Glow Goal Instruction Modules 6th Grade Team

Weeks 10-19

Quarter Two

Weeks 1-9

Quarter One

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Weeks 20-29

Quarter Three

Weeks 30-39

Quarter Four

Quarter Goals

Weeks 20-29

Quarter Three

Glow Goal Learning Targets

RI.8

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LT 1: ANALYZE the reasons an author uses to support a claim- DOK 3

Quarter Goals

LT 2: ANALYZE how evidence supports a stated reason -DOK 3

W.1

ANALYZE the reasons an author uses to support a claim.

RI 8 Learning Target One Roadmap

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A: Claim vs Reason

Quarter Goals

B: Reason vs Details/Evidence

C: Analyzing the function of reason

D: Distinguishing between reasons

E: CFA RI. 8 LT1

Q3 RI. 8 LT 1: Claim vs Reason

Read the sentence below:

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Passing periods should be longer because students need more time to move and reset their brains before returning to class.

Quarter Goals

Click the lightbulbs to explore the questions and make meaning from the text.

Q3 RI. 8 LT 1: Claim vs Reason

Claim

What the author belives

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Quarter Goals

reason

Why they belive it

Q3 RI. 8 LT 1: Claim vs Reason

Claim

• The position or opinion
• It is what the author wants you to agree with.

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Quarter Goals

Reason

• A reason explains the thinking behind that belief.
• It answers the question: Why should I believe your opinion?

Q3 RI. 8 LT 1: Claim vs Reason

Many schools should require uniforms because they reduce bullying and help students focus more on learning.

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Quarter Goals

2.) Underline:

• CLAIM in blue

• REASON in green

1.) Answer

Q3 RI. 8 LT 1: Claim vs Reason

• A claim is a belief or opinion that can stand on its own and make sense.

• Example: “Many schools should require uniforms.”

• This sentence tells what the author believes — even if nothing else is added.

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Quarter Goals

Q3 RI. 8 LT 1: Claim vs Reason

• A reason explains why the author believes the claim.

• To test if something is a reason, ask yourself “Does this explain why?”

• These sentences cannot stand alone because they only makes sense when it is connected to a claim.
• If a sentence answers “Why?” it is a reason — not a claim.

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Quarter Goals

Q3 RI. 8 LT 1: Claim vs Reason

• A claim states what someone believes.
• A reason explains why that belief makes sense.

• A reason depends on a claim.
• A claim does not depend on a reason.

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Quarter Goals

Q3 RI. 8 LT 1: Claim vs Reason

• The claim is not always the first sentence.
• Writers do not always start by stating what they believe. Sometimes the claim appears after background information, examples, or explanations.
• To find the claim, ask: “What is the author trying to convince me of?”.

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Quarter Goals

Q3 RI. 8 LT 1: Claim vs Reason

• A reason is not just any detail from the text.
• Details describe or give information.
• A reason explains why the claim makes sense.
• To test a sentence, ask: “Does this explain why the author believes their opinion?”

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Quarter Goals

Q3 RI. 8 LT 1: Claim vs Reason

• A reason supports the claim by making it more believable.
• If a sentence does not help convince the reader that the claim is true, then it is not a reason, even if it is interesting or related.

• If the sentence answers “Why should I believe this?” it is a reason.”

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Quarter Goals

Q3 RI. 8 LT 1: Claim vs Reason

• A reason supports the claim by making it more believable.
• If a sentence does not help convince the reader that the claim is true, then it is not a reason, even if it is interesting or related.

• If the sentence answers “Why should I believe this?” it is a reason.”

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Quarter Goals

Q3 RI. 8 LT 1: Claim vs Reason

Quick Test

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If I remove the claim, does this sentence still make sense? If yes,

Quarter Goals

Detail

Does this sentence explain why the claim is true? If yes,

Reason

Q3 RI. 8 LT 1: Claim vs Reason

Underline:

• CLAIM in blue

• REASON in green

Guided Practice

The AI Homework Debate

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Middle schools should officially allow students to use AI tools to help brainstorm ideas for their essays. Writing can be incredibly intimidating when you’re staring at a blank screen, and AI acts like a digital "co-pilot" that helps jumpstart the creative process. According to a 2025 tech literacy report, students who used AI for outlining saw a 30% increase in the complexity of their final arguments compared to those who worked entirely alone. This proves that technology doesn't have to be a way to "cheat"; instead, it acts as a power-up that allows students to focus on high-level thinking rather than getting stuck on the very first sentence.

