Information Literacy: Laying the groundwork for determining and analyzing evidence based claims (2 of 2)

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SWBAT identify evidence of a successful editorial essay by writing an evidence based claim which explains the author's claim and evidence.

Big Idea

What makes an editorial so convincing?

Warm Up

5 minutes

Students enter class and begin writing about yesterday's documentary (W.9-10.10). I ask them to answer this prompt:


Good morning!  Please take three minutes and reflect on yesterday's documentary, "The Merchants of Cool."  Did you see yourself in the documentary?  How is it applicable to what you see/hear on a daily basis?  How much of your daily happenings are dictated by advertisements? 

After students write for three minutes, we will discuss their answers for three minutes.  This warm up reminds them of yesterday's lesson.  Additionally, I want to see what stuck with them from yesterday and I want to know how to applies to their life.  

Mini Lesson

10 minutes

Today I will share with students my  Evidence Based Claim Example that I completed over yesterday's documentary and notes created in class.  I have this prepared for students when they come in and I project it on the Smart Board. The document identifies a main idea of the documentary (RI.9-10.2), evidence that supports that main idea (RI.9-10.1), an explanation which examines the evidence (W.9-10.2) and an evidence based claim (W.9-10.9b) which clearly explains the documentary's argument based on the evidence.  I'm going to ask students to list three pieces of evidence and explanations, but for example's sake, my example only lists one.  I will project it on the Smart Board while they are working today so they can refer to it for help.  

I've really embraced modeling with my students this year, and it has helped me better understand and implement the Common Core standards. When I force myself to really think about what that modeling will look like, I really focus on what the Common Core standard is asking students to do.  I realized while creating my example that this lesson asks students to pull details from the text and understand how it is conveyed.  Additionally, students have to "make the claim theirs."  In other words, I don't want students to simply summarize the author's argument, but rather to make the claim their own; their own evidence of reading and understanding the text.  

Student Work Time

25 minutes

I will distribute Andrea Ford's Time article "Captive Audience: Has Advertising In School Gone Too Far?".  I will also distribute the evidence based claim breakdown sheet that students will be completing.  

After being grouped in groups of four, they will read the first four paragraphs.  Then students will collaboratively decide on a main idea of the passage (SL.9-10.1).  I ask them to choose a main idea first because it is their first step to understanding the passage.  Each group will list their main idea on the board.  I am asking students to put them on the board because it's important for students to realize that while the main ideas will probably be similar, it is okay and expected for a text to have multiple meanings (RI.9-10.2).  I will actually ask students to revise their main idea statements if, after reading the rest of the text, they can add something or they need to change it.  

Then, I'll instruct students to continue working through the text and gathering evidence to support the text's main idea (RI.9-10.1).  Students will write an explanation for each piece of evidence which draws connections between the evidence and the outside world or between the evidence and other evidence in the text (RI.9-10.3).  

Lastly, students will write their evidence based claim (W.9-10.1b).  

While students are working, I will walk around and help where needed. Here is a video where i rephrase the topic and ask students to find evidence.  This video features students finding evidence to support their main idea while working in table groups.  


Students really enjoy this activity.  My linear thinkers love having a very systematic way to record their thinking and my more non-linear thinkers use the structured support to interact with the text.  Student explains positive experience with evidence based claim organizer in this video




10 minutes

As class comes to a close, I will ask students to help me write one piece of evidence, one explanation and an evidence based claim on the board.  This will help support students.  While we come together as a class and write an example on the board, they can judge their own assignment they completed today.  Here is a picture of board with modeled main idea and evidence.