1. New School Rule Rule: students may not wear jeans
Students wear jeans with holes
Students wear saggy jeans
Students wear jeans which are too tight
Teachers can’t wear jeans Monday-Thursday

2. Evaluating Claim and Evidence
RI9

3. The Target Level 3 plus close reading (“in depth”).
I can describe and evaluate the claim, evidence, and details in a text, assessing whether the explanation is clear and the details are relevant and sufficient to support the claims, including how the author acknowledges and responds to the counter-claim.
Level 3 but only 1 observation.
I can identify the claim, evidence, details, and counter-claim in a text.

4. Step 1: Describe the Claim, etc.
Wahoo! We’ve already done this in RI2 

5. Step 2: Evaluate Are the details relevant? Are the details sufficient?
On topic
For the argument
Are the details sufficient?
Are there enough details?
Are the details high quality (logos-ethos-pathos?)
Are there errors in reasoning?
Is the counter-claim addressed? Crushed?

6. From Thomas Paine’s “The Crisis” (1776)
'Tis surprising to see how rapidly a panic will sometimes run through a country. All nations and ages have been subject to them. Britain has trembled like an ague at the report of a French fleet of flat-bottomed boats; and in the fourteenth [fifteenth] century the whole English army, after ravaging the kingdom of France, was driven back like men petrified with fear; and this brave exploit was performed by a few broken forces collected and headed by a woman, Joan of Arc. Would that heaven might inspire some Jersey maid to spirit up her countrymen, and save her fair fellow sufferers from ravage and ravishment!
Details:
Relevant?
Sufficient?
Error-free?