Objectives (5 - 7 minutes)

1. To understand the concept of a claim in an argumentative essay and its importance in presenting a clear and concise viewpoint.
2. To learn how to identify a claim within a text or speech, and to distinguish it from supporting evidence.
3. To develop the ability to formulate precise claims that are specific, arguable, and relevant to the topic at hand.

Secondary objectives:

1. To enhance critical thinking skills by analyzing the effectiveness of different claims.
2. To improve communication skills by expressing their own claims in a clear and coherent manner.

Introduction (10 - 15 minutes)

1. Review of Prior Knowledge: The teacher will initiate the lesson by reminding students of the basic structure of an argumentative essay, which they have learned in previous classes. This includes the introduction, body paragraphs, and conclusion. They will also refresh the concepts of thesis statement and supporting evidence, which are crucial in understanding claims.

2. Problem Situations: The teacher will present two hypothetical scenarios to the students:

   • Scenario 1: A student is arguing that school lunches should be healthier. However, the student's points are all over the place, and it's hard to understand what their main argument is.
   • Scenario 2: A politician is making a speech about climate change. They mention a lot of facts and data, but it's not clear what their position is or what they are trying to convince people of.

3. Real-world Applications: The teacher will emphasize the importance of being able to identify and formulate precise claims. They will explain that this skill is not only essential for writing argumentative essays in school but also for engaging in meaningful discussions and debates in real life. They will give examples of situations in which a clear and precise claim is crucial, such as when presenting a business proposal, arguing a legal case, or advocating for a social cause.

4. Topic Introduction: The teacher will introduce the topic of claims by explaining that a claim is the main argument or point of view that a writer or speaker is trying to convey. They will show a few examples of claims from different texts or speeches, highlighting how these claims are distinct from the supporting evidence.

5. Engaging Curiosities: To grab the students' attention, the teacher will share two interesting facts:

   • Fact 1: In a court of law, the claim is often referred to as the "point of contention" - the main issue that the parties are disputing.
   • Fact 2: In the field of science, a claim is also known as a hypothesis - a proposed explanation for an observable phenomenon.

By the end of the introduction, the students should understand the importance of claims and be curious to learn more about how to identify and formulate them.

Development (20 - 25 minutes)

1. Definition of a Claim: The teacher will define a claim as the main argument or point of view that a writer or speaker is trying to convey. The teacher will highlight that a claim should be:

   • Specific: It should focus on a single issue or idea.
   • Arguable: It should be something that can be debated or disagreed with.
   • Relevant: It should be directly related to the topic at hand.

2. Characteristics of a Claim: The teacher will explain the three characteristics of a claim in detail, using examples to illustrate each point:

   a. Specificity: The teacher will explain that a claim should be specific to avoid ambiguity and ensure that the argument is clear. They will give an example: Instead of saying "technology is bad," a more specific claim could be "excessive use of smartphones can lead to social isolation."

   b. Arguability: The teacher will explain that a claim should be arguable. This means that there should be different viewpoints or opinions on the topic, and the claim should take a stand on one side of the argument. They will give an example: Instead of saying "the earth is round," a more arguable claim could be "the evidence overwhelmingly supports the view that the earth is round."

   c. Relevance: The teacher will emphasize that a claim should be relevant to the topic at hand. They will explain that an irrelevant claim can confuse the reader or listener and weaken the argument. They will give an example: If the topic is "Should the school start later in the morning?" a relevant claim could be "Starting school later in the morning can improve student performance and overall health."

3. Identifying a Claim: The teacher will provide step-by-step instructions on how to identify a claim within a text or speech, using a few examples. The process includes:

   a. Reading or listening to the text or speech carefully to understand the main argument.

   b. Identifying the sentence or sentences that express the main argument clearly and concisely. This is the claim.

   c. Checking if the claim is specific, arguable, and relevant.

4. Activity - Identifying Claims: After explaining the process, the teacher will lead an activity where the students listen to a short speech and identify the claim. The teacher will provide a few speeches on different topics. This activity will allow students to practice identifying claims and analyzing their characteristics. The teacher will provide feedback on each claim identified by students, reinforcing the key features of a claim.

