Claims: Fact, Policy, Value

Curriculum Area and Level

Subject: English Language Arts
Grade Level: 10th Grade
Common Core State Standards: CCSS.ELA-Literacy.W.9-10.1 (Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.)

Lesson Objectives

By the end of this lesson, students will be able to:

1. Distinguish between claims of fact, policy, and value.
2. Formulate examples of each type of claim.
3. Critically analyze texts to identify the type of claims being made.

Materials Needed

• Whiteboard and markers
• Projector and screen
• Handouts with sample texts
• Student notebooks and pens
• Cards labeled "Fact", "Policy", "Value"

Lesson Overview

Introduction (10 minutes)

1. Greeting and Settling In: Welcome the students and start with a brief recap of previous lessons on argumentation.
2. Engage the Students: Begin with a quick thought-provoking question: "What makes you believe in a fact, support a policy, or hold a value?"
3. Define Key Terms: Write "Fact", "Policy", and "Value" on the whiteboard. Provide succinct definitions:
   • Claims of Fact: Statements that can be proven or disproven with evidence.
   • Claims of Policy: Statements advocating actions or changes in policies.
   • Claims of Value: Statements evaluating the worth or morality of a particular subject.

Direct Instruction (15 minutes)

1. Detailed Explanation: Briefly elaborate on each type of claim using specific examples.
   • Claim of Fact: "The Earth revolves around the Sun."
   • Claim of Policy: "School start times should be later to improve student health."
   • Claim of Value: "Honesty is the most important virtue."
2. Guided Analysis: Project a short argumentative text and analyze it together with the class. Highlight and discuss which claims appear in the text and why.
3. Interactive Board Activity: Ask students to come up to the board. Hand out prepared cards and have them classify sample sentences into the three types of claims by placing their card under the correct category.

Group Activity (10 minutes)

1. Organize into Groups: Divide the class of 53 students into groups of four or five.
2. Task: Provide each group with a handout containing a set of mixed claims. Instruct them to categorize each into fact, policy, or value and prepare to justify their reasoning.
3. Peer Collaboration: Encourage students to discuss and come to a consensus about each claim.
4. Observation and Assistance: Walk around the room to support groups as needed, offering guidance and answering questions.

Conclusion (10 minutes)

1. Group Presentations: Invite each group to briefly present one example of each type of claim they classified.
2. Class Discussion: Facilitate a discussion on how the claims differed and which types of evidence or reasoning might support each type.
3. Reflection: Ask students to write a short reflection in their notebooks about what they learned regarding the formulation of claims, emphasizing the importance of using evidence and reasoning in arguments.

Homework Assignment

• Task: Students are to find a news article and identify at least two types of claims discussed in class. They should write a paragraph explaining why each identified statement is classified as a fact, policy, or value.
• Submission: Due next class.

Evaluation

• Participation in Group Activity: Observe and note student engagement and collaboration.
• Class Discussion: Informally assess students’ ability to articulate their understanding.
• Reflection and Homework: Collect and review the homework assignments and reflections to evaluate comprehension and ability to apply concepts.

This structured lesson plan is designed to engage 10th-grade students actively and ensure they grasp the intricacies of differentiating and formulating claims of fact, policy, and value. Use this to provide an immersive learning experience that encourages critical thinking and effective communication.