Quarter Goals

Q3 RI. 8 LT 1: Claim vs Reason

Making Meaning

• 1.) Does the green part explain WHY the blue part might be true?
• 2.) What does this tell you about the job the reason does?
• 3.) If I remove the reason, do I still have a belief?

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Quarter Goals

Q3 RI. 8 LT 1: Claim vs Reason

Making Meaning

• 1.) Does the green part explain WHY the blue part might be true?
• 2.) What does this tell you about the job the reason does?
• 3.) If I remove the reason, do I still have a belief?

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Quarter Goals

Q3 RI. 8 LT 1: Claim vs Reason

Underline:

• CLAIM in blue

• REASON in green

Peer Practice:

with your shoulder partner

The Future of Digital Currency

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Every teenager should be required to take a mini-course on digital assets and cryptocurrency before they graduate middle school. The global economy is shifting toward digital-first payments, and ignoring this means students will enter the "real world" without knowing how to protect their money. Data from financial analysts shows that Gen Alpha will interact with digital wallets and decentralized finance three times more often than any previous generation. Because the landscape of money is changing so fast, being "financially literate" now requires understanding the blockchain just as much as understanding a physical bank account.

Quarter Goals

Q3 RI. 8 LT 1: Claim vs Reason

Underline:

• CLAIM in blue

• REASON in green

Independent Practice:

The Social Media "Age Up"

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The legal age for creating a social media account should be raised from 13 to 15 years old. While it might feel like "gatekeeping," the current age limit doesn't account for how much more addictive and intense algorithms have become in the last few years. Neurologists have found that the prefrontal cortex—the part of the brain that handles decision-making—is still under major construction during the ages of 11 to 14, making younger users more vulnerable to online pressure. Delaying access by just two years gives the brain a massive head start in developing the maturity needed to handle the "not-so-aesthetic" parts of the internet without burning out.

Quarter Goals

Self Check

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Quarter Goals

Q3 RI. 8 LT 1: Claim vs Reason

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Quarter Goals

Exit Ticket

Q3 RI. 8 LT 1: Reason vs Evidence & Details

Objective

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Students can distinguish between a reason and evidence/details in an argument.

Quarter Goals

Q3 RI. 8 LT 1: Reason vs Evidence & Details

Last lesson, we learned the difference between a claim and a reason. Today we go one level deeper.

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Today I will be able to:

Quarter Goals

Distinguish between a reason and evidence in an argument. Success Criteria: • I can identify a claim. • I can identify a reason. • I can identify evidence that supports a reason.

Q3 RI. 8 LT 1: Reason vs Evidence & Details

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School uniforms should be required because they reduce bullying.

Quarter Goals

• What is the claim?

• What is the reason?

Q3 RI. 8 LT 1: Reason vs Evidence & Details

Today we ask: What makes a reason stronger?

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Quarter Goals

Q3 RI. 8 LT 1: Reason vs Evidence & Details

School uniforms should be required because they reduce bullying. Studies show that schools with uniforms report 25% fewer bullying incidents.

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Quarter Goals

• Are both of these sentences reasons? (Turn & Talk)

"Yes they are both reasons because_____""No, one of them is a reason because_____"

Q3 RI. 8 LT 1: Reason vs Evidence & Details

What is a reason? what is evidence?

reason

why the claim is true

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Quarter Goals

evidence

proves the reason with facts, examples, or data

Q3 RI. 8 LT 1: Reason vs Evidence & Details

Reason

• answers why people should belive the claim

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Quarter Goals

Evidence

• proves the reason is believable

Q3 RI. 8 LT 1: Reason vs Evidence & Details

Claim

Evidence

Reason

Home

School uniforms should be required because they reduce bullying. Studies show that schools with uniforms report 25% fewer bullying incidents.

Quarter Goals

Students respond chorally

Q3 RI. 8 LT 1: Reason vs Evidence & Details

Claim

Evidence

Reason

Home

Video games can improve problem-solving skills because players must think quickly and make strategic decisions. Research from the University of Rochester found that gamers solved visual puzzles faster than non-gamers.

