Scribd
Upload
927 views3 pages

Difference Between Reason and Evidence Lesson

Uploaded by

api-255074047
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
927 views3 pages

Difference Between Reason and Evidence Lesson

Uploaded by

api-255074047
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Name: Kim Russo Date: 3/10/14

Cooperating Teacher: Rebecca Burns


Grade Level: 6A Language Arts

Difference between Reasons and Evidence
Essential Questions
1. How can I effectively convince my audience to take the course of action I am
recommending?
2. How does evidence support an argument?

Common Core State Standards
1. CCSS.ELA-Literacy.W.6.1 Write arguments to support claims with clear reasons
and relevant evidence.
2. CCSS.ELA-Literacy.SL.6.1 Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse partners on
grade 6 topics, texts, and issues, building on others ideas and expressing their
own clearly.
3. CCSS.ELA-Literacy.RI.6.1 Cite textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text.
4. CCSS.ELA-Literacy.RI.6.8 Trace and evaluate the argument and specific claims
in a text, distinguishing claims that are supported by reasons and evidence from
claims that are not.

Student Objectives
1. Students will be able to understand what the difference is between a reason and
supporting evidence
2. Students will be able to identify evidence that supports their reason
Prior Knowledge
Students will understand what argument writing is. Some of the students who scored
well on their pre-test may know reasons and evidence from Social Studies DBQs or
gifted class from prior years.

Materials
1. 2 Post-It Notes
2. Chart Paper
3. E/R Cards
4. Definition of Reasons and Evidence
5. Types of Evidence Handout
6. E vs. R Statement Handout
7. Reason/Evidence Paragraph Handout
8. Index cards with Reason and Evidence Statements

Instructional Plan
1. Students will have taken pre-test the day before
2. Beginning: The students will arrive in the classroom and complete the Do Now
activity written on the board, which will direct them to copy down the nights
homework and grab 2 post-it notes. (3 minutes)
3. Body of Lesson:
a. The teacher will tell students to write down on one post-it note what they
think the definition of a reason is and on the other post-it notes, what they
think the definition of evidence is (5 min)
b. After students have completed this, the teacher will have students discuss
what they wrote in groups. Each group will have chart paper where they
will draw a T chart they will label one side reason and the other side
evidence and stick the post-it note under the respective side (5 min)
c. The teacher will the have the students walk around to each group to see
what others put, she will have some students share out what they believe
the definitions are (asking them what they believe the definitions are) (8
min)
d. The teacher will then explain that they are going to spend a day,
understanding what the difference is between evidence and reasons;
teacher will hand out Evidence/Reasons Definitions and go over this with
the students (10 min)
e. After the teacher is done explaining the difference between these two she
will handout the Types of Evidence handout and review this with them
(first asking them if they know any types of evidence) (5 min)
f. The teacher will then handout a series of 10 statement similar to their pre-
test she will have students complete this worksheet now that they
understand the difference between reasons and evidence (5 min)
g. After students are finished, she will hand out cards that say E or R on
them. With each statement she will have students hold up either their E
card for evidence or R card for reason depending on what they believe the
answer is. She will have a student share out their answer and ask why
they answered the way they did and what type of evidence it is (10 min)
h. The teacher will explain that they are going to move on to another activity.
She will handout a note card to each student. She will explain that the
statement on the card is either a reason or evidence. She will also tell
them that there are 2 difference topics among the note cards, explaining
that the students need to first find their peers with the same topic. Once
they have done that they are to figure out what note cards among their
groups are reasons and which note cards have supporting evidence for
those reasons (10 min)
i. After they are done, the teacher will have each group share out what they
have, asking them to identify which type of evidence it is (5 min)
j. The teacher will then handout a paragraph, explaining that the students
need to read the paragraph, pick out the reason, and then find the
supporting evidence within the paragraph. (7 min)
k. The teacher will then go over it, having the students lead the discussion. (5
min)
l. She will then explain that she is handing out a mini exit quiz to gauge
student learning (10 min)
1. Closure: The teacher will explain that tomorrow they are going to begin looking
at an article (2 min)

Assessment
1. The students will be informally assessed on their ability to participate and
contribute during class discussions.
2. The students will be formally assessed on their exit assessment

Homework
1. The students will come up with reasons (from their mind) for both sides to the
question: Should Humans Live Forever?

Adaptations for Students with Special Needs
1. Students will receive extra time for assignments
2. Teacher will read the directions to those specific students
3. Teacher will color code assignments/assessments, when necessary and applicable
4. Teacher will provide graphic organizers with definitions of key terms for these
students

You might also like