Produced with Scholar
Icon for Claim, Evidence, Reasoning: Step into Argument Writing

Claim, Evidence, Reasoning: Step into Argument Writing

Learning Module

Abstract

Writing a clear, concise claim, finding durable evidence, and producing supportive reasoning from various texts is a foundation of writing skills in secondary school and beyond. This module was designed for 6th grade students to ensure that they can create solid claims and support them with strong evidence and reasoning in a claim, evidence, reasoning (CER) paragraph. This is the first step toward writing successful argument essays.

Keywords

claim, evidence, reasoning, argument writing, nonfiction, middle school

Introduction and Intended Audience

 

Figure 1: Handcuffs and wooden gavel. Crime and violence concept. (Shutterstock, 2022).

Throughout my career as an English teacher, one of the most challenging concepts for young middle school students to master is the claim, evidence, and reasoning paragraph, which is a cornerstone of argument writing. At the beginning of the school year, many sixth grade students (10-11 years old) have difficulties finding evidence that will support their claims. In my experience, sixth-grade students often choose random quotes without critically thinking about whether those quotes will support their claim. Additionally, students lack the reasoning that must accompany the evidence. Often, they simply paraphrase the evidence or leave out reasoning entirely. These young students need direct instruction, scaffolding and shared group experiences to support this skill, which will carry them through later argument writing units, scientific experiment write-ups, and the document-based question (DBQ) in history class. 

In this learning module, I will be using a mixture of pedagogies to help students make meaning within the context of didactic and authentic pedagogies. Collaborative learning (CL) will allow for a shared discussion and problem-solving where students may transfer knowledge among peers without relying too heavily on teacher input. As a 21st century skill, the concept of CL, the grouping and pairing of learners for the purpose of achieving a learning goal, has been
widely researched and advocated; the term CL refers to an instruction method in which learners at various performance levels work together in small groups toward a common goal.(Laal&Ghodsi, 2012). Sixth graders, in particular, have become accustomed to didactic pedagogy in their elementary experience in my former districts. Consequently, it is important to allow for the release of responsibility within this module, so that shared learning among peers occurs and the teacher is no longer the primary source of information. In addition, students will be entering a realm of multiliteracies in this unit, which brings them a step closer to New Learning. The ‘multiliteracies’ theory suggests that learner activities should involve a wide variety of representational modes: written, oral, visual, audio, tactile, gestural and spatial (Kalantzis and Cope 2012b). Many students at this age have come to know that "reading text" is only a process for books and articles. In this unit, students have experiences reading commercials, ads, and Ted Talk presentations for meaning making. Finally, students will participate in the beginning stages of peer editing and peer collaboration. This practice is part of New Learning in that students will look to others within the classroom to add to their meaning making while reading or writing CER paragraphs.  Powerful learning occurs when it...enlists peers and the broader community in the construction of knowledge. At a localised, classroom level, this may take the form of reciprocal teaching (Palincsar and Brown, 1984).

 

 

 

 

 

Experiential Knowledge

At the beginning of the year, sixth grade students come with a basic understanding of paragraph writing. Students can write a short paragraph that is correct, but after two and a half months of vacation, many of them are out of practice. If they did have knowledge of claim, evidence, and reasoning, it has usually been forgotten. Because writing claim, evidence, and reasoning paragraphs is a power standard at our school for all academic classes, it is very important that I spend time showing students each part of the paragraph, pulling out durable evidence and crafting excellent reasoning. It is often true that students have little knowledge of how to craft any of these things on their own, so the lessons begin with didactic teaching to relearn the concepts. After students are more comfortable, moving into authentic pedagogy with ads and commericals they know, helps them to construct a new mode of writing from their comfortable place of background knowledge or schema. 

 

Engagement in Beginning Argument Writing

This short introduction to the cornerstone of argument writing was originally based off of Hillocks' book Teaching Argument Writing: Supporting Claims with Relevant Evidence and Clear Reasoning.(2011). Since I had originally used it with eighth grade students as a way to review their solid understanding of argument writing, I wanted to use his strategies with sixth graders when I began teaching them. Queenie's scene was simply too much for the young ones. So, I decided to add the Doritos commerical and several graphic organizers to help students capture their thinking. The advertisements were a bite-sized approach to making claims and providing evidence as well, which made a bridge to the Queenie scene that became manageable, as a result. Students were engaged in the different forms of media and generally had success due to their usage. The scaffolding involved in the unit is provided to all students at the beginning of the year. This ensures that they are aware of the differing ways to utilize the writing process to organize thinking around writing. As they become more practiced as writers, they may use different, more sophisticated tools or create their own. 

Intended Learning Outcomes

Learning Outcomes-Student

Most of you have a good understanding of how to write a basic paragraph, but this year, we are going to take your understanding a powerful step forward into the CER paragraph. The CER paragraph means that it is comprised of a claim, evidence, and reasoning. Also, there is the typical conclusion sentence. What is cool about this structure is that it can be used for just about any class in school. When you have some practice, it will be used as a building block for any essay. All you need to do is plug-in the collected information into the CER structure, and you'll have an excellent start to better writing. 

 

Let's watch the following video to get an idea how CER paragraphs work!

Media embedded October 10, 2022

Bansho. (2021, December 21). Claim, Evidence, Reasoning with LEGO. [Video]. https://youtu.be/1QdevJHckQs

 

Here are a few skills that you will learn during this CER unit:

 

CCSS.ELA-LITERACY.RL.6.1

I can find evidence that supports what the text says and what it says "reading between the lines."
CCSS.ELA-LITERACY.RL.6.4

I can understand the meaning of words and phrases in a text...

CCSS.ELA-LITERACY.L.6.4.C

I can utilize the online dictionary through Google to find the pronunciation of a word or determine what it means.  

CCSS.ELA-LITERACY.RI.6.7

I can view many different "texts" (e.g. print ads, commercials, pictures, TedTalks)to understand a topic or issue. 

CCSS.ELA-LITERACY.W.6.1.B

I can support claims with clear reasons and relevant evidence, using credible sources and demonstrating and understanding of the topic or text. 