Quarter Goals

Students respond chorally

Q3 RI. 8 LT 1: Reason vs Evidence & Details

Underline:

• CLAIM in blue

• REASON in green

Guided Practice

• Evidence in Red

Home

Longer passing periods improve student focus because students need time to release energy. Teachers report that students are more attentive after breaks.

Quarter Goals

Cold Call & Response

Q3 RI. 8 LT 1: Reason vs Evidence & Details

Structured Practice

Junk food should not be sold in schools.

Drag & Drop to the sentence block

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CLAIM

CLAIM

It can negatively affect students’ health.

Quarter Goals

EVIDENCE

EVIDENCE

According to the CDC, children who eat more processed food are at higher risk for obesity.

REASON

REASON

Schools should promote healthy habits.

Label Each Sentence

Check Answers

Q3 RI. 8 LT 1: Reason vs Evidence & Details

Independent Practice

Schools should start later in the morning.

A 2023 survey found that 60% of teens reported feeling worse about themselves after scrolling social media.

Teen brains are still developing and need more sleep.

Research from the American Academy of Pediatrics shows that later start times improve academic performance.

Teens often compare themselves to unrealistic images online.

Social media can harm teenagers’ mental health.

Drag and Drop each sentence to the category boxes below

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Quarter Goals

Identify Claim,Evidence, Reasons

Reason

Evidence

Drag & Drop to sort the sentence types

CLAIM

Check Answers

Q3 RI. 8 LT 1: Reason vs Evidence & Details

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Reflection

Self Check

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Q3 RI. 8 LT 1A: Reason vs Evidence & Details

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Exit Ticket

Q3 RI. 8 LT 1: Function of Reasoning

Objective

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Students can analyze Author’s Reasoning & Intent

Quarter Goals

Q3 RI. 8 LT 1: Function of Reasoning

Last lesson, we learned to distinguish betwen reasons and evidence. Today we move from what the author says to why the author chose it.

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Quarter Goals

Today I will be able to:

Analyze why an author includes a reason and explain how it supports the claim. Success Criteria:

• I can identify the reason the author uses.
• I can explain how the reason supports the claim.
• I can explain what the author is trying to convince the reader of..

Q3 RI. 8 LT 1: Function of Reasoning

Think

Share

Pair

Home

School uniforms should be required because they reduce bullying.

Quarter Goals

• What is the claim?

• What is the reason?

"The claim is_____""The reason is____"

Q3 RI. 8 LT 1: Function of Reasoning

Last lesson we explained how a reason supports a claim. Today we ask a deeper question.

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Quarter Goals

Why would an author choose this reason instead of another one?

Independent Response

Volunteer to Share

Q3 RI. 8 LT 1: Function of Reasoning

Function and Inent

Why does and author include a reason?

Home

Quarter Goals

• Strengthen the claim
• Explain why they believe something
• Make the argument believable
• Convince the reader to agree

Q3 RI. 8 LT 1: Function of Reasoning

This is where we move from identifying parts to explaining purpose

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• The reason the author wrote the text

• Why did the author write this?
• What does the author want the reader to think?
• What does the author want the reader to believe or do?

Quarter Goals

Q3 RI. 8 LT 1: Function of Reasoning

You can find the author's purpose by asking:

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Quarter Goals

What is the author trying to make the reader believe?

Q3 RI. 8 LT 1: Function of Reasoning

Schools should start later in the morning because teenagers’ brains are still developing and require more sleep to function properly.

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Quarter Goals

• Claim: schools should start later in the morning

• Reason: because teenagers' brains are still devleoping

• 1.) Why does this reason matter?

• This reason matters because it shows that teens have a biological need for sleep.

• 2.) Why does the author include it?

• The author includes this reason to convince the reader that later start times are based on science, not opinion.

Q3 RI. 8 LT 1: Function of Reasoning

• Do not just repeat the reason.
• Explain why the reason matters

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Quarter Goals

This reason supports the claim because __________.

• it shows that…
• it explains why…
• it makes the reader believe that…

Q3 RI. 8 LT 1: Function of Reasoning

Reasons do not all support a claim in the same ways. Today you will learn to distinguish HOW a reason works.

