Claim, Evidence, Reasoning: A Timed Argument Paragraph

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English Language Arts · English 9-12
SP-ELA912-011  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 2
Claim, Evidence, Reasoning: A Timed Argument
Paragraph
English Language Arts · English 9-12 · Grades 9-10 · 50 minutes
Time needed
50 minutes (one class period)
Prep
Copy the 2-page worksheet (one per student). Write the three CER definitions on the board.
Technology
None.
Student
independence
High. Students read and write alone, then swap with a partner.
Copies to make
One 2-page worksheet per student
Materials
Pencils or pens, Worksheet, Whiteboard or chalkboard, Clock or watch
Goal for today: Students will identify a claim, evidence and reasoning, and will write a timed paragraph that supports
a claim with data and explains why the data matters.
Before the bell
☐ Copy the worksheet, one per student (2 pages).
☐ Write on the board: CLAIM = your answer or position. EVIDENCE = facts, numbers or examples that support
it. REASONING = explain WHY the evidence proves your claim.
☐ Write this model on the board: Claim: Our class should keep a plant. Evidence: Plants add oxygen to a room.
Reasoning: More oxygen and a calmer room can help people feel more comfortable while they work.
☐ Keep the answer key on your desk. You do not need to know anything about writing to run this lesson.
Say this to start
Good morning! Today is an argument-writing day. You will read results from a made-up student survey, practice
spotting a claim, evidence and reasoning, and then write your own paragraph taking a side. There is no right side. A
strong paragraph uses the numbers and explains them. Everything you need is on the worksheet.


SubstitutePlans.com
English Language Arts · English 9-12
SP-ELA912-011  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 3
Run of show
Minutes
What you do
What students do
0–5
Take attendance the way the school requires. Hand out the
worksheet and read the directions aloud.
Look over the worksheet and take out a
pencil or pen.
5–12
Read the three CER definitions and the plant model on the
board aloud. Ask, “Which sentence is the claim? Which is
the evidence?” Take two or three answers.
Listen, answer, and copy the definitions in
the margin if they like.
12–22
Tell students to read the scenario and complete questions
1–6 on their own. Walk the room.
Answer the multiple-choice questions and
convert two survey numbers to percents.
22–42
Announce a 20-minute timed writing block for questions
7–10. Call out the time at 10 minutes and at 5 minutes left.
Tell students to write quietly.
Plan a claim, choose two pieces of
evidence, add reasoning, then write the
final paragraph in question 10.
42–47
Have students swap papers with a partner. Partners
underline the claim once, the evidence twice, and the
reasoning with a wavy line, and write one kind comment.
Mark a partner’s paragraph and give one
positive comment.
47–50
Collect all worksheets and place them in a stack for the
teacher.
Hand in the worksheet.
If things go wrong
• If a student says, “I don’t care about this topic,” remind them they can argue either side. The goal is writing a
clear paragraph, not winning.
• If a student cannot start, tell them to write the claim first, copy two survey numbers next, and finish with the
word “because.”
• If a student finishes early, ask them to check that the paragraph has a claim, evidence and reasoning, then
use the early finisher list.
• If the room is noisy during the timed block, say the block is silent writing time and write the minutes left on
the board.
Early finishers
• Write a second paragraph taking the opposite side. Use different evidence.
• Write a one-sentence answer to the other side’s strongest point.
Support and challenge
• Support: Let students use these starters for question 10: “The school should (or should not) add a break
because …” “For example, the survey shows …” “This matters because …”
• Challenge: Ask students to include a counterargument and answer it with the phrase “Although some
students worry that …, …”


SubstitutePlans.com
English Language Arts · English 9-12
SP-ELA912-011  ·  Free to print and use in your classroom  ·  substituteplans.com
Page 4
Notes for the teacher (you fill this in)
Jot a few lines before you leave. A full Daily Sub Report is in the free Sub Survival Kit at SubstitutePlans.com.
How far the class got / what to pick up next:
Students who were especially helpful:
Anything the teacher should know: