Reflection: Introduction to Evaluating Claim and Evidence - Section 2: Introduction to Evaluating Claim and Evidence

 

Want deep learning to occur? Hook student in early!

During my teacher training, I remember what seemed to be endless conversations about how to motivate student learning. Number one: help students see how the skill is relevant to their lives. Well, we teachers are always thinking about the future, so that's our common fall back: you'll need to use this when you attend college, start your career, have kids, etc.

The problem: students aren't usually thinking that far in advance. The future is the upcoming weekend or the next big competition for many of them. I find motivation works better when more current events (such as dress code issues) are the focus. Judging from my students' reactions today, this strategy works for them.

  Hook 'Em In
  Hook 'Em In
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Introduction to Evaluating Claim and Evidence

Unit 5: Finding and Evaluating Claim and Evidence in Informational Texts
Lesson 8 of 18

Objective: Students will be able to evaluate a text for quality claim and details by evaluating an excerpt of Thomas Paine's "The Crisis."

Big Idea: Faulty logic? Weak reference? Attack? Students evaluate claim and evidence.

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  45 minutes
paine
 
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