CCSS.ELA-LITERACY.W.6.1.A

I can introduce claim(s) and organize the reasons and evidence clearly.

CCSS.ELA-LITERACY.W.6.5

I can make my writing better by planning, revising, editing, rewriting, or trying a new approach, with some guidance from peers.

 

Materials Required:

  • School provided laptop for access to Google Classroom
  • Knowledge of making Frayer Models
  • Colored pens or pencils
  • internet access at school 
  • Notebook 
  • Various handouts from the teacher

Duration of the unit:

  • The unit should take anywhere from five to eight days to complete. Each day's instruction should span 30 to 40 minutes. 

Participation Requirements:

Comments:

Make a comment of 50 words or more on each discussion topics on the assignment posted in Google Classroom.
Please interact with other classmates with  @student name.

Updates:

Respond to the update prompt using 200 words or more.
You may use the prompt given or you may use your own idea. 
Post Updates in the assignment in Google Classroom.

Comment on peers’ updates:

Comment on at least one other participants’ updates a day (8 total) in Google Classroom.
Write comments of 50 words or more to peer updates.
Respond to your peers in the discussion with @student name.

 

Learning Outcomes-Instructor

The overall Learning Outcome for the unit is that students will be able to read various media for claim, evidence, and reasoning correctly. Students will then take that information and structure a CER paragraph, work with a peer to check it, and use their suggestions to recursively adjust their piece of writing. 

This unit has been chosen because the Hillock's book Teaching Argument Writing was part of an English Language Arts book study in our district. The materials for the unit have been modified to be developmentally appropriate for a younger audience. These lessons would be well suited for older students, as more complex lessons appear within the text. Materials will be available through Google Classroom, as it is the platform in use in our district. Some materials will be available in paper for for ease of peer peview, but all materials are already perfect for digital use. Students should have prior knowledge of the following:

  • Basic care and operation of a school laptop
  • Basic understanding of paragraph structure
  • Ability to use Google to find articles or information with key words
  • Understanding of the Frayer Model for vocabulary

It is hoped that all students achieve proficiency of mastery of the goals of the course. Several opportunities to practice the CER structure will be provided with graphic organizer scaffolding. There will be at least one formative assessment (Doritos commercial) and one summative assessment (Final CER Paragraph-Day 8) with a rubric available for student use. There will also be an opportunity for an extension activity to tie CER learning to another class of a student's choice. This is not required, but available for another practice option. 

Standards

CCSS.ELA-LITERACY.RL.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RL.6.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

CCSS.ELA-LITERACY.L.6.4.C

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

CCSS.ELA-LITERACY.RI.6.7

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

CCSS.ELA-LITERACY.W.6.1.B

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

CCSS.ELA-LITERACY.W.6.1.A

Introduce claim(s) and organize the reasons and evidence clearly.

CCSS.ELA-LITERACY.W.6.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

 

 

DAY 1-What's the difference between claims and statements?

For the Students

Learning Target: I will understand and explain the difference between claims and statements. 

Duration: 30 minutes

Students watch this video as a group: 

Media embedded October 8, 2022

Audi. (2016, October 24). My dad’s an alien. [Video]. YouTube. Retrieved October 9, 2022, from https://youtu.be/WQTsue0lKBk

C‌lass, who's this girl's dad? Discuss at your tables. Share out to the class. 

In several of your classes this year, you will be asked to write in the structure of a CER paragraph. We use this structure in science classes when referring to our experiments. We also use this format as the basis for argument essays in both history and English classes.

One of the cornerstones to writing an effective claim, evidence, and reasoning (CER) paragraph, is understanding what a strong claim is.

Statement vs. Fact Slideshow

In the PowerPoint above, take notes in your class notebook on the difference between a strong claim and a statement. Claims are the first step in writing a solid CER paragraph.

Note: Strong claims are argued and aren’t simply opinions. Factual evidence can be used to prove or disprove them.

Note: Statements are factual. They cannot be argued.

Analyze each sentence on the last slide for a strong claim. What makes it strong? What makes the other choices NON-choices? Explain. Turn and talk to your table partners about your responses.

 

Reread the first sheet of the handout "Claims and Statements" to remind yourself of what differentiates statement and fact. Turn and talk to your table partners and discuss page 2. Which sentence is a good example of a claim? Which sentence is a good example of a statement? Explain to your partner.

Highlight in green the claim in the example paragraph on page 2.

Figure 2: EB Academic Camps. Claims versus statements sort activity digital and print distance learning. [screenshot].
Figure 3: EB Academic Camps. Claims versus statements 2. [screenshot].

 

Comment: Explain what the difference is between a claim and a statement. Respond to classmates’ ideas in complete sentences by tagging their username like this @ username.

Make an Update: Watch a few commercials this evening and determine some claims within the advertising. Post the commerical and describe the claim made. Is it a strong or weak claim? Why? 

For the Instructor

Learning Target: 

CCRI.6.8 Trace and evaluate the argument and specific claims in a text,...

Duration: 30 minutes

Turn and Talk Strategy:

This is a highly effective strategy that teachers use to support more student engagement in the classroom. In a typical didactic setting, students may speak only when called upon, so many fewer students have opportunities to engage in classroom discussion of any kind. When teachers employ the Turn and Talk method, all students have the opportunity to speak, discuss and collaborate with several students. Research shows that having multiple opportunities to respond and actively engage in content learning improves student learning (MacSuga-Gage & Simonsen, 2015). At the same time, there are students who might be anxious about asking or answering questions, speaking in front of a large group, or nervous about speaking as an English as a Second Language student. Turn and Talk allows students to practice speaking and collaborating with smaller groups, which is less frightening for some students. Additionally, Teachers report that when they use the turn-and-talk routine, their students are more engaged. Structured partner work can also increase on-task behavior for students who struggle to sustain attention and focus in the classroom (e.g., Locke & Fuchs, 1995).

