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”