ALEX Learning Activity

  

Defining Claim and Evidence

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Adrianna Padgett
Organization:0
  General Activity Information  
Activity ID: 3038
Title:
Defining Claim and Evidence
Digital Tool/Resource:
Claim and Evidence Handout
Web Address – URL:
Overview:

This activity is designed to help students learn and understand what a claim is and what evidence is. Students will collaborate to create a definition for both claim and for evidence. The teacher will assist students in solidifying their understanding of each term.

This learning activity was created as a result of the ALEX - Alabama Virtual Library (AVL) Resource Development Summit.
  Associated Standards and Objectives  
Content Standard(s):
English Language Arts
ELA2021 (2021)
Grade: 9
2. Analyze information from graphic texts to draw conclusions, defend claims, and make decisions.

Examples: tables, graphs, charts, digital dashboards, flow charts, timelines, forms, maps, blueprints
Unpacked Content
Teacher Vocabulary:
2.
  • Graphic texts
  • Draw conclusions
  • Defend claims
  • Make decisions
Knowledge:
2. Students know:
  • Graphic texts include information like tables, graphs, charts, digital dashboards, flow charts, timelines, forms, maps, and blueprints, that can be used to draw conclusions, defend argumentative claims, and make decisions.
Skills:
2. Students are able to:
  • Identify and analyze information presented in graphic texts.
  • Draw conclusions, defend claims, and make decisions using information learned from graphic texts.
Understanding:
2. Students understand that:
  • Graphic texts can be "read" and analyzed using the same skills used to analyze printed texts.
  • Information learned through graphic sources can be used to draw conclusions, defend claims, and make decisions.
Learning Objectives:

Students will be able to define claim and evidence. 
  Strategies, Preparations and Variations  
Phase:
Before/Engage
Activity:

  1. Teacher will present the following statements on the board: (1) Burger King is popular among teenagers. (2) School should only go from 10 a.m. to 2 p.m.. (3) Apple is the best cell phone brand.  

  2. Teacher will ask students to read the board. After a moment to allow students to read, the teacher will ask: "What do these statements have in common?" 

  3. Students will respond with their answers.

  4. Teacher will explain that these statements are examples of claims. Teacher will then ask students to consider why these statements are claims rather than facts. 

  5. Students will share their responses. 

  6. Teacher will explain that claims are open to argument. Teacher will then ask students what they can use to support these claims. 

  7. Students will provide their answers. 

  8. Teacher will then explain that these are examples of evidence. 

  9. Teacher will ask students to think in groups about how they would define "claim" and "evidence" after seeing and hearing some examples. Teacher will instruct students to take notes in Part 1 of their handout. Teacher will allow 5 minutes for discussion.

  10. Students will collaborate for 5 minutes. 

  11. Teacher will reconvene the class and ask students to share. 

  12. Teacher will state, "Now, I want you to share your group's definitions. We will then compare all of them to create a unified definition."  

  13. Teacher will write the student responses on the board. 

  14. Teacher will ask students to consider a final definition using what everyone has said.

  15. Teacher will facilitate discussion leading to a final definition. 

  16. Students will submit a final written definition on Part 1 of their handout. 
Assessment Strategies:

Teacher will assess student understanding by observing students' agreed-upon definition of claim and evidence. 
Advanced Preparation:

This activity should last 10-15 minutes. 

Teacher Preparation: Teacher should know the dictionary definitions of claim and evidence. 

Student Preparation:
No preparation needed. 
Variation Tips (optional):

Acceleration: Students who need to be challenged could be prompted to determine their own definition without a group. They could also be asked to attempt another claim based on the website.

Intervention: Students who need additional support should be given a predetermined mixed-ability group to enhance their learning. They may also be given a word bank, including terms such as, "support," "prove," "argue," and more.
Notes or Recommendations (optional):

This activity is followed by “Claiming our School: Analyzing Infographics About Four-Day School Weeks” and “Current Event Claims: Supporting an Argument With Infographics.”
  Keywords and Search Tags  
Keywords and Search Tags: 9th grade, argue, claims, definition, English, evidence