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Three ways that a reason supports a claim:

• It explains a CAUSE
• shows why a propblem happens
• It shows an EFFECT or Result
• Shows what happened because of it
• Appeals to SCIENCE or FACTS
• Uses biology, research, or expert knowledge

Quarter Goals

Q3 RI. 8 LT 1: Function of Reasoning

Independent Practice

Sleep is essential for healthy brain function.

Lack of sleep affects memory and learning by 20%.

. Students who get more sleep are more focused in class.

Tired students have difficulty paying attention in school.

Teenagers’ brains are still developing.

Teenage brains require 8 hours of sleep to store and recall information with 80% accuracy

Drag and Drop each reason to the category boxes below

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Quarter Goals

A reason fits best in one category, even if it could partially fit another.

Show an Effect or Result

Appeal to science or facts

Drag & Drop to sort the reason types

Explain a Cause

Check Answers

Q3 RI. 8 LT 1: Function of Reasoning

• When we explain how a reason supports a claim, we are not repeating the reason. We are describing the job it is doing.
• You can use transition phrases to show exactly how the reason works. These transitions tell the reader what kind of support the reason provides.

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Quarter Goals

Q3 RI. 8 LT 1: Functioning of Reasoning

FUNCTION TRANSITIONS

"The reason supports the claim becuase______"

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By explaining the cause…

By showing the effect…

By appealing to science…

Quarter Goals

• by explaining how the brain/body works…

• by using scientific reasoning…

• by describing how something functions…

• by explaining why…

• by showing the cause of…

• by identifying the reason that…

• by showing the result of…
• by explaining what happens when…
• by describing the impact of…

Q3 RI. 8 LT 1: Function of Reasoning

Think

Share

Pair

Video games can improve problem-solving skills because players must make quick decisions and adapt to changing situations.

Home

Quarter Goals

• 1.) What is the reason?

• 2.) Why does this reason matter?

• This reason matters because __________

• 3.) Why does the author include it?

• The author includes this reason to _______

Q3 RI. 8 LT 1: Function of Reasoning

Review

Video games can improve problem-solving skills because players must make quick decisions and adapt to changing situations.

Home

Quarter Goals

• 1.) What is the reason?

• players must make quick decisions and adapt to changing situations.

• 2.) Why does this reason matter?

• This reason matters because making quick decisions and adapting are part of problem solving. (EXPLAINS A CAUSE)

• 3.) Why does the author include it?

• The author includes it because it shows how video games help players practice problem solving.

Q3 RI. 8 LT 1: Function of Reasoning

Video games can improve problem-solving skills because players must make quick decisions and adapt to changing situations.

Home

Quarter Goals

Complete the Frame

• The reason supports the claim becuase______

Independent Response

Volunteer to Share

Q3 RI. 8 LT 1: Function of Reasoning

School uniforms should be required because they reduce bullying and help students feel safer at school.

Home

Quarter Goals

What inference can be made about how the author supports the claim?

• The reason supports the claim becuase______

Independent Response

Volunteer to Share

Q3 RI. 8 LT 1: Function of Reasoning

School uniforms should be required because they reduce bullying and help students feel safer at school.

Home

Quarter Goals

What inference can be made about how the author supports the claim?

This is inference—you are explaining the author’s reasoning, not quoting.

Q3 RI. 8 LT 1: Function of Reasoning

Turn & Talk

School uniforms should be required because they reduce bullying and help students feel safer at school.

Home

Quarter Goals

Look closely:

This reason supports the claim because it says students feel safer.

Ask:

What’s missing?

Q3 RI. 8 LT 1: Function of Reasoning

School uniforms should be required because they reduce bullying and help students feel safer at school.

Home

"This reason supports the claim because it says students feel safer."

Quarter Goals

What’s missing?

• It does not explain how
• It restates the reason

Strong explanations describe connection, not repetition.

Cold Call

Q3 RI. 8 LT 1: Function of Reasoning

School uniforms should be required because they reduce bullying and help students feel safer at school.

Home

Quarter Goals

What inference can be made about how the author supports the claim?

