This is the best dog.

Coke is better than Pepsi. Links to some high interest nonfiction text sets can be found at http://readingandwritingproject.org/resources/text-sets

Exercise is important.

Claims on their own are weak! So, we’re going to learn how to: W.6.1 Write Arguments to support claims with clear reasons and relevant evidence. RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Outcome Students will work in groups to support claim statements with relevant text evidence. Student groups will create a visual to share with the whole class. Student groups will present their claims and text evidence to the whole class. Materials: Non Fiction Text Sets; highlighters; markers; butcher paper or chart paper;

Guided Practice Read the short text on the following screen silently.

One of the reasons girls should play sports is for the boost in confidence they receive, according to the TeensHealth website. You can see this confidence in action when watching professional athletes. On the field and off the field, athletes embody a sense of confidence in themselves and their team. This sense of confidence is one of the reasons that athletes make good role models -- they show youth how important it is to believe in themselves and those around them. This came from a larger article about if athletes make good role models, but this paragraph’s first sentence could be considered the claim as well. I would highlight on the board each possible claim statement in one color, and use a different color to highlight reasons given. Numbering each claim and its evidence could work, too. What are possible claims being made by the author in this text? What is a reason that is given in support of each possible claim?

Group Practice In your groups, read the text assigned to you aloud. After the first read, next highlight the author’s essential claim. Underline three pieces of evidence that support the author’s claim. Create a visual to share with the whole class. The students read and discuss the claim and the most valid pieces of evidence in support of the claim statement. The teacher moves about the room listening and providing feedback as needed.

Closing Why is it important to support our claims with evidence? If I make the claim, “Exercise is important,” what type of evidence would be valid? You can do this as an exit ticket and have the students write down their responses, or you could do this as a whole class discussion/ review Before they are dismissed.