Claim Catchers Worksheet Claim Catchers
Investigation Phase 01: Delineation
Name:
Date:
Yellow = Claim
The author's main point.
Green = Reason
The logical "why."
Blue = Evidence
The facts or proof.
Text Sample 8A
The Screen Time Solution
Middle schools must limit screen time during lunch breaks. Lunch should be a time for social interaction, not staring at devices. Without screens, students are forced to talk to one another and build social skills. According to the National Health Institute, students who socialize face-to-face during breaks report 20% lower stress levels than those who use phones. Furthermore, screens during lunch lead to physical inactivity. A 2022 school study showed that students without phones walked 500 more steps during lunch than students with phones.
Investigation: Identify the Components
1. Which of the following is the author's main claim?
a
Lunch breaks should be longer for middle school students.
b
Middle schools must limit screen time during lunch breaks.
c
Social interaction is more important than academic studies.
d
Students should be allowed to use phones for educational purposes.
2. Which of the following is a REASON provided by the author to support the claim?
a
Middle school students report being very stressed.
b
Lunch should be a time for social interaction, not staring at devices.
c
2022 was the year that school studies changed drastically.
d
Teachers prefer when students don't have phones in the classroom.
3. Which piece of EVIDENCE supports the idea that lunch without screens improves social skills?
a
According to the National Health Institute, face-to-face interaction reports 20% lower stress.
b
A 2022 school study showed students walked 500 more steps.
c
Students report that they enjoy talking to their friends more than texting.
d
Teachers observed students talking more in the hallways.
4. Which piece of EVIDENCE supports the author's point about physical inactivity?
a
Walking 500 steps is equivalent to one mile of activity.
b
Students without phones walked 500 more steps during lunch than those with phones.
c
Physical education classes are being cut in many middle schools.
d
Staring at a device causes neck and eye strain.
Final Lab Note
Based on the evidence provided, does the author make a strong argument? Why or why not?
Argument Anatomy Slides Investigation Phase 01
ARGUMENT
ANATOMY
Delineating the build of a persuasive text.
Standard RI.8.8
Today's Mission
1
Delineate
We will trace the outline of an argument to see how it is built.
2
Identify
We will spot the Claim , the Reasons , and the Evidence .
The Argument Lab
An argument isn't a "shouting match." It is a logical build designed to persuade you to think or do something.
"Every argument is like a building. If the foundation or the supports are weak, the whole thing falls down."
CLAIM
Reason
Reason
Reason
Evidence
Architecture of Persuasion
Lab Report: Key Terms
CLAIM
The big idea or opinion the author wants you to believe.
"Schools should start at 10:00 AM."
Reasons
The logical 'whys' that explain the claim.
"Teens need more sleep to learn effectively."
Evidence
The facts, stats, or quotes that prove the reasons.
"A CDC study shows 70% of teens are sleep-deprived."
Live Sample Analysis
Delineating an Argument
"Our city needs more bike lanes. First, bike lanes keep cyclists safe from busy traffic. According to a 2023 traffic safety report, cities with bike lanes have 40% fewer accidents involving bikes."
Claim
Reason
Evidence
CHECKPOINT
"True or False: An author's reasoning is just another word for their evidence?"
TRUE
FALSE
Evidence Lab Teacher Guide Evidence Lab Guide
Teacher Resource: RI.8.8 Instruction
SPED Track
Lesson Pacing
Day 1: Anatomy
0-15m: Intro & Vocab Scaffolds15-30m: Guided "Bike Lane" Work30-50m: Claim Catchers Worksheet
Day 2: Evaluation
0-15m: Truth Test Slides15-25m: Junk vs. Gem Sorting25-50m: EOG-Style Assessment
Scaffolding Strategies
Visual Coding
Consistent color-coding (Yellow/Green/Blue) for argument parts helps students navigate complex texts without feeling overwhelmed. Use highlighters or colored pencils.
"Junk" vs. "Gem"
Frame irrelevant evidence as "Junk." It might be true, but it doesn't support the specific claim. This makes the abstract concept of relevance more concrete.
Key Lesson Assets
Comprehensive Answer Key
Refer to the Evidence Lab Answer Key document for full solutions, rationales, and sample responses for all unit assessments and activities.