 

Method

  • Engage students ahead of the lesson by asking "who's this girl's dad?" after watching the Audi commercial. Return to it when discussing claims that are higher-stakes claims.
  • Explain the rationale for learning proper CER structure for multiple.
  • Present Statement vs Fact slide show
  • Describe the components of a strong claim. 
  • Analyze the last slide for strong claim and a non-choice. Students explain why the non-choices are non-choices.
  • Allow for partner discussion in table groups. 
  • Review claims versus statements. 

Tips

  • Students should copy definitions in their class notebooks for future reference. Handwritten is preferable to typing, unless students require typing for their IEP/504 plans.
  • Post the PowerPoint in Google Classroom, as well as the practice sheets for pairs' work, in the activity feed.(See below)
  • Check for understanding while visiting each table group. 
  • Teacher may read the paragraph from page two in order to demonstrate a strong CER paragraph.'

Click below for more directions regarding Turn and Talk in the classroom. 

https://meadowscenter.org/files/resources/TurnAndTalk_TeacherGuide.pdf

 

Answer Key for Worksheet: 

EB Academic Camps. Claims versus statements Answer Key. [screenshot].

 

DAY 2-Analyzing claims, evidence, and reasoning

For the Students

Learning Target:

  1. I can recall the difference between a strong claim and a statement.
  2. I can identify the three parts of the claim, evidence, and reasoning paragraph.

Duration: 30 minutes

Before we jump into the main topic of our class today, the CER paragraph, we will review the difference between strong claims and statements with a sorting activity.

 

Formal student directions:


1. Read through the sentence strips on your tables and determine if they are a statement or a claim.

2. Use the criteria for statements and claims to help you make your decision.

3. Sort your sentence strips into two piles (statements and claims). You may add another for opinion claims. 

4. We will share out our justifications to the group after the sort is complete.

 

Figure 4: EB Academic Camps. Claims versus statements sort activity digital and print distance learning. [screenshot].
Figure 5: EB Academic Camps. Claims versus statements sort activity digital and print distance learning. [screenshot].

Now, let’s sort the sentences together as a class.

  • Table #1, you are responsible to sort cards 1-5 in front of the class.
  • Table #2, you are responsible for sorting cards 6-10.
  • Table #3, you are responsible for 11-15.
  • Table #4, you are responsible for 16 -20.

After conferring with table partners, students will send a group representative with your numbered cards to the ELMO projector. Sort the cards under the correct word, Statement or Claim.

As a class, either agree or disagree with the placement of the sentences with a silent thumbs up or thumbs down. Be ready to prove your answer to the class.

 

How do claims fit with our CER paragraph writing?

If a person makes a claim, they should be able to support that claim with evidence from a text. If there are several pieces of evidence, then, the claim is that much stronger. In general, finding three pieces of evidence from a text is more than satisfactory to support a claim.

 

However, evidence by itself isn’t enough. In order for your audience to understand your claim and evidence fully, it is important to show the reasoning or commentary behind the evidence. Let me explain.

 

When a lawyer is trying to prove that the defendant is guilty in a court of law. She doesn’t simply show a gun, a pile of money and a bloody shirt to the jury and say, “Well, that’s the evidence. I'm going to get a coffee.” Instead, she describes how the gun has the fingerprints of the defendant on the trigger and body of the gun. She describes how the money is the exact amount stolen from the victim. She might describe how the shirt is stained with the type of blood that is the same as the victim. Otherwise, the gun with fingerprints is just a gun with fingerprints. In other words, she describes why all the evidence points directly to the guilt of the defendant. It’s not enough to simply display the evidence alone.

 

 

Let’s solidify what we’have learned by watching a short video. Take notes in your ELA notebook. 

 

Media embedded September 26, 2022

K20 Center. (2021, Aug 19). Claims, Evidence, and Reasoning. [ideo]. YouTube. https://youtu.be/JGOxVIgmGWE

‌

Comment: Why is it important to include reasoning along with your evidence? Explain. Respond to classmates ideas by tagging their username like this @ username.

 

Make an Update: Choose one claim from the sentence sort to prove with evidence. Find one piece of evidence online to support it and demonstrate your reasoning for why the evidence supports the claim.

 

For the Instructor

Learning Target:

CCSS.ELA-LITERACY.RI.6.8

Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

 

Method 

 

  1. Review previously learned information about the difference between strong claims and statements. 
  2. Explain the directions for the Word Sort activity among claim, statement of fact, and opinion.
  3. Engage students in remembering what claims and statements are through sorting activity.
  4. Clarify each student choice for placement of claims, statements, and opinions.
  5. Explain the necessity of ample reasoning for each piece of evidence that supports the claim. 
  6. Review and solidify each part of a CER paragraph within video "Claim, Evidence, and Reasoning." 

Tips

  • Cut out strips for sorting activity before class and laminate for future use. Place each set in envelopes on desk tops before class begins.
  • Students should write examples of claims in their notebooks.
  • Allow students 5-10 minutes for collaboration in table groups.
  • Be prepared before class to use the ELMO to display the group sort for the entire class on the screen. 
  • Remind students that mistakes are okay; it’s when our brains learn the most.
  • Allow enough think time before students answer as a group.
  • Students should take notes on the short video “Claim, Evidence,Reasoning.” CLOZE activity may be used for neurodivergent or English Language Learners.
  • Teacher may want to spend a few minutes reviewing expectations of students in PARTNERS and GROUPS. Since we went over these in the first week of school, it is only a quick refresher. See posters here:
Partners Expectations. [Screenshot]. Pulled from https://www.journeyofasubstituteteacher.com/2013/03/substitute-preparedness-classroom.html
GROUPS Expectations. [screenshot]. Pulled from https://www.journeyofasubstituteteacher.com/2013/03/substitute-preparedness-classroom.html

 

EB Academic Camps. Claims versus Statements Sort Directions for Teacher. [screenshot].
EB Academic Camps. Claims and Statements Sort Answer Key. [screenshot].

 

DAY 3-Finding evidence in media

For the Students

Learning Target: I can analyze media, an ad and a commercial, to create a claim, evidence and reasoning in a graphic organizer. 

