Subject: English
Unit: Writing
Students will:
Define & Develop arguable claims in
order to express an opinion or
argument
Differentiation
(What will you do to meet the needs of students at these different levels?)
Approaching
Curriculum Integration
On-level
Beyond
(Does this lesson correlate with any other content area? Describe.)
Material Procedures/Strategies
s
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Whiteboard Sponge Activity (activity that will be done as students enter the room to get them into the
,
mindset of the concept to be learned)
Worksheet,
Notebook,
Write down the fact of the day; Fact of the day: Carrie Underwood is
5ft 3in (same as me).
Anticipatory Set (focus question/s that will be used to get students thinking about the days
lesson)
What is a claim?
Activating Prior Knowledge (what information will be shared with/among students to
connect to prior knowledge/experience )
What have you done in the past to prove points? Projects, papers,
examples, etc.
Direct Instruction (input, modeling, check for understanding)
1) Talk to students about what they will do today, what they should
learn, and that at the end of class I want to see a claim they came up
with
2) Write on the board what a claim is, with the example. Discuss why it
is important in your life and in school. A claim is a statement that
provides a position of where you stand and an answer to why ex:
_________ is ___________ because, through, by _______
3) Give students a worksheet on whether something is a claim or not
4) Ask students what a claim is and why they will need it in life
5) Create a claim on their own as teacher walks around to check them
Guided Practice (how students will demonstrate their grasp of new learning)
Students will answer questions on whether something is a claim.
Students will raise hand and answer why they need claims in their life.
Create claims
Independent Practice (what students will do to reinforce learning of the lesson)
Homework: On a piece of paper, write 5 claims you see in every day
life
Closure (action/statement by teacher designed to bring lesson presentation to an appropriate
close)
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Name:__________________
Date:_______
Claims Worksheet
Day 1
Directions: You decide whether or not the sentences given are a claim or not. If they are not a claim,
change it in order to make it a claim.
1) Charlie is very knowledgable in social studies because he took many history courses.
3) Sister Mary Ann is a good cook because it is something she enjoys and has experience in.
4) Rae enjoys music because it helps her express her feelings and emotions.
9) Catherine enjoys Bretts baking because he bakes everything from scratch and has much
experience.
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+
Student must use claim/counterclaim correctly, is clear (not confusing), and comes up with more
than 5. Exit Slip: Student explains what a claim is, what a counterclaim is, no errors with
punctuation/spelling.
Student must use claim/counterclaim correctly, is clear (not confusing). Exit Slip: Gives both
claim and counterclaim and has has some errors in punctuation/spelling.
Claim/counterclaim is not used correctly and is not clear. Exit Slip: Student only gives one of
the claims or counterclaims and has errors in punctuation/spelling.
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