Complete the Frame

• The reason supports the claim becuase______

Independent Response

Volunteer to Share

Q3 RI. 8 LT 1: Function of Reasoning

Longer passing periods improve student focus because students need time to release energy and reset their brains.

Home

Quarter Goals

1.) Identify the reason: Underline in blue2.) Describe how it supports the claim

Complete the Frame

• The reason supports the claim becuase______

Independent Response

Volunteer to Share

Q3 RI. 8 LT 1: Function of Reasoning

Longer passing periods improve student focus because students need time to release energy and reset their brains.

Home

Quarter Goals

A.) What conclusion can be drawn about the author’s reasoning for supporting longer recess? B.) Which statement from the paragraph best supports your answer?

Independent Response

Volunteer to Share

Q3 RI. 8 LT 1: Function of Reasoning

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Quarter Goals

Reflection

Self Check

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Quarter Goals

Q3 RI. 8 LT 1A: Reason vs Evidence & Details

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Quarter Goals

Exit Ticket

Q3 RI. 8 LT 1: Choising the Strongest Reason

Objective

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Students can Distinguish Strong Reasons from Strong-Sounding Details

Quarter Goals

Q3 RI. 8 LT 1: Choosing the Strongest Reasons

Today’s work is about choosing the best reason — not just any reason.

Home

Today I will be able to:

Quarter Goals

Distinguish between multiple plausible reasons and identify the strongest reason that supports a claim.

• Success Criteria:

• I can identify more than one possible reason.
• I can explain why one reason is stronger than the others.
• I can explain why some sentences sound like reasons but are not.

Q3 RI. 8 LT 1: Choosing the Strongest Reasons

Respond Chorally

Cold Call

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School lockers should be allowed for all middle school students.

Quarter Goals

• What is the claim?

• What makes something a reason instead of a detail?

Q3 RI. 8 LT 1: Choosing the Strongest Reasons

Independently Respond

Volunteer to Share

Now we raise the bar...

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Quarter Goals

• If two sentences both sound convincing, how do we decide which one is the author's real reason?

Q3 RI. 8 LT 1: Choosing the Strongest Reasons

Independently Respond

Volunteer to Share

• Some sentences sound like reasons because they give information.

• But not all information explains why the author believes the claim.

Home

Quarter Goals

Details can sound strong and use convincing vocabulary. Today we learn how to tell the difference betwen details and reasons.

Q3 RI. 8 LT 1: Choosing the Strongest Reason

Independent Practice

Students often carry heavy backpacks that can cause discomfort or pain.

Many schools already have lockers installed in the hallways.

Lockers help students organize their materials and reduce lost assignments.

Lockers have numbered doors and combination locks.

Lockers give students a place to store books they do not need for every class.

Drag and Drop each statement to the boxes, to distinguish between reasons and details/evidence

Lockers are usually made of metal and placed near classrooms.

Home

Quarter Goals

1. Identify which sentences are actual reasons theauthor believes the claim. 2. Identify which sentences sound important but are not reasons. 3. Be ready to explain why.

Details and Evidence

Drag & Drop to sort

Reasons

Check Answers

Q3 RI. 8 LT 1: Choosing the Strongest Reason

Cold Call

Defend Your Logic

Explain why you believe each staement is a reason or detail/evidence. Explain your thinking

Home

explains why lockers are beneficial (organization / academics)

A.) Lockers help students organize their materials and reduce lost assignments.

Quarter Goals

descriptive information, not connected to belief

B.) Lockers are usually made of metal and placed near classrooms.

background fact, not an explanation

C.) Many schools already have lockers installed in the hallways.

explains how lockers solve a daily student need (storage)

D.) Lockers give students a place to store books they do not need for every class.

explains a problem lockers help solve (physical strain)

E.) Students often carry heavy backpacks that can cause discomfort or pain.

specific features, not reasoning

F.) Lockers have numbered doors and combination locks.

Q3 RI. 8 LT 1: Choosing the Strongest Reasons

Independently Respond

Volunteer to Share

• A reason explains why the author believes the claim.

• A Detail/Evidence gives information but does not explain the belief.

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Quarter Goals

If it doesn’t answer why the author believes, it is not a reason.