 

Play Kahoot with the class, that will be the CER review. Students will sign on to Kahoot.it and join with the code Teacher projects on the screen.

Thus far, we have learned about claim, evidence, and reasoning in theory, but it really is all around us. It’s in the news, mystery novels and even can be found in our favorite commercials.

Sometimes, there is a claim in a commercial or piece of media that is very obvious. Like in this ad below.

 

Figure 6: Plastic Sushi - Still a Hit!, (n.d.). [Image].

What is the claim in this advertisement? Rephrase it in your own words.

What evidence appears in the ad to support their claim. Turn and talk with your table partner to discuss. 

 

Sometimes, a claim is insinuated or hinted at in a commercial. We will know what the claim is by putting together the evidence like a detective.

 

Watch the Doritos commercial once without writing any notes. I will replay it several times so that we can collect evidence together.

Media embedded September 26, 2022

SuperBowlSpots. (2013, January 29). Man's Best Friend Super Bowl XLVI Commercial. [Video]. YouTube. https://youtu.be/tQ11DsSwAtw

Now, think quietly for a couple of minutes. What do you think the claim of the commercial is? Think about all the evidence we saw while watching. Let’s view it again to solidify your thinking.

 

After watching the commercial again, type what you think the claim is on your graphic organizer.

 

Figure 7: Graphic organizer created for Google Classroom. Own work. [screenshot].

 

What is the very first bit of evidence we see in the commercial?

Yes, the dog has his back turned and he is burying what looks like a collar from an animal. We would write that in the first EVIDENCE box.

So, what is the rule? A rule is what usually happens under circumstances like this. When someone’s back is turned, what might that mean?

Okay, so we would write, as a rule, when someone is hiding something, they might turn their back to hide what they are doing.

What would your conclusion be after seeing this one piece of evidence. The conclusion is that the dog’s behavior is suspect. He seems to be doing something sneaky.

Continue looking for evidence  and log it on graphic organizers. Work together to collect three more pieces of evidence from the commercial.

10 minutes for group work.

 

What evidence supports the claim from the commercial? Share out to the whole class. If you missed any, please write it in your own organizers.

 

Comment: After collecting all the evidence, what is the claim for this commercial? It may be slightly different for some students. There are a few correct answers. Respond to classmates by tagging their username like this @ username.

 

Make an Update: Analyze the ad by the Surfrider organization above. Can you find more research to support that fish eat great amounts of plastics every year? Would you still consider eating fish as a result? Do you need to know more? Explain.

 

 

 

 

 

For the Instructor

Learning Targets:

CCSS.ELA-LITERACY.RI.6.7

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

CCSS.ELA-LITERACY.W.6.1.A

Introduce claim(s) and organize the reasons and evidence clearly.

 

Duration: 30-40 minutes

 

A note on Kahoot! 

The teacher may decide to use Kahoot! a game-based learning platform to review the previous day's lesson. It can be used to gauge students' understanding formatively in a very short time. Students typically are engaged and excited to use Kahoot! in class. It allows for single player or team mode, so students may work among chosen peers. This "game-like student response system [is] more dynamic than some other tools with the support for video, pictures, music, scoring, and ranking. The benefits of using online formative assessment tools include gains in achievement scores, and the development of essential complex cognitive processes, such as self-regulation. (Wang&Tahir, 2020). Since there are so many benefits to gamifying lessons, I choose to incorporate Kahoot!, among other game-like platforms in my ELA classes. 

Method 

  • Recall claim, evidence, and reasoning by playing Kahoot! with students in teams. 
  • Explain that claim, evidence, and reasoning are ubiquitous in all the media and platforms around us. 
  • Direct students to analyze the print ad for an example of claim, evidence, reasoning. 
  • Explain that students will analyze the commercial for claim, evidence and reasoning while writing their information on a graphic organizer. 
  • Instruct students to play and replay the commercial while chunking their tasks. Students should find claim first. Then, students find two to three pieces of evidence. Finally, students should describe what conclusions they come to and why.  
  • Explain the "rule" and "conclusion" portion of the graphic organizer.

                  1. The Rule is what logically happens as a result of the evidence. 

                  2. The Conclusion is what a viewer believes after seeing the evidence and logic         behind it. 

  • Instruct students to discuss the commercial in table groups.Discoveries can be shared. 
  • Explain that students should capture their thinking in their graphic organizer. 

Tips

  • Teacher may want to show students how to use Google to find scholarly articles related to ocean pollution and consumption of plastics. It is didactic in nature, but can be helpful for students to see the thinking process of a consumer of media in decision-making.  The teacher can demonstrate what the process looks and sounds like. 
  • The graphic organizer should be posted in Google Classroom for students to access in class. If Google Classroom is not an option, make copies for the class.
  • The choice of the Doritos commercial is very important as I try to keep the cognitive load low for students when learning a new skill. After students learn the new skill in smaller "bites," the content can be increased.(Hebern & Corippo, 2018, p.107). In other words, use the engaging commercial until students are comfortable with the skill of finding evidence. The cognitive load of the learner is similar to the idea that in order to learn, students must feel a sense of belonging and "stay[ing] within a zone of intelligibility and safety." (Vygotzsky, 1978). New learning that is transformative should move just beyond what is known. To move too far away from a student's "life-world" many not support new learning. 
  • The students will need to view the Doritos commercial several times to gather evidence with their groups or partners. Allow for think time for the claim, but have students write their own quietly in the comments for the day.
  • Here is the link to the student copy of the graphic organizer for Doritos CER.
  • https://docs.google.com/document/d/1tPbhu7g2zblO34q_t1iX9vqPWocsFbUpn8y4ikTQT2o/edit?usp=sharing
  • Here is the link to the Teacher Answer Key-Doritos CER. https://docs.google.com/document/d/1soHsiPmotzjPTdF1DDIfEmk6uGQ4f2TxBWLSV2TLAt0/edit?usp=sharing

 

DAY 4-Capturing evidence and reasoning with a graphic organizer

For the Students

Learning Target: I can write a correctly structured claim, evidence, reasoning (CER) paragraph.

