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Lesson Plan

This lesson plan for 7th-grade students focuses on analyzing supporting evidence related to social issues, particularly education. Students will engage in discussions, group activities, and presentations to identify various types of evidence such as factual knowledge, statistical inferences, informed opinions, and personal testimonies. The lesson aims to enhance students' critical thinking skills and their ability to differentiate between assertions and counterclaims.

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Ang Sarah A.
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171 views

Lesson Plan

This lesson plan for 7th-grade students focuses on analyzing supporting evidence related to social issues, particularly education. Students will engage in discussions, group activities, and presentations to identify various types of evidence such as factual knowledge, statistical inferences, informed opinions, and personal testimonies. The lesson aims to enhance students' critical thinking skills and their ability to differentiate between assertions and counterclaims.

Uploaded by

Ang Sarah A.
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Grade Level: 7

Subject Area: English / Social Issues


Duration: 40 minutes
Class Size: 7 Students
Learning Objective: Students will analyze supporting evidence to validate assertions and
counterclaims, identifying factual knowledge, statistical inferences, informed opinion, and
personal testimony.
Clear identification of different types of evidence.
Ability to distinguish between assertion and counterclaim.
Use of personal insights or previously known concepts in their responses.

Introduction / Motivation (7 minutes)


Start the lesson by displaying a thought-provoking quote related to a current social
issue (such as poverty, climate change, or education) on the board. For example:
"Education is the most powerful weapon which you can use to change the world." -
Nelson Mandela.

MY SUGGESTION: ASSIGN ONE WORD FOR EACH GROUP TO UNLOCK THROUGH


PICTURES.
1. EDUCATION, 2. POWERFUL, 3. WEAPON, 4. CHANGE, 5, WORLD

Let the students guess the quote. If they can't guess what the quote is, give the name
of Neslson Mandela as a clue.

Discussion Prompt: Ask students: “Why do you think education, or the lack of it, can
be a social issue?”
As students share their thoughts, encourage them to consider how their assertions
may be validated by evidence.
You can write the points /evidence mentioned by students.
Development / Discussion (5 minutes)
After a brief group discussion on the quote and education, introduce the main topic of
the lesson: analyzing different types of supportive evidence.
Explain Types of Evidence: Provide a short overview of the following:
Factual Knowledge: These are verifiable truths (ex: “15% of children worldwide are
not in school”).
Statistical Inferences: Data gathered from research that can indicate trends (ex:
“Countries that invest in education see a 70% increase in economic growth”).
Informed Opinions: Credible perspectives from experts in the field (ex: “Experts agree
that education reform is critical in reducing poverty rates”).
Personal Testimony: Individual experiences that illustrate broader problems (ex: “I
struggled academically because my family couldn’t afford school materials”).

Engagement/Application (10 minutes)

Activity: Analyzing Evidence in Groups 1 video for the whole class


ENGAGEMENT
Grouping: Divide the students into pairs or small groups (3-4 students each).

Material Preparation: Provide each group with a short article or video clip focusing on a social
issue relevant to the students (such as an article about the impact of tech in education, or a
video on climate change and youth activism).

Instructions:
Step 1: As a group, read the article or watch the video carefully.
Step 2: Identify at least one assertion made by the author or speaker and write it down
Step 3: For that assertion, find:
One piece of factual knowledge that supports or counters it.
One statistical inference that relates to the issue.
One informed opinion from an expert.
One personal testimony from either students' own experiences or anecdotes presented in the
article/video.

PRINT OUT SOME SOURCES OF INFO FOR EACH TYPE OF EVIDENCE


Step 4: Prepare a brief presentation (2 MINUTES PER GROUP) where each group will share their
findings with the class.

Presentation: Allow each group to share their work, encouraging questions and
discussions after each presentation. (2minutes per group)

ASSIMILATION
Objective Evaluation TRUE OR FALSE (5 MINUTES)

Closure (5 minutes)
Wrap up the lesson by highlighting the importance of being able to analyze the information
presented in society. Encourage students to practice these skills as they encounter various forms
of media going forward, reiterating that their ability to separate fact from opinion will empower
them in their personal and academic lives.

“What was one new thing you learned about supporting evidence?”
“How can understanding different types of evidence improve our arguments in discussions about
social issues?”
Encourage students to consider how they can apply these skills in their real lives or future
academic discussions.

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