CLAIM AND COUNTERCLAIM LESSON PLAN
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- Geraldine Fox
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1 Brooklyn Connections Brooklyn Public Library
2 AIM: OBJECTIVE: Students will use primary source documents to identify claims and counterclaims. Students will: Learn how to define both claim and counterclaim Practice making strong claims and strong counterclaims Analyze informational texts Locate evidence Practice defending claims and evidence with solid reasoning MATERIALS: Claim and Counterclaim Handout Primary Source(s) PROCEDURE: 1. Warm-up: a. Ask students to define claim i. Claim: something you believe ii. Note: claims don t have to be true b. Ask students to define counterclaim i. An opposing viewpoint; something said to offset someone else s claim ii. Note: a counterclaim is not necessarily the converse, simply a different opinion. 1. ie. Cars are the most important form of transportation vs. busses vs. airplanes vs. boats. 2. Group Practice: a. Practice making claims using popular characters: Harry Potter vs. Katniss Everdeen, Jay-Z vs. Beyoncé, etc. i. Educator will try to maintain order, getting a clear claim and then soliciting a clear counterclaim. ii. Encourage students to provide a reason for their claim; any reason will do, Because Katniss is a girl is an acceptable reason for this portion of the activity. b. Ask students: How do scholars support claims? c. Discuss the importance of evidence d. Return to original debate and ask students to think of ways they could support their claims with strong evidence: i. Jay-Z vs. Beyoncé: who has more awards? ii. Harry Potter vs. Katniss: which series made more money? 3. Independent Practice: a. Present students with a primary source document that has a Brooklyn Connections Brooklyn Public Library 2
3 clear claim and counterclaim - pro/con. i. The attached document is from the Girls High School Record, a student newspaper. Opinion columns in newspapers are helpful places to look. ii. You may also use multiple documents that discuss the same issue. b. Students will identify the two possible claims; write both claims in the available spaces on the T-chart. c. Students will then sift through the documents, locating evidence to support each claim. i. The Girls High School Record can be cut up into individual squares. Students will place each response under the correct claim (pro/con) and then pull evidence from the text. d. Once students have located evidence for both claims, they will choose the claim they think is the strongest and, along with two pieces of strong evidence, document it on the front of their handout. e. Students must defend their evidence choice and present their reasoning i. Reasoning is when students explain how and why their evidence supports their claim by providing analysis, acknowledgement of connections between ideas, etc. 4. Debate a. Ask a student to state their claim, their evidence, and their reasoning. b. Ask if any students disagree with that claim, can counter that evidence, or see a flaw in the reasoning. c. Continue, exploring different ways students supported their claims. ASSESSMENT: Utilize debate format to elicit class participation Collect work to verify completion and comprehension DIFFERENTIATION: For lower level students: Locate sources that clearly articulate claims and counterclaims Require less evidence Allow students to cut out pieces of evidence (ie. Girls High School Record) so they may physically separate the pros and cons For higher level students: Locate more challenging sources Provide a variety of sources, including some that do not support either claim, to allow students to think critically about evidence Require more evidence Brooklyn Connections Brooklyn Public Library 3
4 Ask students to prepare for a debate by identifying strong evidence and brainstorming possible counterevidence C.C.S.S. ADDRESSED: 4 th Grade CCSS.ELA-Literacy.RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided. CCSS.ELA-Literacy.W.4.9 Draw evidence from literary or informational CCSS.ELA-Literacy.SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 5 th Grade CCSS.ELA-Literacy.RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. CCSS.ELA-Literacy.W.5.9 Draw evidence from literary or informational CCSS.ELA-Literacy.SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. 6 th Grade CCSS.ELA-Literacy.W.6.9 Draw evidence from literary or informational CCSS.ELA-Literacy.SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. Brooklyn Connections Brooklyn Public Library 4
5 7 th Grade CCSS.ELA-Literacy.W.7.9 Draw evidence from literary or informational CCSS.ELA-Literacy.SL.7.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. 8 th Grade CCSS.ELA-Literacy.W.8.9 Draw evidence from literary or informational CCSS.ELA-Literacy.SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation. CCSS.ELA-Literacy.WHST.6-8.1a Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources. 9 th 10 th Grades CCSS.ELA-Literacy.RL Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. CCSS.ELA-Literacy.W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence CCSS.ELA-Literacy.W a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.W b Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns. Brooklyn Connections Brooklyn Public Library 5
6 11 th 12 th Grades CCSS.ELA-Literacy.RL Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain CCSS.ELA-Literacy.W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence CCSS.ELA-Literacy.W a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.W b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level, concerns, values, and possible biases. Brooklyn Connections Brooklyn Public Library 6
7 CITATION: Kifferstein, Claire. Inquiring Reporter. Girls High Record. 9 March Print.
8 NAME: CLAIMS AND COUNTERCLAIMS CITATION: Kifferstein, Claire. Inquiring Reporter. Girls High Record. 9 Mar Print. CLAIM: EVIDENCE: REASONING:
9 CLAIM 1: CLAIM 2:
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