Duration: 30-40 minutes

Yesterday, we viewed a Doritos commercial several times to collect evidence to support a claim. Could someone share what claim you came up with after collecting your evidence? 

There could be a few. The ones I have heard are:

  • The dog is a cat killer.
  • The dog is responsible for the disappearance of the neighborhood cats.
  • The dog is a serial cat killer. 

Any of the above can be used for an effective claim sentence. 

 

Remember that durable evidence comes in a few forms:

  • it's concrete
  • observable information
  • personal testimonies or experiences
  • written documents 
  • material objects and their condition or appearance

Analyze your graphic organizers with your table group. For every piece of evidence you found, determine what kind of evidence it is based on the above information. (3-5 minutes).

How did you classify each piece of evidence? 

 

The dog burying the collar = ? (observable information)

The blue and red collar that matches Fluffy's collar=? (material object/appearance)

"You didn't see nuthin'" note=? (written documents)

 

Today, we are each going to use a graphic organizer to "plug in" the information we found into a well-structured CER paragraph. Please pay attention to the highlighter colors you should include in both your graphic organizer AND your final paragraph.

Your topic sentence/claim should be GREEN.

Your evidence should be BLUE.

Your reasoning should be YELLOW. (There should also be two sentences of reasoning for every piece of evidence.)

Your conclusion sentence should be light PINK. 

 

Analyze how color coding can support effective CER writing. Explain in your table groups.

 

 Share our evidence from "Slip or Trip?" among our table partners and enter in our best evidence to support the claim. (15-20 minutes)

Figure 8: Doritos Argument Paragraph Graphic Organizer. [Screenshot]. Own Work.

 

Comment: Do you think color coding is helpful for you when writing well-structured CER or body paragraphs? Why or why not? What could students do to make it an ineffective strategy? Explain. 

Make an Update: Think about a recent situation in your media viewing, book reading, or commercial watching where you began to collect evidence to prove a claim. Was the evidence durable evidence or was it based on opinion? Explain.

For the Instructor

Learning Targets:

CCSS.ELA-LITERACY.W.6.1.B

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text

CCSS.ELA-LITERACY.W.6.1.A

Introduce claim(s) and organize the reasons and evidence clearly.

 

Graphic organizers are used in this modules as a way for students to organize their thinking and pre-writing before the final product of the CER paragraph. Graphic organizers are widely accepted by English Language Arts teachers as a way to connect schema, background knowledge, to new learning in students. Research shows that new learning can occur and meaningful learning can only be produced when the new information is related to existing knowledge to become a part of a strong cognitive structure. Graphic organizers provide learners with a meaningful frame in order to relate new information to existing cognitive structure. (Kansızoğlu, 2017). Therefore, when students begin learning CER paragraph structure, I give them a few samples of the kinds of scaffolding they may need for their writing in this easier application. Later, these organization strategies will be used for much longer works like narrative and argument writing. Right now, they are practicing organized writiing process. 

Method

  • Review the previous day's work around claim sentences in the Doritos commercial. Reiterate that a few claims can be correct, if they can be suppported with evidence.
  • Explain what forms durable evidence takes. Students write what durable evidence is in their notebooks. Sixth grade students consistently have difficulty choosing durable evidence for their argument writing. Review consistently.  
  • Direct students to think critically about what kinds of evidence is presented in the commercial. Allow for about 5 minutes of think time with partners. 
  • Review the graphic organizer's requirements of color-coding parts of the CER paragraph. This tool will be used in every argument body paragraph we write in the future. 
  • Allow students to share evidence and write paragraphs with input from table partners before submission to Google Classroom. Peers should check for claim sentence, two pieces of evidence, two sentences of reasoning for each piece of evidence, and a final summary/conclusion sentence. Paragraph needs an indent. 

Tip

Graphic organizer link is here for Google Classroom use: (copy and paste into your browser) 

https://docs.google.com/document/d/1y27RFprM-P2TUmwtEOF7pp6qGyz_0kd9L4QuSfxvp9Y/edit?usp=sharing

 

 

 

 

DAY 5-Building schema with vocabulary

For the Students

Learning Target: I will develop an understanding of vocabulary as an entry into comprehension.

Duration: 30 minutes

Yesterday, we had a successful first attempt at writing well-structured and well-reasoned CER paragraphs from our viewing of the Doritos commercial with a critical lens. 

What tools were most useful for YOU in completing the paragraph well? Teacher will send you an anonymous Google Form in Google Classroom. (3 minutes)

Today, we are going to get prepped to try to solve a mystery. You will critically think about a scene of a death and make some conclusions after considering the evidence. We have no idea whether it's murder of not. But first, we need to become comfortable with the vocabulary. 

 

Let's take a look at the vocabulary list first. 

Figure 9: Slip or Trip? Vocabulary list. [screenshot]. Own Work.

I will read the words out loud and you will repeat the word after me. I will describe each to you as well. If you have any need to ask clarifying questions, please do. 

 

Figure 10: Frayer Model. [Screenshot]. Own work.

Include the following in your Frayer Model:

1. Write a definition of the word in your own words. (Top left corner)

2. Write a sentence with context clues to demonstrate your understanding of the word.

3. Write or draw examples of the word. You may also grab digital images as well.(similar/synonyms)

4. Write or draw NON-examples of what the word is or means. These can be opposites/antonyms. 

You have 15 minutes to fill in all six boxes. Feel free to share your understanding with your table partners. 

 

 

 

For the Instructor

Learning Target: 

CCSS.ELA-LITERACY.L.6.4.C

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

 

Method

  • Review the strategies/tools we used to write an effective CER paragraph.
  • Place Google Form in the Google Classroom.https://forms.gle/6DLbje94puQjpNDN9
  • Review the vocabulary list and definitions to prepare for text reading. 
  • Describe the quadrants of the Frayer model. Students should already know how to set it up. 

