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Claim, Evidence, and Explanation

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Presentation on theme: "Claim, Evidence, and Explanation"— Presentation transcript:

1 Claim, Evidence, and Explanation
CEE Paragraphs And SS Common Assessments

2 Claims You make claims everyday
The Seahawks are the best team in the NFL. Homework is the worst thing that students have to do in school. My little brother is a brat. The best Harry Potter book is the first one.

3 Claims Definition – a claim is an opinion that can be proven with evidence. At school you often have to read a story or an article. Teachers will give you a prompt about the article and you will have to create a claim. These claims have to be pretty specific.

4 Claim Strongly focused and clear Sustained throughout paper
4 Exceeds Standard 3 Meets Standard 2 Approaches Standard 1 Minimal Claim/Main Idea 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.RH Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions Strongly focused and clear Sustained throughout paper Claim/Main Idea relates strongly to provided information (context) Generally focused Generally sustained throughout paper – some loosely related material present Claim/Main Idea generally relates to and can be generally supported by provided information Attempts to express minimal Claim/Main Idea Claim/Main Idea not sustained throughout paper Claim/Main Idea does not relate to provided information Claim/Main Idea not evident in paper

5 Claim Examples from the SS Common Assessment
“Geography affected the development of ancient civilizations by providing certain natural resources and food.” “From ancient Egypt to ancient China, people thousands of years ago have settled in many different places. There are many factors regarding the variability; such as food, water, and climate.” “Geography affected the ancient civilizations because it kind of changed the way people lived.” “Geography affected the development of the ancient civilizations because it really mattered how much land you had, if the land was flat or bumpy, or if a lot of people lived there.”

6 Linking word (because, through, by…)
Claim Claims with subpoints Topic Linking word (because, through, by…) Subpoints. Geography can effect the development of ancient civilizations… because of their access to water, the resources that are available, and the climate. In “Ghost of the Lagoon,” Mako could be described as brave… because he saves his dog, he fights a large shark, and he stands up for his people. Archaeologists are similar to detectives they look for clues, investigate, and draw conclusions.

7 Claim IVF Strategy for Writing Claims IDENTIFY the Item Select a VERB
FINISH your thought Unit Seven, “Our Environment,” in the social studies book explains what can be done to prevent and to repair damage to our environment. The article, “Where Did TV Come From?” demonstrates the importance of providing funds for scientific research. Emily Dickinson’s poem, “I’m Nobody! Who are You?” compares life in the public eye with life as an ordinary person.

8 VERBS acknowledges adds asks blames clarifies confirms confronts
compares critiques defends defines demonstrates describes encourages endorses entertains explains explores features furnishes gives identifies illustrates invites lists names offers praises presents proves provides proposes recommends shows suggests supports teaches tells traces disproves

9 Claim Sustained Throughout Always check and make sure that your evidence and analysis is working to PROVE your claim!

10 Document Based Evidence
4 Exceeds Standard 3 Meets Standard 2 Approaches Standard 1 Minimal Document Based Evidence   CCSS.ELA-Literacy.RH.6-8.7 Integrate visual information (e.g., in charts, graphs, photographs, or maps) with other information in print and digital texts. CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of topic/text, using credible sources. CCSS.ELA-Literacy.WHST.6-8.2b Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples. Uses two or more specific pieces of text-based evidence from documents (including quotations) Evidence provides meaningful and significant development of claim/main ideas Documents cited appropriately for all evidence. Uses two specific references to documents to support general claim and ideas; uses some specific examples Evidence extends some ideas Documents cited appropriately for most evidence. Uses only one specific reference or only general evidence from texts Evidence weakly integrated Use of citations inconsistent or in error. Does not use text-based evidence Uses general evidence that does not support claim No citations

11 Evidence Unless text is not available, or you are referring to a picture or illustration, you should try to use quotes from the text. Use of quotes shows increased professionalism and is more persuasive than general facts. Choose your evidence wisely.

12 Evidence Transitions/citations into evidence…
Use transitional words or phrases to smoothly lead into your evidence. On page 94, it states, “….” The section titled “Our World” explores… In source 1, a map of civilizations during BC… Additionally, on page 94… Furthermore, the text goes on to state… As an illustration… The most compelling evidence is…

13 Analysis 4 Exceeds Standard 3 Meets Standard 2 Approaches Standard 1 Minimal Analysis CCSS.ELA-Literacy.RH.6-8.9 Draw evidence from informational texts to support analysis. CCSS.ELA-Literacy.WHST.6-8.1b Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of topic/text, using credible sources. Clearly integrates this evidence into the essay with effective analysis Analysis provides meaningful and significant development of claim/main ideas Supports claim/main idea thoroughly with effective elaboration, logical reasoning and relevant, accurate data. Adequately integrates information in the documents to the essay with analysis Analysis extends some ideas Supports claim with some elaboration, logical reasoning and relevant, accurate data Uses some analysis, but it does not always support claim and ideas Supports claim minimally with some elaboration, reasoning and data though it may be irrelevant or illogical at times No analysis present in paper Analysis does not support claim Does not support claim with elaboration, reasoning, or relevant data.