Q3 RI. 8 LT 1: Choosing the Strongest Reason

Why Some Reasons Are STRONGER Than Others

Not all reasons are equal. Some reasons do a better job convincing the reader. A strong reason clearly explains why the author believes the claim and helps convince the reader.

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Quarter Goals

• Relevant
• Logical
• Clear
• Evidence-Based

Q3 RI. 8 LT 1: Choosing the Strongest Reason

What Makes a reason STRONG?

• Directly connects to the claim
• Stays focused on the argument (not side information)

Relevant

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Quarter Goals

Logical

• Makes Sense
• Shows Cause and Effect thinking
• Does not rely on opinions

Clear

• Easy to understand (simple, not vague)
• States one main idea
• Does not confuse the reader

Evidence Based

• Can be supported with facts, examples, or data
• Sounds believable and trustworthy
• Is something the author could prove

Q3 RI. 8 LT 1: Choosing the Strongest Reason

Quick Comparison

Not all reasons are equal.

Weak Reason

Strong Reason

Home

• Off-Topic
• Opinion-Based
• Vague
• Hard to Prove

• Relevant
• Logical
• Clear
• Easy to Prove

Quarter Goals

When there are multiple possible reasons,the strongest reason best meets all four criteria The strongest reason is the one that best explains why the author believes the claim..

Q3 RI. 8 LT 1: Choosing the Strongest Reason

Guided Practice

Choosing the Strongest Reason

Claim:

Middle schools should require students to read 20 minutes each night.

Home

Which sentence is the strongest reason the author believes this claim?

Quarter Goals

• A. Reading every night improves vocabulary and comprehension skills.
• B. Many students say they enjoy reading before bed.
• C. Some teachers assign reading homework.
• D. Books come in many different genres and styles.

1. Choose the strongest reason. 2. Be ready to explain why the others are weaker.

Q3 RI. 8 LT 1: Choosing the Strongest Reason

Guided Practice

Choosing the Strongest Reason

Claim:

Middle schools should require students to read 20 minutes each night.

Home

Which sentence is the strongest reason the author believes this claim?

Quarter Goals

• A is strongest because it clearly explains why nightly reading matters.
• It is relevant, logical, clear, and evidence-based.
• The others either describe preferences, background, or unrelated information.

Turn & Talk

Sentence A is the strongest reason because it clearly explains ______ and directly supports the claim by ______.

Q3 RI. 8 LT 1: Choosing the Strongest Reason

Independent Practice

Middle schools should require students to read 20 minutes each night because regular reading strengthens vocabulary and comprehension skills. Students who read consistently are more prepared for challenging academic texts. Although some students prefer other activities, reading daily builds habits that improve long-term academic success.

Home

Quarter Goals

Which sentence is the strongest reason the author believes students should read nightly?

Part A

Part B

Q3 RI. 8 LT 1: Choosing the Strongest Reason

Why might "Students who read consistently are more prepared for challenging academic texts." feel correct but still not be the correct answer?

Home

Quarter Goals

Because it sounds academic and important, but it is less provable and not as specific to the claim " nightly reading" vs "consistent". The strongest reason explains why they believe the claim. Other sentences may support it, but they are not the main reason.

Think

Pair

Share

Q3 RI. 8 LT 1: Choose the Strongest Reason

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Quarter Goals

Reflection

Self Check

Home

Quarter Goals

Q3 RI. 8 LT 1A: Choose the Strongest Reason

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Quarter Goals

Exit Ticket

Q3 RI. 8 LT 1: Function of Evidence

Objective

Home

Revisit argument structure and define evidence in connection to a reason.

Quarter Goals

Q3 RI. 8 LT 1: Function of Evidence

Last lesson, we learned to distinguish betwen reasons and select the strongest reason for an argument. Today we move to examining at how evidence supports a specific reason.

Home

Quarter Goals

Today I will be able to:

Analyze why an author includes specific evidence and explain how it supports the reason. Success Criteria:

• I can explain how evidence from the text supports a specific reason

Q3 RI. 8 LT 1: Function of Evidence

Cold Call

What do you remember about claims, reasons, and evidence from previous lessons?

Home

Quarter Goals

• What is the claim?

• What is the reason?

• What is the evidence?