Delineation Practice Key
Sorting Logic Key
EOG Assessment Key
Sample Written Responses
Guided Lab Handout Guided Lab Sheet
Day 1: Guided Delineation Practice
Name:
Claim
Reason
Evidence
The Bike Lane Project
Our city needs more bike lanes. First, bike lanes keep cyclists safe from busy traffic. According to a 2023 traffic safety report, cities with bike lanes have 40% fewer accidents involving bikes. Also, bike lanes encourage people to exercise. A local gym survey found that people were 2 times more likely to bike to work if there were protected lanes.
C
Identify the Main Claim
a
Safety reports are yearly.
b
The city needs bike lanes.
c
Gyms are popular.
d
Lanes are the best way.
R1
First Reason
a
Lanes keep cyclists safe.
b
Traffic is busy.
c
Bike lanes are green.
d
Accidents are bad.
E1
Evidence for R1
a
Opinion of a rider.
b
2023 Safety Report.
c
A bike photo.
d
News article.
R2
Second Reason
a
Encourage exercise.
b
Better than driving.
c
Gyms are fun.
d
Protected lanes.
E2
Evidence for R2
a
Local gym survey.
b
Health magazine.
c
A gym member.
d
Traffic report.
Investigation Protocol Complete
Teacher:
KEY: 1:B, 2:A, 3:B, 4:A, 5:A
Evidence Lab Script LAB INSTRUCTION SCRIPT
Teacher Script: RI.8.8 Unit
CONFIDENTIAL: FOR TEACHER USE
Day 1: Anatomy of Argument
Introduction (Slides 1-3)
"Welcome, investigators. Today we are entering the Evidence Lab. In the real world, people are always trying to get you to buy something or believe something. An argument isn't just people yelling; it's like a building. If the pieces aren't put together right, the whole thing collapses."
Teacher Note: Use the building analogy on Slide 3 to emphasize that every piece (claim, reason, evidence) has a job.
The Vocabulary (Slide 4)
"Before we start, we need our lab tools. The Claim is the big boss—the main idea. The Reasons are the supports. They answer 'Why?'. The Evidence is the cold, hard facts. If I say 'I'm the best basketball player' (Claim), my reason is 'I score a lot' (Reason), and my evidence is 'I scored 30 points last night' (Evidence)."
Guided Practice (Slide 5 + Handout)
"Look at your Guided Lab Sheet. Let's trace the 'Bike Lane' case. Grab your yellow highlighter. What is the author's big idea? (Wait for: More bike lanes). Correct. Highlight it yellow. Now, find the 'why'. Why do they want bike lanes? (Wait for: Safety). Highlight 'bike lanes keep cyclists safe' in green. Finally, find the proof. What study or fact do they use? (Wait for: 2023 report). Highlight that in blue."
Day 2: The Truth Test
The Shift (Slides 1-2)
"Yesterday we found the parts. Today, we test them. Just because a building has walls doesn't mean they are strong. We're looking for 'Junk Evidence'—stuff that sounds like proof but actually does nothing to support the claim."
Junk vs. Gem (Slide 4 + Sorting Activity)
"Take out your Junk vs. Gem cards. Look at the claim: 'We need more recess.' Card A says: 'Recess is my favorite time.' Is that a Gem (fact) or Junk (opinion)? It's Junk! It doesn't prove we *need* more time; it just says you like it. Card B says: 'Studies show focus improves after exercise.' That's a Gem! It's relevant."
EOG Strategy (Slide 5)
"On your test, they'll ask which piece of evidence 'least supports' the claim. That's code for 'Find the Junk.' Don't get tricked by a sentence that is true but doesn't match the topic. Always ask: Does this fact actually prove the claim?"
Lab Debrief: Wrap Up
"Investigators, you've done excellent work today. You didn't just read—you analyzed. You spotted the architecture of an argument and filtered out the noise. When you walk out these doors and see an ad or hear a speech, I want you to look for the building blocks. Is it a strong tower, or is it built on junk? Lab dismissed."
Evidence Experts Slides Investigation Phase 02
The Truth Test
Evaluating the quality of an author's argument.
Evaluating RI.8.8
Today's Shift
Yesterday: Delineate
Identifying the parts of the argument. (What is there?)
Today: Evaluate
Judging if the argument is strong and makes sense. (Is it good?)
The Evidence Inspection
Relevant
Does the evidence actually relate to the claim?
Sufficient
Is there enough evidence to prove the point?
Sound
Does the reasoning make logical sense?