14 Explanation and Analysis
Transitions into explanation/analysis… Use transitional words or phrases to smoothly lead into your explanation/analysis. Therefore… Consequently… For this reason… This shows that…

15 Explanation and Analysis
Goal: Your explanation should be analyzing the text(s) and explaining WHY the EVIDENCE PROVES the CLAIM. You can use between 1-3 sentences to make your explanation in depth and clear.

16 Language and Vocabulary
4 Exceeds Standard 3 Meets Standard 2 Approaches Standard 1 Minimal Language and Vocabulary CCSS.ELA-Literacy.WHST.6-8.2d Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-Literacy.WHST.6-8.2e Establish and maintain a formal style and objective tone. Coherent, sophisticated use of language Precise vocabulary clearly and consistently expresses ideas Coherent, articulate use of language Precise vocabulary adequately expresses ideas Basic use of non-specific informal language Some use of repetitive words Vague, minimal or confusing use of language Distracting use of slang/idioms Multiple use of repetitive words

17 Style/Organization Logical progression of ideas from beginning to end
4 Exceeds Standard 3 Meets Standard 2 Approaches Standard 1 Minimal Style/Organization CCSS.ELA-Literacy.WHST.6-8.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons and evidence. CCSS.ELA-Literacy.WHST.6-8.1d Establish and maintain a formal style. CCSS.ELA-Literacy.WHST.6-8.2f Provide a concluding statement or section that follows from and supports the information or explanation presented CCSS.ELA-Literacy.WHST.6-8.2c Use appropriate and vaired transitions to create cohesion and clarify relationships among ideas and concepts. Logical progression of ideas from beginning to end Organization is clear, consistently followed, and effective in support of the argument Consistent use of a variety of transitional words and phrases to show the relationships between ideas Adequate progression of ideas from beginning to end Organization is evident in support of the argument but may show some inconsistencies Adequate use of transitional words and phrases to show the relationships between ideas Some progression of ideas from beginning to end Organization may be unclear, ineffective or both Inconsistent use of transitional words and phrases and/or little variety No progression of ideas from beginning to end Response may have no organization Few or no transitional words and phrases are evident

18 Claims – Evidence - Explanations
Claim Sentence 1st Evidence Sentence * Explanation Sentence Explanation Sentence 2nd Evidence Sentence * Explanation Sentence Explanation Sentence 3rd Evidence Sentence * Explanation Sentence Explanation Sentence Concluding Sentence

19 Claims – Evidence - Explanations
A good paragraph in 6th grade will have: One (maybe two) sentence(s) that is your claim Three sentences that have three specific pieces of evidence to prove your claim. At least one sentence - possibly more - that explains each piece of evidence. How many sentences is that? 7 to 10 sentences One concluding sentence

20 Example in SS Primary sources are important to use when studying the lives of people who lived in the past. In the textbook, a primary source is “something written or created by a person who witnessed a historical event” (pg. 40). Since a primary source was created by someone who was alive during the historical event, their recollection of that event would be more personal. If we are studying the lives of people from the past, we want a personal account, not a timeline of events. Examples of primary sources include letters, diary entries, and artifacts (pg. 40). If we want to analyze how what people valued or the attitudes they had, a letter or diary entry would be much more helpful than an encyclopedia or a textbook. In the “Discovery and Excavation of Shi Huangdi’s Tomb” article, the terra cotta warrior statues were primary sources that can give us information about the values of Ancient China. Analyzing these statues helps us to realize the importance of bravery and honor in Chinese culture. Primary sources are vital in understanding the people of the past.