Q3 RI. 8 LT 1: Function of Evidence

Claim

Evidence

Reason

Home

• A claim is what the author believes.
• A reason explains why they believe it.
• Evidence proves or explains the reason. It shows the reader why the reason is true, not just repeats it.

Quarter Goals

Q3 RI. 8 LT 1: Function of Evidence

Turn & Talk

Volunteer

What is the difference between a reason and evidence?

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Quarter Goals

• Evidence = text that supports a reason
• Evidence proves or explains the reason
• Evidence is not just a restatement of the reason or claim

• The reason explains why the author believes something, and the evidence shows that it is true.

Notice the Difference?

"A reason shows.....""Evidence supports...."

Q3 RI. 8 LT 1: Function of Evidence

How Evidence Supports a Reason

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Evidence Can Support a Reason by showing why the reason is true

Quarter Goals

Q3 RI. 8 LT 1: Function of Evidence

What Patterns Should You Look For? Does the Author:

Home

• Shows a result or effect
• Kids who get enough hours of sleep are able to focus better in class.
• Gives a fact or data that proves the reason
• According to a UCLA sleep study, children were able to recall and comprehend 36% better after eight hours of sleep.
• Gives an example that explains the reason
• The brain goes through several cycles of rest, recovery, and repair. Eight hours gives enough time to get through the cycles required for enhanced attention skills.
• Shows a comparison or contrast
• Unlike kids who get enough sleep, other students struggle with being able to pay attention in class

Quarter Goals

Q3 RI. 8 LT 1: Function of Evidence

Turn & Talk

Volunteer

Which of these patterns is easiest for you to recognize?

• Shows a result or effect
• Kids who get enough hours of sleep are able to focus better in class.
• Gives a fact or data that proves the reason
• According to a UCLA sleep study, children were able to recall and comprehend 36% better after eight hours of sleep.
• Gives an example that explains the reason
• The brain goes through several cycles of rest, recovery, and repair. Eight hours gives enough time to get through the cycles required for enhanced attention skills.
• Shows a comparison or contrast
• Unlike kids who get enough sleep, other students struggle with being able to pay attention in class

Home

Quarter Goals

“The pattern I notice most easily is _______ because _______.”

Q3 RI. 8 LT 1: Function of Evidence

Independent Practice

Sleep is essential for healthy brain function.

Lack of sleep affects memory and learning by 20%.

. Students who get more sleep are more focused in class.

Tired students have difficulty paying attention in school.

Teenagers’ brains are still developing.

Teenage brains require 8 hours of sleep to store and recall information with 80% accuracy

Drag and Drop the Evidence to the way it supports a reason below

Home

Quarter Goals

Evidence fits best in one category, even if it could partially fit another.

Show an Effect or Result

Appeal to science or facts

Drag & Drop to sort the reason types

Explain a Cause

Check Answers

Q3 RI. 8 LT 1: Function of Evidence

Turn & Talk

Cold call

Guided Example

Blended learning formats should be considered in all classrooms. Many students prefer online learning because it allows flexibility. Online classes let students learn at their own pace and review materials as needed, which helps them understand concepts better

Home

Quarter Goals

• Underline the reason in Green?
• Underline the evidence in Red?

Explain connection between the evidence and the reason

"The evidence supports the reason by ____"

Q3 RI. 8 LT 1: Function of Evidence

Blended learning formats should be considered in all classrooms. Many students prefer online learning because it allows flexibility. Online classes let students learn at their own pace and review materials as needed, which helps them understand concepts better

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Quarter Goals

• It shows examples : "own pace" and "review materials as needed"
• This evidence supports the reason by showing examples of how flexibility helps students understand concepts better.

Q3 RI. 8 LT 1: Function of Evidence

Turn & Talk

Cold call

Students should have Physical Education (PE) daily. PE is important for students’ health because it allows them to move and get exercise. Studies show that 30 minutes of activity improves concentration in class and reduces stress levels.

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Quarter Goals

• Underline the reason in GREEN
• Underline evidence in RED

How does the evidence support the reason?

• Explain a cause/result?
• Give an example?
• scientific reasoning
• Compare/Contrast

This evidence supports the reason because it shows that [reason] is true by [how it proves it].

