Objectives (5 - 7 minutes)

1. To understand the concept of "Relevant Evidence" and its importance in constructing a logical argument or claim.
2. To learn how to identify and select appropriate evidence from a text to support a claim or argument.
3. To develop the skill of analyzing and interpreting evidence in order to draw conclusions or make inferences.

Secondary Objectives:

• To improve critical thinking skills by engaging in discussions and activities that require students to evaluate the relevance and credibility of evidence.
• To enhance reading comprehension skills by actively reading and annotating texts in order to identify relevant evidence.
• To promote collaborative learning and communication skills through group discussions and presentations.

Introduction (10 - 12 minutes)

1. Review of Previous Knowledge (3 - 4 minutes)

   • The teacher reminds students of the basic elements of an argument, such as claim, evidence, and reasoning, which they have learned in previous lessons.
   • The teacher asks a few students to provide examples of arguments they have encountered in their daily lives or in other subjects, and to identify the claims, evidence, and reasoning used in these arguments.
   • The teacher emphasizes the role of evidence in supporting a claim and explains that not all evidence is equally valid or relevant.

2. Problem Situations (3 - 4 minutes)

   • The teacher presents two hypothetical situations to the class:
     • Scenario 1: A student claims that his dog ate his homework. The teacher does not believe the student's claim. What evidence could the student provide to support his claim, and how could the teacher evaluate the relevance and credibility of this evidence?
     • Scenario 2: A company claims that their product is the best on the market. What evidence could they provide to support this claim, and how could a consumer evaluate the relevance and credibility of this evidence?
   • The teacher encourages students to think about how they would approach these situations and what questions they would ask to evaluate the evidence.

3. Real-World Contextualization (2 - 3 minutes)

   • The teacher explains that the skill of identifying and evaluating relevant evidence is not only important in academic settings, but also in everyday life. Whether they are watching a news report, reading a book, or having a debate with a friend, they will need to be able to identify relevant evidence and use it to support their own claims or to evaluate the claims of others.
   • The teacher shares a real-world example, such as a controversial news story, and asks students to think about what evidence they would want to see before forming an opinion on the matter.

4. Introduction of the Topic (2 minutes)

   • The teacher introduces the day's topic: "Relevant Evidence". They explain that today, they will learn how to identify and select appropriate evidence from a text to support a claim or argument. This will involve reading and analyzing texts, evaluating the relevance and credibility of evidence, and making inferences based on the evidence.
   • The teacher emphasizes that this is a crucial skill for academic success, as it will help them in all subjects, from science to history to English. It will also help them in their personal and professional lives, as they will often need to make arguments and back them up with evidence.

Development (20 - 25 minutes)

1. Activity 1: "Evidence Detective" (10 - 12 minutes)

   • The teacher divides the class into small groups of no more than four students each. Each group is given a short article or passage that contains a clear central claim and several pieces of evidence supporting it.
   • The teacher explains that the students are "evidence detectives" and their task is to identify the relevant evidence and explain why they believe it is relevant. They should also note any evidence that they believe is not relevant and explain why.
   • The students are given about 5-7 minutes to read the text, underline or highlight the evidence, and discuss it within their groups. After this, each group shares their findings with the whole class, and the teacher provides feedback and clarifications as necessary.
   • The teacher then asks the students to consider how they identified the relevant evidence in their texts. They should discuss the characteristics of relevant evidence, such as its direct connection to the claim, its specificity, and its credibility.

2. Activity 2: "Evidence Match-Up" (10 - 12 minutes)

   • The teacher provides the class with a new set of short texts, each containing a central claim and several pieces of evidence. However, this time the evidence is mixed up and not in any particular order.
   • The teacher explains that each group's task is to match each piece of evidence to the correct claim. This will require them to consider the relevance of each piece of evidence to the central claim and the context in which it is presented.
   • The students are given about 5-7 minutes to work on the task. Each group shares their matched claims and evidence, explaining their reasoning. The teacher provides feedback and clarifications as necessary.
   • The teacher then asks the students to consider the challenges they faced in matching the claims and evidence. They should discuss how they overcame these challenges and what strategies they used to determine the relevance of each piece of evidence.

3. Activity 3: Class Discussion (5 - 6 minutes)

   • The teacher facilitates a class discussion about the activities. They encourage students to share their thoughts and experiences, and to ask any questions they might have.
   • The teacher asks the students to reflect on what they have learned from the activities. They should consider how the activities have helped them to understand the concept of "Relevant Evidence" and its importance in constructing a logical argument or claim.
   • The teacher also asks the students to consider how they can apply this knowledge in their own reading and writing. For instance, they might think about how they can use relevant evidence to support their arguments in essays or to evaluate arguments in texts they read.

Feedback (8 - 10 minutes)

1. Group Discussion (3 - 4 minutes)

   • The teacher holds a group discussion where each group shares their solutions, conclusions, and thoughts about the activities. This is an opportunity for students to learn from each other and gain different perspectives on the topic.
   • The teacher encourages students to explain how they determined the relevance of the evidence in the texts, and what strategies they used to match the claims and evidence in the second activity.
   • The teacher asks guiding questions to stimulate the discussion and ensure that the key points of the lesson are covered. For example, "How did you decide which evidence was relevant?", "What challenges did you face in matching the claims and evidence?", and "What have you learned about the importance of relevant evidence in constructing a logical argument or claim?"

2. Individual Reflection (3 - 4 minutes)

   • The teacher asks the students to take a few minutes to reflect on the lesson and write down their answers to the following questions:
     • What was the most important concept you learned today?
     • What questions do you still have about identifying and using relevant evidence?
   • The teacher emphasizes that it is okay if they still have questions or feel unsure about some aspects of the topic. The purpose of this reflection is to help them consolidate their learning and identify areas that they may need to review or explore further.

3. Wrap-up (2 minutes)

   • The teacher concludes the lesson by summarizing the main points about "Relevant Evidence" and its importance in constructing a logical argument or claim.
   • The teacher reassures the students that the skill of identifying and using relevant evidence is a complex one that takes time and practice to develop. They encourage the students to keep practicing this skill in their reading and writing, and to ask for help if they need it.
   • The teacher also previews the next lesson, which will build on the concepts and skills they have learned today. They remind the students to bring their questions and ideas to the next class.