1. Making Evidence-Based Claims
Part 1 Understanding Evidence-Base Claims

2. Learning Goal 8.RI.6 - Point of View and Purpose
Score
4.0
In addition to score 3.0, in-depth inferences and applications that go beyond what was taught.
3.0
I can determine the author’s point of view or purpose in a text and analyze how an author acknowledges and responds to conflicting evidence or viewpoints
2.0
There are no major errors or omissions regarding the simpler details and processes as you:
Recognizes or recalls specific terminology, such as:
Analyze, author, evidence, perspective, point of view, purpose
Performs basic processes, such as:
Describe the differences in the point of view
Determine an author’s point of view or purpose
1.0
With help, I have a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.
In this unit you will have many small learning targets that build up to these two large learning goals. Your two large learning goals for this unit are:

3. Learning Goal 8.RI.8 – Argument and Reasoning
Score
4.0
In addition to score 3.0, in-depth inferences and applications that go beyond what was taught.
3.0
I can:
Evaluate the argument and specific claims in a text
Assess whether the author’s reasoning is sound and the evidence is relevant and sufficient
Identify irrelevant evidence (The information you don’t need)
2.0
There are no major errors or omissions regarding the simpler details and processes as you:
Recognizes or recalls specific terminology, such as:
Argument, assess, claim, evaluate, evidence, irrelevant, reasoning, relevant, sounds, sufficient, text
Performs basic processes, such as:
Delineate the argument and specific claims in a text
Recognizes examples of irrelevant evidence in isolation
1.0
With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.
Even with help, no understanding or skill demonstrated.

4. Part 1, Understanding Evidence-Base Claims Learning Target: I am able to understand the characteristics of evidence-based claim.
This cannot take up too much time, but is a necessary objective. Say, “Read the target out loud – if we are able to do this by the end of the day, where will be on the goal?”
Students have both their agenda and learning goal scale out.

5. Activity 1 continued – Understand the Vocabulary:
Learning Target: I am able to understand the characteristics of evidence-based claims.
Activity 1 continued – Understand the Vocabulary:
Analyze, Argument, Assess Claim Evaluate, Evidence Irrelevant vs Relevant Perspective, Point of view, Purpose Reasoning Sufficient
Continue with note-taking.
Students work in SidexSide pairs to define vocabulary words – hw if not completed in class.

6. 2) Fact-Based Claims are supported by evidence:
Learning Target: I am able to understand the characteristics of evidence-based.
Activity 1 – Understand that Evidence-Base Claims have characteristics: 1) Conclusion-Based Claims are supported by opinion, experience and/or feelings:
“School lunches are delicious.” Evidence to support: The cafeteria manager.
“School lunches are disgusting.” Evidence to support: The students who eat the lunches.
2) Fact-Based Claims are supported by evidence:
“It is cold outside.” Evidence to support: “The outside thermometer reads 13 degrees F.”
3) Text-Based Claims are supported by a section of text “The immigrants were scared and nervous while being processed through Ellis Island.” Evidence to support: “Our trembling hands” (On the Trail of the Immigrant,line8). Evidence to support: “Out final judgment awaits us.” (On the Trail of the immigrant, line9).
Teacher-driven class discussion. Students take notes.

7. Learning Target: I am able to understand the characteristics of evidence-based claims.
*Men are stronger than women. *Men are obligated to help women. *The women’s rights movement of the past have been successful. *Once a women becomes a mother, she should quit her job and stay home to raise her children. *It is ok for a father to stay home with children while the mother works out of the home. *Men and women are paid the same amount of money for the exact same work. *Women’s sports are not as exciting to watch as men’s sports. *Women and men have equal rights in 2016.
Track Progress 2. Mix Pair Share Anticipation Guide 3. Watch video of the speech
4. Discuss TDQ’s Activity 4 – EBC Introduce Tool

9. What did you learn about Evidence-Base Claims today?
Learning Target: I am able to understand the characteristics of evidence-based claims.
Activity 1 Exit Ticket!
What did you learn about Evidence-Base Claims today?
Consider the Learning Target listed above.
*Write your thoughts/answer on your note card
Students add Exit Ticket to their notes.

11. Cold Read: Evidence Based Claims
Read and annotate The Speech
“Ain’t I a Woman?” By Sojourner Truth
O - circle unfamiliar words or unclear phrases
? In margin – information you want to know more about
* Where you make comments or statements

12. Text Dependent Question: Think, Pair, and Share:
Learning Target: I am able to understand the characteristics of evidence-based claims that are based in the words, sentences and ideas of a text by closely reading and analyzing the text.
Text Dependent Question: Think, Pair, and Share:
According to Truth, what is the “fix” that white men are in? Jot a quick answer and where you found that evidence in the text.
Share what you wrote with a partner.
I’m using calling cards so that people can share what they wrote and talked about.
Students add Exit Ticket to notes
Consider Progress Monitoring if there is time

13. Videos Biography video https://www.youtube.com/watch?v=q-HfiryNoXY
 What information about Truth does this video clarify? Talk to a partner.
Performance links:
Just listen to the first performance, with the second one, follow along in your text.

14. Discussion Questions:
According to Truth, what is the “fix” that white men are in?
In paragraph 2, what four parts of her experience does Truth describe before asking the question each time, “Ain’t I a Woman?”
Why does she provide four different examples? What effect does this have on the reader?
What point is Truth trying to make with her question, “Ain’t I a woman?”
What is Truth referring to as her “cup” in paragraph 3?
In paragraph 4 Truth points out a “little man in black there”. What might be this man’s profession?
In paragraph 5 Truth refers to “the first woman God ever made”. Who is this woman and what did she do that “turn the world upside down”?
Each answer will be considered on your own – look for an answer and write down your individual thoughts. Then shoulder partners discuss the answer. A few people will be selected to either share out their responses or I will pull sticks for people to share their thinking.

15. Analyzing an Argument
Identify a claim that Truth makes in her speech (stated or unstated)
What evidence does she provide to support that claim?
How does she explain that evidence? How does she show the listener that her evidence supports her claim?

17. Claim Answers the questions and states what you are going to argue.
Example Question: How does a growth mindset in school help a student succeed?
Example Answer: A growth mindset is a way of thinking that helps students overcome obstacles.
A claim was made because the question was answered and the argument was stated.

18. Evidence and Reasoning
You must introduce your evidence, cite your evidence, and give reasoning.
Example Intro to evidence:In a video by Ted Ed, it is stated that
Example Evidence: “students with a growth mindset embrace failure as a learning experience.” (Ted Ed)
Example reasoning: When you have a good attitude about making mistakes, you can actually grow from them.

19. Conclusion
A Conclusion restates the claim, sums up the reasoning, and leaves the reader with a strong final thought. This may take multiple sentences, but aim for concise writing.
Example Conclusion: If you have a growth mindset you will succeed and persevere even when things get hard.
Conclusions are difficult but if you restate the claim, sum up the reasoning, and leave the reader with a strong final thought, you will succeed.

20. Full Example
How does a growth mindset in school help a student succeed?
A growth mindset is a way of thinking that helps students overcome obstacles. In a video by Ted Ed, it is stated that “students with a growth mindset embrace failure as a learning experience.” (Ted Ed) When you have a good attitude about making mistakes, you can actually grow from them. If you have a growth mindset you will succeed and persevere even when things get hard.