5. Formulating a Claim: The teacher will guide students on how to formulate a precise claim. The steps include:

   a. Understanding the topic: The teacher will explain that formulating a claim starts with understanding the topic. Students should be clear about what they want to argue.

   b. Considering different viewpoints: The teacher will highlight the importance of considering different viewpoints on the topic. They will explain that formulating a claim involves taking a stand on one side of the argument, but this should be done after considering the evidence and other viewpoints.

   c. Writing a clear, specific, and arguable claim: The teacher will explain that the claim should be written in a clear, concise, and arguable manner. It should reflect the student's stance on the topic. Students will be guided to consider the characteristics of a claim while formulating their own.

6. Activity - Formulating Claims: In this activity, students will be given various topics. They will have to formulate a precise claim on each topic. They should keep the characteristics of a claim in mind while doing so. This activity will allow students to practice formulating claims and applying the characteristics of a claim. The teacher will provide feedback on each claim, reinforcing the key points.

By the end of the development stage, students should have a clear understanding of what a claim is, be able to identify claims within texts or speeches, and be able to formulate precise claims.

Feedback (8 - 10 minutes)

1. Group Discussion: The teacher will facilitate a group discussion where each group is given a chance to share their answers or solutions to the activities conducted during the lesson. The students should explain why they identified a particular sentence as the claim and how they formulated their own claims. This will promote peer-to-peer learning, as students can learn from their classmates' approaches and ideas.

2. Reflection on Learning: The teacher will ask the students to reflect on what they have learned in the lesson. They should think about the key concepts, the process of identifying and formulating claims, and the characteristics of a good claim. The teacher will guide the students to reflect on questions such as:

   • What was the most important concept learned today?
   • What was the most challenging part of the lesson, and how did you overcome it?
   • How will the skills learned in this lesson be helpful in your future studies or in real life?

3. Connection to Real-life Situations: The teacher will help students understand the practical applications of the skills learned in the lesson. They will explain how the ability to identify and formulate claims is essential not only in academic writing but also in everyday life. For example, when watching a news report, students can use these skills to identify the claims made by the reporter or the interviewees. When participating in a debate or discussion, they can use these skills to formulate their own claims and present a logical argument.

4. Addressing Unanswered Questions: The teacher will ask if there are any unanswered questions or areas of confusion. If there are, the teacher will address them and provide further clarification. If there are no questions, the teacher will reinforce the key points of the lesson and provide a brief summary.

By the end of the feedback stage, students should have a clear understanding of the concepts learned in the lesson, have reflected on their learning, and understand the practical applications of the skills learned.

Conclusion (5 - 7 minutes)

1. Summarization: The teacher will summarize the main points of the lesson, reinforcing the definition and characteristics of a claim. They will remind students that a claim is the main argument or point of view that a writer or speaker is trying to convey, and it should be specific, arguable, and relevant. The teacher will also recap the process of identifying and formulating claims, highlighting the importance of careful reading and critical thinking in these processes.

2. Connection of Theory and Practice: The teacher will explain how the lesson connected theoretical concepts with practical applications. They will remind students that they started by learning the theory behind claims, understanding what they are and what makes a good claim. They then applied this knowledge in practice, by identifying claims in speeches and formulating their own claims. The teacher will emphasize that the ability to identify and formulate claims is a practical skill that can be used in various real-life situations, from reading news articles to participating in debates.

3. Additional Materials: The teacher will suggest some additional materials for students who want to explore the topic further. These may include:

   • Online articles or videos that provide more examples and explanations of claims.
   • Worksheets or interactive exercises that allow students to practice identifying and formulating claims.
   • Sample argumentative essays or speeches that students can analyze to identify the claims and supporting evidence.

4. Relevance to Everyday Life: Finally, the teacher will explain the importance of the topic for everyday life. They will reiterate that the ability to identify and formulate claims is not just a skill for academic writing, but a crucial skill for effective communication and critical thinking. They will emphasize that this skill can help students make informed decisions, participate in discussions and debates, and understand different perspectives. The teacher will also highlight that this skill is valuable in many professions, from law and politics to science and business.

By the end of the conclusion, students should have a clear understanding of the main points of the lesson, see the connection between the theoretical concepts and practical applications, and understand the relevance of the topic for their everyday life and future career.