21 Examples Geography affected the Ancient Civillisation because it kind of changed the way people lived. For example, if you had a mountain or a hill people could bulid some sort of shelter. Or maybe they could some how use rock on a mountain for tools. So Geography affected people’s shelter. Geography could also affect what happened to people. For example, maybe there was a tornado on a flat piece of land. People may have had houses there and they could get destrred. Or maybe a volcano erupted and blew up a small small village. Lastly, Geography could affect peoples food. Maybe some village lived by the ocean or a lake. People could catch fish, seal, whale, lobster, clams, shrimp and so on. That could be a very long supply’s worth of food. Geography can affect the way people live, eat, and what they use for weapons or tools. Many different life styles or culters could be because of geography

22 Document Based Evidence Language and Vocabulary
Actual Scores Claim/Main Idea Document Based Evidence Analysis Language and Vocabulary Style/ Organization 2 1

23 Examples Geography affected the development of ancient civilizations by providing certain natural resources and food. The people back then in 3500 to 1500 bc, decided to live near water sources like rivers and seas. Probably because of seafood and fish that supply good energy. Most people harvested wheat and other grains on farms, which was another food type. This type of food grows from good rich soil, so if geography in that era was dryer and had different earth, like sand instead of dirt, foods being eaten and grown would be much different. Houses were built from mud, which means it had rained in their lives enough to produce enough mud for multiple houses. Most civilizations were over 1,000 miles so climate could be different on either side of the area. On side (southern) might have more fish because its closer to a lake, and the northern grows crops so they trade foods with each other within a civilization. “Each house was occupied by one family.” This shows that multiple people had lived in the village, so each family member could have a job. The picture w/ egyptians shows that men do most of the harder work, while women helped with children and animals. Also there is a boat which shows that fishing and seafood is popular. Old civilizations depended on the perfect environment and geography to live.

24 Document Based Evidence Language and Vocabulary
Actual Scores Claim/Main Idea Document Based Evidence Analysis Language and Vocabulary Style/ Organization 3 2

25 Examples Source One speaks of where ancient Europe, Africa and Asia lived. What I noticed is that most civilization lived by major rivers, and assuming the rivers are fresh water, the river would most likely providing some sort of fish and drinkable water. Source 2 I believe dipicts aincent egyptians farming, most likely some sort of grain, like barley, and herding cattle or killing them for food. Finally, source 3 speaks of a civilization living in the stone age, with houses made of mud brick close together

26 Document Based Evidence Language and Vocabulary
Actual Scores Claim/Main Idea Document Based Evidence Analysis Language and Vocabulary Style/ Organization 1 3 2

27 Examples From Ancient Egypt to Ancient China, people thousands of years ago have settled in many different places. There are many factors regarding the variability, such as food, water, climate, and such. But geography is what determines this. The geography of a certain region also in the natural resource of that region. Geography strongly affected the development of ancient civilizations. In source 1, a map of civilizations during B.C., you can clearly see that the civilizations are located around bodies of water, which are also located near the coasts. This makes sense, since rivers and seas provide water, food, transportation, and other natural resources. In Source 3, an article about houses in ancient Syria, it is stated that “each house, made by mud brick” had several rooms and sills. The mud stated here is not possible to be made without water. In source 2, a mural of Ancient Egyptians working, you can see that they are mostly farming. Again, water made farming possible in ancient civilizations. If I refer back to Source 3, Stone Age farmers in Abu Hureya grew crops such as wheat and barley. These farmer would have needed to settle down around areas with plenty of water. The geography was a strong factor of how ancient civilizations were formed and developed. Water was one of the parts of geography that attracted civilizations, due to food, farming, transportation, etc. Geography provides proficient amounts of resources for people to live.

28 Document Based Evidence Language and Vocabulary
Actual Scores Claim/Main Idea Document Based Evidence Analysis Language and Vocabulary Style/ Organization 4 3

29 Examples Geography affects the development of ancient civilizations, in many behaviors, customs, and cultures. For example, the source 1 map showed that the centers of civilization were all near bodies of water including rivers. The inhabitants near these types of places would develop their culture growing up to fish or farm, due to the fact that they live near water. This would eventually develop their culture to be good fisherman or farmers. My second example to support that the geography affects many different things is source 2. It showed the Eygptions in the scorching sun working various tasks. The caption for the picture includes that “Eygptions at work with various farming related activities. This develops the culture to become farmers. A trait that can be passed along due to this is a work ethic. Many Eyptions can be hardworking because of how their ancestors lived, farming in the heat. The third source also supports my main idea. The Neolithic Village was a very wealthy village with multiple rooms, schematic motifs, and nearly every family got one. This shows that this culture will grow up without having to survive as much as other cultures, having nice shelters provided. These are three examples to why I think that geography affected the development of civilizations, changing their traits, lifestyle, and culture.

30 Document Based Evidence Language and Vocabulary
Actual Scores Claim/Main Idea Document Based Evidence Analysis Language and Vocabulary Style/ Organization 4 3

31 Practice “Malala The Powerful”


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