Tips

  • Allow for 15-20 minutes work time for students to complete all six Frayer models. 
  • Students will need colored pencils or markers for their illustrations. 

 

There has been quite a lot of research into the effectiveness of the Frayer Model when learning new vocabulary. In all, "the result of the research indicated that Frayer Model helps and facilitate students’ development of vocabulary knowledge and vocabulary acquisition." (Riksadianti, 2021). Most especially, this approach is quite effective when English Language Learners use this approach to learning vocabulary. Because it is a strong method for all students, the Frayer model can be a powerful and effective tool in building academic and general vocabulary skills. I choose the Frayer model most days to build vocabulary because it is much more effective on the whole. 

Students should know how to create Frayer models, but here is a short video for explanation: 

Media embedded September 27, 2022

Teach Like This. (2014, March 12). How to Use the Frayer    Model. [Video]. https://youtu.be/AdjN09VouaU

 

Though this vocabulary lesson may seem to stop the flow of the CER lessons, it is very important for students to understand the vocabulary for a text before beginning it. A basis of background knowledge will help them move forward in their learning.Typically, literature books use this order of operations. There is a short preparatory lesson introducing the theme of study, generating ideas, showing videos etc., then, there is a vocabulary lesson before reading the text . Making sure that all students have a foundation of shared vocabulary is so important before a lesson.

I would not this vocabulary lesson as homework near the beginning of the year because our sixth graders have come from elementary schools that do not assign homework. I also believe that assigning homework is often inequitable because some students have caregiver assistance or quiet places to study and some do not have those supports. Additionally, our student population is heavily involved in after school sports and activities, so some students will neither have the time or energy to complete the work outside of class. Therefore, I take the time in class to review vocabulary. Some teachers may not choose to do the Frayer Model lesson in the classroom but may decide to have students do it at home. 

 

Gamification choice number 2, if desired:

 

Teacher may consider using Peardeck's Flashcard Factory instead of the Frayer model. One CAVEAT: Flashcard Factory is only available for Google as of now. Here is the link to their page: https://www.peardeck.com/pear-deck-vocabulary/

Peardeck is a platform that allows for interactive slide presentations. Flashcard Factory is a vocabulary game within Peardeck. This is how teachers organize play.

1. Sign up for a free membership if your school does does offer Peardeck.

2. Click on Flashcard Factory within the main page. 

3. Either look for my "Slip or Trip?" Vocab list or create your own. 

3. Begin Flashcard Factory.

4. Kids sign in with joinpd.com on their own devices. Laptops are preferred. 

5. Input the code from the teacher.

6. State the rules: 

  • Use the vocabulary word in a sentence with context clues, so we know that YOU know what it means. 
  • Draw a picture that demonstrates your understanding of the word's meaning. Make sure it's school appropriate. 

7. Allow students to talk to their teammates about proper sentence structure, grammar, spelling, and whether it's an acceptable sentence. 

8. You may time them for 10 minutes or less. 

This video may help to set the scene for the vocabulary work:

Media embedded September 27, 2022

                                      Peardeck's Flashcard Factory. [video]. Own work. 

 

Teacher may want to provide a prize for the winning side or for anyone who had amazing sentences. I suggest water bottle stickers because there are many students who can't have candy due to food allergies or illnesses like diabetes. Because we try our best to create equity in our classrooms, offering something that ALL children can have is important so no one feels left out. 

 

DAY 6-Is Queenie telling the truth? Prove it!

For the Students

Learning Target: I can read a "text" or image to collect durable evidence to prove a clear claim.

Duration: 30 minutes

Yesterday, we learned some literary vocabulary to set the stage for some detective work. We are going to look very closely at a possible crime scene. Now, there may not have been a crime. Everyone is innocent until proven guilty. We are not the jury, however. We are the detectives collecting clues. 

Do you recall what evidence is most durable and supportive of claims? 

Read the story "Slip or Trip?" carefully.

Figure 11: Adapted from Hillocks, G. (2011). Teaching Argument Writing: Grades 6-12. [Screenshot].

Is Queenie telling the truth? 

Create your claim after finding evidence in image and narrative of events. 

Figure 12: Michigan Muggle. (2021). Argumentation/C.E.R. writing - Murder Mystery - Improve student argumentation! [Screenshot].

A piece of evidence I see is that Mr. Volupides is lying on his back at the bottom of the stairs. As a rule, it is most often true that if a person is on their back after having fallen, it's usually because they were going up the stairs. But Mrs. V. said that he husband was coming DOWN the stairs for something to drink. He would have been face down, if that were true. 

With your table groups, continue to look closely at her story and the details in the picture. 

How would you prove or disprove that Queenie is telling the truth? 

Comment: Make a comment regarding the process of discovery while looking at this scene. How difficult was it to find details that supported a claim for or against Mrs. V.'s truthfulness? Explain. 

Make an Update: Think about your claim as to whether Queenie is telling the truth or not. What further information would support your idea about Queenie? Is there anything else about which you are curious or confused? Explain. 

 

 

 

For the Instructor

Learning Target: 

CCSS.ELA-LITERACY.RI.6.7

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Method

  • Review the concept of durable evidence.
  • Introduce the mystery "Slip of Trip?" Read aloud.
  • Question the students. Is Queenie telling the truth? 
  • Demonstrate finding one piece of evidence that supports a claim. Describe the rule and reasoning to support the evidence. 

Tips

  • Sixth graders can often stall on finding evidence at the beginning of this activity. 
  • Having one example ready for them will get them looking more closely at the image. 
  • It is helpful to focus on what Mrs.Volupides says and look closely at the picture to corroborate it. For example, looking closely at the way Mr. V. fell backwards on the steps is odd when considering how she says he fell while coming down the stairs. He would not have fallen that way, as a rule. 

