Identifying Claims and Evidence Name: Morgan Schertz Date: October 30, 2013 Grade Level/Subject: ELA Writing

g 7th Grade Prerequisite Knowledge: Students have read Is Google Making Us Stupid? as a class during the previous week. Students have taken notes on argumentative writing vocabulary. Approximate Time: 47 minutes Student Objectives/Student Outcomes: - When given a graphic organizer, students will be able to correctly identify the claims made in Is Google Making Us Stupid and the evidence used to support those claims. - When given a prompt, students will be able to work as a group to provide logical and argumentative evidence for their claim and share with the rest of the class. Content Standards: - CC.7.R.L.1 Key Ideas and Details: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. - CC.7.R.I.6 Craft and Structure: Determine an authors point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others - CC.7.R.I.8 Integration of Knowledge and Ideas: Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. - CC.7.R.I.9 Integration of Knowledge and Ideas: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts. - CC.7.W.1.b Text Types and Purposes: Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Materials/Resources/Technology: - Root Word, Prefix, & Suffix Warm-ups worksheet - Argumentative Writing Organization worksheet - SmartBoard - Would You Rather Question - 2 Pieces of Paper - Pencils Implementation: Time 5 minutes 40 minutes Opening of lesson: 1. Students will do section 8 of their Root Word, Prefix, & Suffix Warm-ups worksheet. Procedures: 1. The teacher will project a Would You Rather question on the SmartBoard: Would you rather spend a day in the Sahara Desert or spend a day in the North Pole? 2. Have students create a T-chart in their writing notebooks. Ask for two examples that

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would support either side. Model the T-chart on the board. 3. Ask students to generate their own ideas in their writing notebooks for 5 minutes. 4. Once students have generated ideas, have them share with the class. The teacher will write the ideas on the board as they share. 5. The teacher will ask the students to pick a side and write a well-developed argument (using the reasons we listed on the board) in their notebooks. 6. Give students 8 minutes to write. 7. Allow 3 students to share their summaries. 8. The teacher will hand out the Argumentative Writing Organization worksheet to students. 9. The teacher will explain, We read this article as a class last week. Today we will identify each claim that the article makes and determine the corresponding evidence. You will write your claims and evidence in the box to the left of the article. 10. The teacher will model the first claim on the SmartBoard (Yes Google is making us stupid) and identify where students should write their evidence below. 11. Let students work. 12. With 5 minutes remaining, the teacher should show the students the evidence that they pulled from the article (as a model). Summary/Closing: 1. Assign the second claim in the article (No Google is not making us stupid) for homework. 2. The teacher will explain that the evidence should be highlighted or underlined and summarized in the box to the left of the article. Student Assessment: 1. Students will turn in their Root Word, Prefix, & Suffix Warm-ups worksheet on Friday for grading. 2. Students will be informally assessed during the Would You Rather discussion by the validity of their answers and their use of argumentative logic. 3. Students will turn in their Argumentative Writing Organization worksheet to be assessed for their understanding of organizing/identifying claims and evidence from a non-fiction article.

Outside of Class

Post Lesson Reflection: Student Interest

Student Motivation

Teacher Knowledge

Teacher Organization

Teacher Articulation

Student Understanding