Lesson plan
Find Author’s Claim with Reasons and Evidence
Learning Objectives
Students will be able to cite an author’s point, a supporting reason, and evidence from a nonfiction text.
Introduction
(5 minutes)
- Tell your class that they’ll be exploring answers to questions about a text, such as: What point was the author trying to make? How do you know? Where’s the evidence?
- Explain that an author’s point is an idea she or he is trying to make in their writing and that evidence is the proof that supports their point.
- Read the first of three nonfiction text selections. The selections should be no longer than a paragraph in length and include an author’s point with two instances of supporting evidence.
Explicit Instruction/Teacher modeling
(10 minutes)- Have students discuss what they think the author's point is, along with evidence that supports it.
- Set up the completed Author’s Claim, Reason, and Evidence teacher model covering everything but the title and author.
- Go over the first section of the read-aloud, moving from author’s point, to reason, then evidence, revealing the previously filled out answers as you discuss each part.
Guided Practice
(10 minutes)- Hand out the second of three nonfiction text selections for each student to read.
- As they finish, have your class think, pair, and share the author’s point, reasons, and evidence with a partner.
- Have your students fill out section B of the Author’s Claim, Reasons, and Evidence worksheet in their partnerships.
- Review class answers and provide feedback on clarity and accuracy of their responses.
Independent working time
(20 minutes)- Explain to you class that they will then perform this activity on their own with a third nonfiction text selection.
- Instruct them to fill in sections A and B of the Author’s Claim, Reasons, and Evidence worksheet.
- Hand out a copy of the Author’s Claim, Reason, and Evidence worksheet to each student.
- Answer any clarifying questions about the assignment.
- Post the Volunteer Sign-Up sheet for student groups or individuals to share their finished work during review time.
- Explain your class work time expectations and protocols.
- Instruct students to begin working.
Differentiation
Support:
- Offer these students copies of the Author’s Claim, Reasons, and Evidence worksheets with a prescribed text selection and author’s point so that they can focus on the reason and evidence.
- Classmates can work in strategic partnerships at your discretion.
Enrichment:
- Students may choose their own text selections from the prescribed text or a different text during work time.
Assessment
- Walk around during work time and check in with students to see that they have valid points, reasons, and supporting evidence.
- Ask leading questions to assist as needed. Examples include: Where is the evidence in the text that supports the author’s point? What’s the point and how do you know?
- A student roster with blank columns can be helpful for taking notes on each student as you perform quick check-ins.
- Assessment time is embedded into class work time. However, student work may be collected for review at a later time.
- Feedback forms at the closing of the lesson can be reviewed at a later time to evaluate how the lesson was received and to gather future teaching recommendations.
Review and closing
(10 minutes)- Allow class groups or individuals from the Volunteer Sign-Up sheet to share their finished work.
- Have your class work in partners to complete their End of Lesson Feedback Surveys and collect them.
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