Here are some other details from the image on which to focus:

  • If he were coming down the stairs like she said, he wouldn't have that glass in his hand at the bottom. Often, a person would drop what they are holding to catch their fall. 
  • If he were coming down the stairs, the bannister would be on the same side as the glass. Even if he desperately held on to the glass, he might have grabbed at the other wall. But the candles and the mirror are untouched. If he tried to catch his fall, he would have grabbed at those items. 
  • The runner (rug) on the stairs and the rug underneath Mr. V. are neat as a pin. If he tripped on the stairs, the rug might have come with him.
  • Mr. V.'s robe is very neat for someone who fell down the stairs. 
  • Mrs. V. was home for ten minutes after a party. She likely ate something, since she was out so late. Why is she cooking something in that pan? 
  • There are often wild guesses or assumptions about what is in the pan. Get them back on track. 

 

DAY 7-Writing your CER with peer review

For the Students

Learning Target: I can create a well-structured CER with evidence and supportive reasoning. 

I can analyze a partner's writing for claim, evidence, and reasoning to offer suggestions for improvement and compliments for a job well done.

Duration: 40 minutes 

Yesterday, we worked together to analyze not only what Queenie said but also, the image of the death scene for Mr. Volupides. We came up with several pieces of evidence that would support our claims. 

Who in the classroom supports the claim that Queenie is telling the truth? Show me one pinky finger!

Who in this classroom supports the claim that Queenie is lying? Show me a thumbs up. 

Take 5 minutes to discuss your strongest pieces of evidence at your table. What conclusions can you draw about Queenie's story based on your evidence? 

Figure 13: "Slip or Trip?" Make Your Case Graphic Organizer. [screenshot]. Own work.

 

Now, that you have written out your CER rough draft, write your class number, not your name, on your draft. Bring your draft to the basket in the front of the room. The classroom Supply Manager will be passing out the CER Peer Checklist to all of you. 

Read this checklist before helping a peer revise their work in class with it. 

 

Figure 14: CER Peer Checklist. [screenshot]. Own work.

This checklist includes all the items that are included in a successful CER paragraph. We are answering the question, "Is Queenie telling the truth?" The claim should state our position and answer that question completely. Two or three pieces of evidence should clearly support our claim. Along with the evidence is justification that connect the evidence with our claim. 

Read the anonymous paragraph while using the CER checklist. If something is missing, don't check that box. Highlight the item that they forgot or need to rewrite. At the end, make sure you write one specific compliment about their writing. 

Remember, you are helping your peer become a better writer, so be honest, so that they can revise and have a better final draft. Participating in this process helps you to internalize how YOU can be a better writer too, so it is useful for all of us. 

Take 5-8 minutes reviewing one other's work. Return the papers to the bin when finished. 

Figure 15: CER Final Rubric. [Screenshot]. Own work.

 

Please read your checklist and make corrections to your work. 

Take time to review the CER Rubric above to self-assess your final draft. We will continue to use this rubric for our final assignment tomorrow. 

Submit your paragraph to Google Classroom. 

 

Comment: Type the positive comment you received in this comment section. If you want to leave a comment for another student, remember to @ username. 

Update: Create an update about what you learned about yourself as a writer during this process. What did you enjoy most about the process? What was most difficult for you? Explain. 

 

 

For the Instructor

Learning Target: 

CCSS.ELA-LITERACY.W.6.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

 

Method

  • Discuss any new evidence or reasoning that has come to light since the last class. 
  • Dispell anything that is not based in fact. Students fall into the trap of imagining motive here. Guide them to evidence that is seen or read only.
  • Students will go to Google Classroom to write their claim, evidence, and reasoning on the colored graphic organizer. Make sure it is uploaded the night before. 
  • Students may work on their organizer and converse with table partners, if needed. This information sharing allows for lateral information gathering and the locus of agency to be with the students. Teacher should be walking among the students to offer hints or help as needed. As the group work continues, students are able to find more disparities with her story. 

Tips

 

  • When students are done rewriting their rough paragraph, they should copy and paste from their graphic organizer below. Students can print it out and write their class number on the top of the page. Anonymity makes the process more comfortable for students. 
  • Here is the link for the CER Slip or Trip? Color-Coded G.O.:https://docs.google.com/document/d/1GOmcVSFF7VUKBqTgwSONtEqX_qyHI9NMs7CAw1oR1OY/edit?usp=sharing
  • Print this checklist before class. (It could be used within Google Classroom, but physical papers are often better for younger students.) 
  • https://docs.google.com/document/d/1pNDcQtWebPBHbLz9JEwDV9XyNUKXdZQVTdeXmfGr__o/edit?usp=sharing
  • Make a note of asking students to pay close attention to each piece of the CER structure. Check off the boxes that have been done well. Make sure students write one sentence about wonderfully written part of the CER at the end. 
  • Return papers and checklists. 
  • Students should rewrite and submit to Google Classroom. IF students would like more time, they can work on their CER at home. 

DAY 8-Apply your CER skills

For the Students

Learning Target:

I will utilize a graphic organizer to capture claim, evidence, and reasoning. 

I will apply my skills to create a properly structured CER paragraph with the aid of peer reviews and rewrite, if needed. 

 

Duration: 45 minutes

 

Final CER paragraph:

  • You will choose one of the three media "texts" on which to base your CER paragraph.See the following handout for complete directions. 
  • Review the rubric for what to include in a CER paragraph. 
  • Utilize the graphic organizer to capture the claim, evidence, and reasoning from the "text" of your choice. 
  • Construct the CER draft under the graphic organizer. 
  • Read directions to help facilitate two anonymous peer reviews.

 

Peer Reviews

  • You will complete two anonymous peer reviews of classmates' work. 
  • Write your class number on your draft and as reviewer for classmates' work.
  • You will use the rubric on the Final CER Paragraph handout.Read directions closely. 
  • Review two peers, then retrieve your reviewed draft to make changes, as needed. 
  • Submit final written draft to teacher. 

 

Comment: What is one way which you have grown as a writer during the course if this short unit? Respond to classmates by tagging their username like this @ username.

