Claim Evidence Reasoning

Overview

Today students analyze central ideas in an excerpt from Mandela’s Journey using a consistent claim-evidence-reasoning (CER) routine. Students will practice how ideas emerge and develop by citing specific details and then write an objective summary supported by evidence.

Learning intentions

Students will be able to:

• Determine a central idea in Mandela’s Journey and explain how it develops across the text.
• Analyze how specific sentences and paragraphs shape and refine that central idea.
• Write a CER response that includes an arguable claim, relevant textual evidence, and reasoning that connects evidence to the claim.
• Provide an objective summary of the text based on the central idea and key supporting details.

Success criteria

• I can state a central idea in one clear sentence.
• I can choose strong evidence (quotes or precise paraphrases) that shows how the idea develops.
• I can write reasoning that explains the “so what” by linking evidence to the central idea.
• I can produce an objective summary that does not include personal opinions.

Curriculum links

• CCSS.ELA-LITERACY.RL.9-10.2: Determine a theme/central idea and analyze its development over the text using specific details; provide an objective summary.
• CCSS.ELA-LITERACY.RL.9-10.1: Cite strong textual evidence for explicit statements and reasonable inferences.
• CCSS.ELA-LITERACY.RI.9-10.5: Analyze how an author’s claims/ideas are developed and refined by particular sentences, paragraphs, or larger portions (applied here to author’s ideas in the narrative).
• CCSS.ELA-LITERACY.W.9-10.1: Write arguments to support claims using valid reasoning and relevant, sufficient evidence.

Lesson structure (60 minutes)

1. 0–5 min · Launch and goal. Teacher posts the day’s focus: central idea + development + CER. Students write the working question: “What central idea grows across the text, and how?”
2. 5–12 min · Quick model of CER. Teacher displays a short excerpt (one paragraph) and models:

• Claim (1 sentence)
• Evidence (1–2 quotes)
• Reasoning (connect evidence to central idea) Teacher highlights how wording in the evidence drives the reasoning. Students annotate the excerpt once for “idea clues” (actions, turning points, cause/effect, recurring concepts).

3. 12–28 min · Guided reading for central idea development. Teacher assigns students to small groups (3–4). Students read an assigned portion of Mandela’s Journey (teacher-prepared packet: beginning + middle section) and complete a “Central Idea Builder” worksheet:

• Box possible central idea statements.
• Underline details that show development (not just repeated words).
• Mark where the idea shifts, strengthens, or becomes more specific. Teacher circulates with a checklist: Is the central idea arguable? Are details specific? Is evidence connected to development?

4. 28–40 min · Short practice: CER paragraph (Worksheet A). Students individually complete Worksheet A using their best central idea:

• CER response about one development moment (e.g., a decision, a consequence, a change in attitude/strategy). Requirements on worksheet:
• Claim sentence uses an “because” structure or implies cause/effect.
• Evidence includes a quote or precise detail (with page/paragraph reference).
• Reasoning explains how the evidence shows the central idea emerging or being refined. Teacher provides a bank of reasoning starters (e.g., “This shows…,” “Because…, Mandela’s…,” “The author emphasizes…”).

5. 40–48 min · Partner check: evidence quality and reasoning link. Students swap worksheets and use a quick rubric:

• Evidence is specific and relevant.
• Reasoning connects evidence to the central idea (not just repeating the evidence).
• Central idea is consistent with both the claim and evidence. Teacher prompts one whole-class correction: “Which word/phrase in the evidence carries the most meaning?”

6. 48–55 min · Objective summary practice (Worksheet B). Students write a short objective summary (4–6 sentences) on Worksheet B:

• Sentence 1: identify central idea (without opinions).
• Sentences 2–4: key details in the order they appear, showing development.
• Final sentence: wrap up the refined idea or outcome. Teacher reminds students: avoid “I think,” “in my opinion,” or judgment statements.

7. 55–60 min · Exit ticket. Students submit:

• One central idea sentence
• One CER mini-line (Claim + Evidence + Reasoning in 2–3 additional sentences max)
• One line of where the central idea develops most (beginning/middle/end)

Resources

• Teacher packet excerpt(s) from Mandela’s Journey (beginning + middle section)
• Central Idea Builder worksheet (for group annotation)
• Worksheet A: CER paragraph template with sentence starters
• Worksheet B: Objective summary organizer (4–6 sentence frame)
• Evidence quality checklist / mini-rubric (teacher-provided)
• Highlighters or annotation pens
• Projector/board for the CER model and success criteria

Assessment

• Formative checks during guided reading: teacher conference notes on central idea clarity and evidence specificity.
• Worksheet A scoring using a 3-point rubric for Claim, Evidence, Reasoning alignment.
• Exit ticket review for central idea + development evidence + objective summary readiness.

Differentiation

• Support: Provide sentence frames for claims and reasoning; model one additional CER before independent writing if needed.
• Support: Offer an “evidence bank” of 6–10 prepared quotes/paraphrase snippets students can choose from (still require selecting which best shows development).
• Extension: Students add an “alternative claim” sentence and explain why their chosen claim better fits the text development using one extra evidence detail.
• EAL/SEN: Allow audio read-aloud of excerpts, reduce reading load by assigning shorter sections, and emphasize paragraph markers so students cite accurately.