Student Teacher name: Sue Park

Target Students: Students in this class consist of 9th -11th graders in the entering and developing
stage of their English development (WIDA level 2-3). Most of them arrived in the US between 2
years or 8 months ago. As most of them have some English education in their home country, they
have some literacy in English.

Unit Name: Claim, Evidence, and Reasoning – Writing a persuasive paragraph

Unit Overview: In this unit, students learn about facts and opinions, claim evidence and reasoning,
and writing a persuasive paragraph. This unit is highly relevant to MCAS and will lead them to be
able to write an argumentative essay, which is an essential skill for their academic development.
2/14/2018
AGENDA

Conventions of Standard English: WIDA level 2-3 Can do descriptors

CCSS.ELA-LITERACY.L.5.1 Reading Level 2-3:
Demonstrate command of the conventions of -Making connections between statements that
standard English grammar and usage when make claims and those providing evidence
writing or speaking. (Because) -Evaluating the strength of evidence statements

Listening Level 2-3:

CCSS.ELA-LITERACY.WHST.6-8.1.B
Support claim(s) with logical reasoning and
relevant, accurate data and evidence that
demonstrate an understanding of the topic or
text, using credible sources.
WIDA ELD Standard 1
English language learners communicate for
social and instructional purposes within the
school setting.
-Identifying claims in oral statements
-Identifying language choices that represent
specific points of view from a series of oral
statements
Speaking Level 2-3:
-Offering facts or opinion statements as
appropriate to discussion
-Stating claims matched to evidence using a
series of related sentences

WIDA ELD Standard 2 Writing Level 2-3:

English language learners communicate -Expressing claims with evidence (e.g.,
information, ideas and concepts necessary for “Socialism is a good government system
academic success in the content area of because...”)
-Justifying reasons or opinions with evidence
Language Arts.
Content Objective:
1. SWBAT define what a ‘claim’ means.
2. SWBAT distinguish what strong and weak claims are.
3. SWBAT write a strong and weak claim about a given prompt.
Language Objective: SWBAT read, talk and write about the definition of ‘claim’ and strong and
weak claims.

Activator: What is claim? What is a strong claim and a weak claim?

Learning Activities: Checking for Understanding:

1. Review and checking for homework 5 Cold Call

min: Discuss what we studied yesterday Peer assisted translation
(about facts and opinions) as a whole Ask/answer questions for clarification
class and then students compare their Ask what we will do next
homework in groups.
2. Warm-Up & Do Now 5 min: Teacher E.g. What does a claim mean?
frames the learning by asking students to How can we define the word “claim”?
read the objectives. And then students What is opinion?
participate in the Do Now by making a What does informed mean?
sentence using “claim” as a group. What is a prompt?
3. Think pair share 5 min: Students will Is this sentence well-informed?
define “claim” as a group using the What is the this picture?
information given by the teacher. What are we doing now?
4. Model 5 min: Teacher models what What will you do next?
strong claims and weak claims are.. Who is your partner/group member?
5. Group work 10 min: Students identify How long are we doing this activity?
weak claims and strong claims as a group
and support their identification by
writing a sentence using “because”.
6. Pair work 15 min: Students make weak
and strong claims based on the prompts
given by the teacher.
7. Wrap-Up 5 min: Announce homework
and what we will do tomorrow.
Homework: Worksheets

Formative Assessment: Checking for understanding questions, oral responses in class, observation
of group work and written work.
Summative Assessment: Writing a persuasive paragraph based on a text at the end of the unit.
Differentiation Strategies Used/Accommodations Made:
One-on-one with teacher, pairing high/low partners, teacher acts out vocab as necessary, visuals,
small group and whole class discussions, organized materials.
Materials and resources needed:
The Powerpoint file for the lesson and Claim evidence and reasoning packet for students.