Make an Update: Find an unusual way to visually depict claim, evidence, and reasoning from either math, science, health, or history. Recall a recent topic of study and create an image of CER from that class. It can be a poster, a One Pager or anything else that would depict the concept of CER in another course of study. Include the same elements artistically or graphically. The same rubric will be used. (Extra credit-extension activity)

 

For the Instructor

Learning Target:

CCSS.ELA-LITERACY.W.6.1.A

Introduce claim(s) and organize the reasons and evidence clearly.

CCSS.ELA-LITERACY.W.6.5

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

 

Method

  • Explain that students will choose one video upon which to base their CER paragraph in a final application of their skills.
  • Demonstrate that there are two important sheets for directions and graphic organizer.
  • Allow for any questions as students read the directions. If any students require assistive software to read directions, provide ear buds. 
  • Clarify the process for two peer reviews.  

Tips

  • Place the video choices in Google Classroom before class begins. 
  • This assessment will take the entire class period. If students complete writing, peer reviews, and rewriting early, make novel available on the tables. 
  • Students will an IEP(Individualized Education Plan) may need the assignment differentiated. Allow for two pieces of evidence instead of three, if needed. Allow for more time. Allow for a quiet spot to work.Be available for questions or clarifications. 
  • Print two rubrics on one piece of paper and cut them before class. Students may write their reviews on the back as well. 
  • Stay near the bins for submission. Make sure each paragraph receives two reviews. 

Materials 

End of Unit Evaluation

For the Students

Learning Target: I will complete the survey to reflect upon my growth as a writer and the effectiveness of the learning module and teacher. 

 

Thank you for being hard-working, diligent students during our claim, evidence, and reasoning unit. Evaluations are necessary for students to complete so that teachers can assess how lessons are working and what needs improvement. I appreciate your feedback!

 

Click the following link to complete our unit survey: https://forms.gle/jahkdEpFV3oUrz8K6

For the Instructor

Purpose: The purpose of this lesson is to evaluate whether there was a change in skill level from the beginning of the unit to the end as perceived by the learners. The survey will ask:

 

  • If there was a skill change reported by the learner in CER claim writing.
  • If there was a skill change reported by the learner in CER evidence discovery.
  • If there was a skill change reported by the learner in CER reasoning writing.
  • If the learner reported a skill change in the ability to collaborate in groups.
  • If the learner has suggestions for improving the course.
  • If the learner reported that materials, media and teacher abilty were appropriate for the course.

Method 

Tips 

  • The survey link will stay open for one week beyond the final lesson to allow student to complete the survey in their own time at home, if they wish. If students are absent, they will be able to access it at home as well. 

 

 

 

References

California Department of Education. (2013). California Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf

‌‌EB Academic Camps. (2015). Claims vs. Statements Sort Activity Digital and Print Distance Learning. [Sample Lesson Plan]. Claims vs. Statements Sort Activity DIGITAL and PRINT Distance Learning (teacherspayteachers.com)

How to use the Frayer Model - TeachLikeThis. (n.d.). Www.youtube.com. Retrieved September 27, 2022, from https://youtu.be/AdjN09VouaU

‌Hebern, M., & Corippo, J. (2018). The EduProtocol field guide: 16 student-centered lesson frames for infinite learning possibilities. Dave Burgess Consulting, Incorporated.

Hillocks, G., & Smith, M. W. (2011). Teaching argument writing grades 6-12 : supporting claims with relevant evidence and clear reasoning. Portsmouth, Nh Heinemann.

How to use the Frayer Model - TeachLikeThis. (2014, March 12). [Video]. YouTube. Retrieved October 13, 2022, from https://www.youtube.com/watch?v=AdjN09VouaU&feature=youtu.be

Kalantzis, M., & Cope, B. (2004). Designs for learning. E-Learning and Digital Media, 1(1), 38–93. https://doi.org/10.2304/elea.2004.1.1.7

Kalantzis, M., & Cope, B. (2012). Literacies. Cambridge University Press. doi:10.1017/CBO9781139196581

Kansızoğlu, H. B. (2017). The effect of graphic organizers on language teaching and learning areas: A meta-analysis study. TED EĞİTİM ve BİLİM. https://doi.org/10.15390/eb.2017.6777

K20 Center. (2021, Aug 19). Claims, Evidence, and Reasoning. [video]. YouTube. https://youtu.be/JGOxVIgmGWE

*Locke, W. R., & Fuchs, L. S. (1995). Effects of peer-mediated reading instruction on the on-task behavior and social interaction of children with behavior disorders. Journal of Emotional and Behavioral Disorders, 3, 92–99. doi:10.1177/106342669500300204

*MacSuga-Gage, A. S., & Simonsen, B. (2015). Examining the effects of teacher-directed opportunities to respond on student outcomes: A systematic review of the literature. Education and Treatment of Children, 38(2), 211–239.

Michigan Muggle. (2021). Argumentation/C.E.R. writing - Murder Mystery - Improve student argumentation! [Screenshot].

*Palincsar, Annemarie Sullivan, and Ann L Brown. 1984. Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction 1(2): 117–75.

Plastic Sushi - Still A Hit! (n.d.). Surfrider Foundation.https://www.surfrider.org/coastal-blog/entry/plastic-sushi-still-a-hit

Riksadianti, D. (2021). Enhancing Vocabulary through Frayer model. English Education and Applied Linguistics (EEAL) Journal 48, 4(1). Feb 2021

*Stewart, A. A., & Swanson, E. (2019). Turn and talk: An evidence-based practice. Teacher’s guide. Austin, TX: The Meadows Center for Preventing Educational Risk

Strand, E. (2012, September 4). Doritos Dog Buries Cat Commercial 2012 [Video]. YouTube. Retrieved October 13, 2022, from https://www.youtube.com/watch?v=r2EcgNfK3PA&feature=youtu.be

Vygotsky, L. S. 1978. Mind in Society: The Development of higher psychological processes. : Harvard University Press. pp. 88, 89–90, 86.

*Wang, A. I., & Tahir, R. (2020). The effect of using kahoot! for learning – a literature review. Computers & Education, 149(149), 103818. https://doi.org/10.1016/j.compedu.2020.103818

 

‌*New to the second draft