• The goal of this lesson is to build on students’ ability to recognize valid evidence used in support of a claim and how that helps the reader better understand the text. To assess students’ understanding of the concepts, confer with students about the valid evidence they have collected. Determine whether students are successful in meeting the goal of recognizing valid evidence to support a claim. Provide additional instruction if needed.
  • Describe valid evidence.
  • Explain how analyzing valid evidence helps a reader better understand text.

• Observe students during their discussions with partners. Evaluate students’ ability to do the following:

Focus Question: What is valid evidence?

As an anticipation guide for the lesson, write the following scenario and question on chart paper or distribute a copy to each student:

Jason’s family is going to the mall, but he doesn’t want to go. He argues that he should be allowed to stay home alone because he is eleven years old. He says that his friend Ray often stays home alone.

Based on the argument and evidence, should Jason be allowed to stay home?

Have students write their answers, but ask them not to share with anyone else at this time. Students will revisit and discuss their answers later in the lesson.

Part 1

Ask, “What makes something valid?” Record students’ responses on chart paper. Answers may include the following:

• It is true.
• It is on topic.
• It is reasonable.
• It is logical.
• It can be supported.
• It is important.

Ask, “What is evidence?” Record student responses on chart paper. Answers may include the following:

• proof
• the basis for your belief
• an indication of something
• support
• information that backs something up
• facts

Using the answers you have recorded, have students work with a partner to create a definition of the term valid evidence. As a class, decide on the best definition. For example: Valid evidence is true, reasonable information that is based on fact and supports an argument.

Part 2

Display the first of the Valid Evidence Samples (L-6-3-3_Valid Evidence Samples.doc) on an overhead projector/document camera. Ask, “Based on the claim, which choice is an example of valid evidence?” Discuss the choices students make. Continue through the examples, asking students to justify their answers.

Ask students to revisit the scenario from the beginning of the lesson and their answer to the question in the anticipation guide. Tell students that they may change their answer if they want to, based on the information they have learned so far in this lesson. Then ask students to share their answers and reasons with the class. Students should realize that Jason has not provided valid evidence to support his argument for staying home alone. Reasons may include the following:

• A person’s age does not determine whether he or she is capable of staying home alone.
• Just because someone else does something does not mean that you should be able to do it also.

Part 3

Have students chose a topic for discussion. You may wish to suggest topics, such as the following:

• recycling
• using cell phones in school
• raising the age limit for a driver’s license
• changing the start time for school
• having single-gender schools/classes
• offering healthier school lunch options

Ask students to do research and identify valid evidence to support the claim they would like to defend. Encourage students to use the Internet and print sources, such as newspaper or magazine articles. Remind students to think of the criteria for valid evidence when researching. Emphasize that not everything students find on the Internet is true, relevant, or logical. Have students record their evidence and sources on a Research Chart (L-6-3-3_Research Chart.doc).

Ask students to share what they have found with a partner. Encourage students to go through each piece of evidence individually, discuss why they think it is or is not valid, and record their reasons in the validity column on the chart. Tell students to make any changes to their work they feel are necessary.

As a final activity, ask students who chose opposite sides of a topic to present their evidence to the class. Ask the class to judge which evidence is valid and tell why.

Extension:

• Students who are ready to go beyond the standard may use the valid evidence they have collected and display it in a way that is appropriate for the topic. This might be a podcast, a letter to the editor, a letter to parents or the school principal, an advertisement, or a Web page.
• For students who need additional opportunities for learning, give them a claim such as “Global warming is increasing the temperature on our planet.” Send them to a Web site such as http://www.epa.gov/climatechange/kids/index.html to find valid evidence to support this statement.