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Class Description: There are 27 students in this 6th grade standard inclusion science class with
14 females and 13 males. There are 9 students with IEP’s and 1 student with a 504 plan.
Accommodations include but are not limited to extended time, verbatim reading, selected
sections, visual cues, scribe, reduced distractions, chunking and frequent breaks.
Prior Knowledge: The students have just been introduced to how to create a claim and search
Alignment:
CCSS:ELA- Students will be able Lesson Assessment: The Activity 1: Formal discussion
LITERACY.RST.6-8.8 to use the Claim, students will complete a as a class on what claims,
Evidence, Reasoning graphic organizer on evidence and reasonings are.
Distinguish among facts, method in order to
honeybees using the
reasoned judgment identify and support Activity 2: Modeling of
CER method.
based on research their argument. completing a Claim-
findings and speculation Questions: Focus on Evidence-Reasoning graphic
in a text. evidence and reasoning organizer as a class with
portions of Claim- ShamWow television
Evidence-Response commercial.
(CER) method
Activity 3: Students will
complete CER graphic
organizer on honeybees with
a partner.
projector/screen. The students will also access Quizizz through their devices.
Lesson Procedure:
Introduction Activity:
Description: The teacher will already have the warm-up on the prepared PowerPoint
displayed on the screen. The students will join Quizizz and participate in approximately
10 questions, asking if the statement is either a fact or an opinion. Some of the statements
include: “My favorite animal is the zebra”, “Zebras are mammals” and “Zebras are the
best mammals”. This activity is aimed to help students distinguish whether various
Adaptations: The teacher will not allow music or pictures to be displayed after answering
each question on the Quizizz to reduce distractions for students to focus better.
Transition: The teacher will ask the students to put away their devices and have a
pen/pencil out while he/she hands out the worksheet titled “ShamWow”.
Description: The teacher will review the basic definitions of claim, evidence and
reasoning with the class by asking questions such as “what does a claim do?” and “why
do we need evidence?”. The teacher will elicit responses from various students in the
classroom. The teacher will also ask the students if pieces of evidence should be facts or
student with hearing loss, as well as those who thrive with visual cues.
Transition: The teacher will inform the students that “now we are going to watch a
commercial, develop a claim based off the commercial and support it with evidence and
reasoning”.
Description: The teacher will ask a student to read aloud the question on the
“ShamWow” paper. The teacher will tell the students that “as you watch the commercial,
think about what Vince wants us to”. [Play commercial]. The teacher will ask the
students what Vince wanted them to do and elicit responses (buy the product ShamWow).
The teacher will have the students write this down in the claim box on the graphic
organizer on the worksheet. Then the teacher will have the students “look for pieces of
evidence or ways that Vince convinces you why you should buy the product”. [Play
commercial again]. The teacher will elicit student responses on different pieces of
evidence they saw/heard Vince share in the commercial (i.e. holds 20x its weight in
liquid, 10-year warranty, works wet or dry, etc.). The students will then pick three of
these to write in each of their three evidence boxes on the graphic organizer. Then the
teacher will ask students to explain why that piece of evidence makes them want to buy
the product (the reasoning), which they will fill out as each piece of evidence is discussed
further in detail. The teacher will emphasize how the reasoning is what ties the evidence
back to the claim. Finally, the teacher will guide the students through a short conclusion
a CER graphic organizer, it will also be listed up on the screen for visual cue reference.
The commercial will also have captions on the screen for the student with hearing loss.
Transition: The teacher will have the students turn to the back side of the “ShamWow”
Description: The teacher will tell the students that “now that we have done an example of
how to complete the CER organizer together as a class, now I want you to try it out on
your own with a partner. Can I have a volunteer read the question for us?” A student will
read the question “why do honeybees use hexagonal shape for their honeycombs?”. The
teacher will play the video for the students, give them two or three minutes to write down
their claim, and then replay the video for students to listen again for additional pieces of
evidence. The teacher will be circulating around the room to ensure all students are on
track and completing the graphic organizer, offering assistance to students as needed.
Adaptations: The commercial will also have captions on the screen for the student with
hearing loss. The teacher may also help particular students scribe or only do selected
sections of the graphic organizer (i.e. only one or two pieces of evidence rather than
three.
Transition: The teacher will have the students return to their assigned seats and pass up
Closing Activity:
and reasonings by asking a few students to share their responses to the class, ensuring
Adaptations: The teacher will have the discussion questions written on the board for the
student with hearing loss, as well as those who thrive with visual cues.
Safety Valve: If extra time remains, the teacher will play an alternative version of “2 truths and a
lie” with “2 facts and an opinion”, where the students will write down two facts and one opinion.
Then a few students will share with the class their three statements (in no particular order) and
the class will have to identify which statement is the opinion. This game is to help students
recognize which statements are opinions and should not be used as pieces of evidence in their
CER’s.