Q3 RI. 8 LT 1: Function of Evidence

Turn & Talk

Cold call

Students who are not driven, should walk to school. Walking to school is safer than riding a bike because it reduces accidents. Many students are injured in bike related accidents such as traffic collisions.

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Quarter Goals

• Underline the reason in GREEN
• Underline evidence in RED

• How does the reason support the Evidence?

• Explain a cause/result?
• Give an example?
• scientific reasoning
• Compare/Contrast

• Write 1–2 sentences explaining how the evidence proves the reason using sentence frame

This evidence supports the reason because it shows that [reason] is true by [how it proves it].

Q3 RI. 8 LT 1: Function of Evidence

Not All Evidence is Equal

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Strong evidence directly proves the reason. Loosely related info may describe the topic but doesn’t explain the reason. Irrelevant info doesn’t connect at all.

Quarter Goals

Q3 RI. 8 LT 1: Function of Evidence

What Makes Evidence STRONG?

• Directly connects to the reason
• Stays focused on the argument (not side information)

Relevant

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Logical

• Makes Sense
• Shows Cause and Effect thinking
• Does not rely on opinions

Clear

• Easy to understand (simple, not vague)
• Proves one main idea
• Does not confuse the reader

Evidence Based

• Presents facts, examples, or data
• Believable and trustworthy source

Q3 RI. 8 LT 1: Function of Evidence

Types of Evidence: STRENGTH

• Relevant, Logical, Clear, and Evidence Based

Strong

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• Relevant to the reason
• Does not Prove or explain why or how the reason is true

Loose

Irrelevant

• Does not connect to the reason
• Off Topic

Q3 RI. 8 LT 1: Function of Evidence

Turn & Talk

Blended learning formats should be considered in all classrooms. Many students prefer online learning because it allows flexibility.

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• Find the reason, underline in GREEN
• Look at the evidence and decide which:
• is strongly related
• is loosely related
• is irrelevant.

Quarter Goals

School cafeterias offer lunch to all students, regardless of the learning format.

Some students enjoy online learning because they can choose different background music while studying.

Online classes let students learn at their own pace and review materials as needed, which helps them understand concepts better

Q3 RI. 8 LT 1: Function of Evidence

Did you Notice?

• Strong evidence directly proves the reason.

• Loose evidence may be true and related, but it doesn’t directly explain the reason.

• Irrelevant evidence doesn’t support the reason at all.

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Quarter Goals

School cafeterias offer lunch to all students, regardless of the learning format.

Some students enjoy online learning because they can choose different background music while studying.

Online classes let students learn at their own pace and review materials as needed, which helps them understand concepts better

Q3 RI. 8 LT 1: Function of Evidence

Independent Practice

Drag and Drop the Evidence to its strength category below

Evidence fits best in one category, even if it could partially fit another.

Online classes let students review materials as often as needed, which improves understanding of concepts

Some students enjoy choosing their own background music while studying online

School cafeterias offer lunch to all students, regardless of whether they are learning online or in-person.

Many students like using computers and tablets for school work

The school library has thousands of books that students can check out each year.

Students who can control their learning pace perform better on tests than those in strict schedule classes

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Claim and Reason is given below:

Hybrid learning helps students succeed. It allows students to learn at their own pace.

Quarter Goals

Loose

Irrelevant

Drag & Drop to sort the reason types

Sront

Check Answers

Q3 RI. 8 LT 1: Function of Evidence

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Reflection

Q3 RI. 8 LT 1: Function of Evidence

Self Check

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Q3 RI. 8 LT 1: Function of Evidence

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Exit Ticket

Example

Claim

Schools should start later in the morning.

Reason

Teenagers’ brains are still developing.

This reason supports the claim by appealing to science. It explains how teenagers’ brains function and why they biologically need more sleep.

Notice: • Transition first • Then explanation

The transition shows the type of support. The explanation shows the connection to the claim.

This sentence is NOT evidence because: • It does not prove a reason • It does not give facts, data, or examples • It states another belief It is a claim, not evidence.

It proves the reason

The study does not explain why. It proves the reason.

Optional Frame:

"This evidence is stronger than just saying ‘students like online learning’ because it _______"

Optional Sentence Frame

This evidence supports the reason because it shows that [reason] is true by [how it proves it].