Reflection: Identifying Claim and Evidence - Section 1: Do Now: Rhetorical Verbs Categorization 1


I have this poster of teaching strategies that work (courtesy of Robert Marzano's work) looming behind my desk, a constant reminder of what I should be doing. Categorization activities are quite close to the top of the list, so you would think that, even though I haven't done categorization with my students before today, they would have at least experienced it at some point in their schooling.

Apparently not. Or at least not that they remembered. I may as well have been speaking Latin when I first explained the Do Now.

"I don't get it."

"You want us to write sentences?"

"Are we drawing?"

Oh boy. Students had not idea what I meant by the term ,"categorize." I had to explain that it means to find connections/to group items by similarities. One example was just not enough, but after several, heads started to nod. We survived.

The lesson? Never assume students know how to do an academic activity, even if they are juniors.

  We've Never Done This, Have We?
  We've Never Done This, Have We?
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Identifying Claim and Evidence

Unit 5: Finding and Evaluating Claim and Evidence in Informational Texts
Lesson 3 of 18

Objective: Students will be able to identify claim, evidence, and details in informational texts by analyzing 3 practice paragraphs.

Big Idea: What's the point? Students practice finding claim, evidence, and details.

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20 teachers like this lesson
English / Language Arts, evidence, claim, detail
  45 minutes
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