Watch Out: Irrelevant Evidence
Sometimes authors add "junk evidence" that sounds good but doesn't support the claim.
Claim: We should have more recess time.
"Studies show students focus better after physical activity." (Relevant)
"My favorite recess activity is playing tag." (Irrelevant / Personal Opinion)
EOG STRATEGY
Analyzing Question Stems
"Which piece of evidence least supports the author's claim?"
How to solve:
Find the claim first.
Eliminate the choices that ARE good evidence.
Pick the one that is not relevant.
LAB EXIT TICKET
"In your own words, what makes evidence sufficient?"
Wait for Teacher Instructions
Evidence Lab Answer Key Evidence Lab Answer Key
Confidential: Teacher Use Only
Evaluation Phase
Guided Lab Handout
Claim
B
R1
A
E1
B
R2
A
E2
A
Claim Catchers Worksheet
Q1 (Claim)
B
Q2 (Reason)
B
Q3 (Evid)
A
Q4 (Evid)
B
Evidence Sorting Activity
Gems (Relevant)
CDC studies (70% sleep-deprived)
Test scores increased by 15%
Walking to bus stop in the dark
Junk (Irrelevant)
Chocolate pancakes favorite breakfast
Waking up early vs. waking up late
Saturday morning sleep feels good
Argument Analysis Practice
Q1
B
Q2
C
!
Q3
A
Q4
A
Key Rationales
Q2 (C): Blue preference is personal opinion, not evidence for bullying reduction.
Q4 (A): Reasoning is sound as it offers logical alternatives for student self-expression.
Argument Analysis Practice Argument Analysis
EOG Formative Assessment: RI.8.8
Name:
Score:
The Truth About School Uniforms
ID: EOG-8-042
[1] Many school districts across the country have debated whether or not to require students to wear uniforms. After reviewing the data, it is clear that middle schools should implement a mandatory uniform policy. Uniforms create a professional environment that prepares students for the future workplace.
[2] One major reason uniforms are beneficial is that they reduce bullying. When all students wear the same thing, there is less pressure to wear expensive, trendy clothing. According to a 2021 study by the National Education Board, schools with uniform policies reported a 30% decrease in peer-to-peer bullying related to physical appearance. Most students say they like the color blue anyway.
[3] Furthermore, uniforms help improve student safety on campus. It is much easier for staff to identify intruders if everyone in the building is wearing the designated school attire. In Long Beach, California, school crime fell by 74% after a uniform policy was introduced. This makes school a safer place for teachers to work as well.
[4] Some people argue that uniforms limit self-expression, but students can still express themselves through their academic work and extracurricular activities. The focus of school should be on learning, not fashion.
1. Which sentence from paragraph 1 contains the author's primary claim?
a
Many districts have debated uniforms.
b
Middle schools should implement a mandatory policy.
c
Uniforms create a professional environment.
d
Data shows that uniforms are popular.
2. Which evaluation best describes the "blue" sentence in paragraph 2?
a
Relevant: It supports the student preference.
b
Sufficient: It proves uniforms are better.
c
Irrelevant: It doesn't support reducing bullying.
d
Sound: It explains why blue is chosen.
3. How does the Long Beach example contribute to the argument?
a
Relevant evidence for a decrease in crime.
b
Sound reasoning for California schools.
c
Irrelevant evidence due to location.
d
Biased evidence against uniforms.
4. Evaluate the reasoning in paragraph 4 regarding self-expression.
a
Sound: Offers logical alternatives for students.
b
Not sound: Students must wear fashion.
Evidence Sorting Activity Junk vs. Gem
Evidence Sorting Mat
Name:
Sorting Protocol
The author's claim is: "Schools should start at 10:00 AM." Use the cards from the next page. Are they Gems (relevant facts that support the claim) or Junk (opinions or irrelevant facts)?
Gems
RELEVANT EVIDENCE
Junk
IRRELEVANT EVIDENCE
Evidence Card Deck
Carefully cut these cards out for your sorting mat.
"CDC studies show that 70% of teenagers are chronically sleep-deprived."
"My favorite breakfast is chocolate pancakes with syrup."
"Test scores increased by 15% in schools that moved their start time to 10:00 AM."
"Students who wake up early are better at waking up than people who wake up late."
"Middle school students often have to walk to the bus stop in the dark."
"Sleeping in feels very good on Saturday mornings."
Return your scissors and scraps when finished!
