts. (TAR:
Tell the students
how to do it, Ask
them how to do it,
Remindthem out to
do it)

Physical prompts to
verbal prompts Tell: Tell- Look as I read the story and listen as I ask myself what is the author
when applicable. trying to convince me of ? Then I will underline what the author wants me to
believe.

Ask- Teacher will use 1 student in the class to demonstrate by reading the
passage then underlining what the author wants to convince them of

Remind: The teacher will repeat the steps.

“You do”
Unprompted YOU DO
Practice Independent practice (See guided instruction)
Demonstration of
Now, you will work individually to read another passage on your worksheet and
the skill while being
identify the claims and evidence. Underline the claim and circle the reasons then
monitored. Some you will work on labeling the sentence as a claim or reason.
lessons will not have
an opportunity for Students will also label the provided examples as either Claims or
Evidence.
independent
mastery. Small
groups do not count
as independent
performance.
(small groups may
be to keep students
at a level of higher
prompting)

Closing Review the definitions of claims, evidence, reasons, and details with the class.
1) Brief review of
what was learned. Let’s practice answering questions with claims and a reason out loud!
2) Preview the next 1. What is the best food to eat?
lesson (student should provide a claim and a reason then tell us which one is
3) Assign the claim and which one is the reason in their example)
Independent Work
Tip: This should
bring lesson to full
circle and address
the daily objective
and the language
function (s)

Targeted Students Anchor chart. Book samples, Images/ powerpoint slide, Extended time.
Modifications/
Accommodations
(IEP)
(e.g., extended
time)

Small Group Read out loud

Modifications/
Accommodations if
applicable
(e.g., simplified
vocabulary read
aloud).

Technology Powerpoint/Promethean board

Applications Used

Blooms Taxonomy Remembering (Knowledge):

Please indicate the
levels of questioning What is a claim, and why is it important in a text?
addressed in this Can you recall a book or story where the author made a claim?
lesson.
Understanding (Comprehension):

3. Can you explain what a reason is and how it relates to a claim?

Why do authors need to provide reasons to support their claims?

How would you describe the relationship between a claim and its supporting
reasons?

Applying (Application):

6. Can you provide an example of a claim from a story you've read recently?

Think of a time when you had to give a reason for your opinion. What was it?

Analyzing (Analysis):
8. What might happen if an author doesn't provide reasons to support their claim?

Can you identify the claim and reason in this passage? What makes you think
so?
How do reasons help readers understand and believe the author's claim?

Evaluating (Evaluation):

11. Do you agree or disagree with the author's claim ?

Creating (Synthesis):

13. If you were the author of this text, what claim would you make, and what
reasons would you provide to support it?