Reading Lesson- Day 1

Your Name:

Andrew Mickunas

Subject: (circle one) Language Arts

Grade Level: (circle one) K 1 2 3 4 5 6

Social Studies

Mathematics

Science

Lesson Title: Reasons and Evidence to Support a Particular Point In Text

Materials Needed: An Argument against Television for Children by Seth Mullins, Dry Erase
Board, Dry Erase Markers, Graphic organizer, Anchor Chart
Prerequisite Skills: Ability to listen, ability to write, ability to attend to a read aloud, ability to
work with peers.
Standard(s):
CCSS.ELA-LITERACY.RI.5.8
Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point(s).
Lesson Objective(s):
After students listen to read aloud and teacher modeling, fourth grade students will describe
claim, reasons, and evidence in text.
Student objective: I can describe claim, reasons, and evidence in text.
Instructional Strategies Used: Advance organizer (bridge), Anchor Chart, Think-Pair-Share,
Graphic Organizer, Direct Instruction, read aloud, Highlighting Pertinent Information with Color
Coding.
1. Provide objectives: (What are students going to learn?)

Time: 1 minute

1. Today we are going to learn how to find claims, evidence, and reasons in text. (Students read
objective. Objective is on ELMO).
2. Demonstrate knowledge or skill: (Input/Modeling by the teacher)

Time: 7 minutes

(Inspired by S. Chapman & W. Call, Professional Learning Community, Wright Elementary,

February 29th, 2016).

1. Teacher uses anchor chart as model.

a. Teacher describes each component of CRE.
a. Teacher provides a hypothetical example to class to illustrate the three components:
a. Claim: Boys and girls that play basketball during recess are stronger than kids
that play kickball
b. Reasoning: Basketball exercises more muscles than kickball.
c. Evidence: Research shows that those who play basketball can lift more weight
than those who play kickball.
b. Anchor chart shows advance organizer as a bridge (on anchor chart) that leads from
the claim to the evidence. In other words, the reasoning connects the claim to the
evidence. Without the reasoning, the claim and the evidence are not connected.
c. After this lesson, teacher will add todays reading example to anchor chart.
2. Teacher reads aloud An Argument against Television for Children under ELMO.
1. After completing guided practice, teacher models the use of a graphic organizer to
facilitate learning.
3. Provide guided practice: (Guided practice with the teacher)

Time: 15 minutes

1. Having described the claim, evidence, and reasoning, teacher and students will reread
each section and highlight those parts that are claims, evidence, and reasoning. Claims
will be highlighted in pink, evidence in blue, and reasoning in green.
2. First paragraph
a. All research
3. Second paragraph:
a. Evidence: Much has been studied and written about the effects of violent TV
shows on the minds of young children.
b. Reasoning: T.V that is not violent can also be bad for you. T.V. is a world they
cannot enter, and where their actions and initiative make no difference.
4. Third paragraph:
a. All reasoning.
5. Fourth paragraph:
a. Reasoning: Educational programs are not appropriate for kids until their teen
years.
b. Research: Many studies made on child cognitive development suggest that too
much stress laid upon intellect can have an adverse effect upon their learning
processes. Children learn naturally be interaction, by actively participating in their
environment.
c. The rest is reasoning.
6. Sixth paragraph:
a. Claim: The more we can curb our kids TV watching time and replace it with
active and/or creative play the more their imaginations, reasoning abilities and
spontaneity will flourish.
4: Provide extended practice and transfer: (Independent practice of the skill) Time: 10
minutes
1. Teacher will model the use of graphic organizer while students complete it at their desks
using this as basis. This will be written ahead of time.
a. Claim: Television make children less intelligent giving images to students instead
of them making their own with their imagination.

b. Research: Children now spend more time in front of the T.V. than a classroom.
Violent TV has a negative impact on children. Children learn primarily through
repetition. Many studies made on child cognitive development suggest that too
much stress laid upon intellect can have an adverse effect upon their learning
processes. Children learn naturally be interaction, by actively participating in their
environment.
c. Reasoning: T.V. is a world they cannot enter, and where their actions and where
they are not rewarded for their effort. T.V gives them experiences where they are
not able to affect their environment. Introducing children to reading to early can
make them not care about it when there are older because they did not have fun
when reading before. Activities that use imagination will be much better for them.
6. Assessment / Closure: (How do you evaluate student progress or provide closure to this
lesson?) Time: 2 minutes
Students are given a graphic organizer to complete that will be used as assessment and
independent practice.
Students will be given 1 point of claim, 2 points for two bits of evidence, and 2 points for two
parts of reasoning.
Maximum score 5/5
7. Plans for differentiation:
Students who need additional support will be encouraged to look at the anchor chart throughout
the entirety of the lesson to guide their decision-making.
Students who need additional support will be given extended wait time.
Varied questions will be used during large group to facilitate deeper level of thought for those
students who need a greater challenge. These are listed above and here:
1. Do you believe that children should not want television?
a. Provide an argument for or against this.
2. If television is bad for children, what should we do to solve this problem?
3. Put this authors reasoning into your own words? Why does he think that television is
bad for children?
TOTAL LESSON TIME: _35 minutes_____
8. References Consulted (Curriculum books in Drake SOE curriculum lab, teacher resources,
websites, etc.):
S. Chapman & W. Call; Professional Learning Community at Wright Elementary. (February
29th, 2016).
Mullins, S. (n.d.). An Argument Against Television For Children. Retrieved March
16,
2016, from http://articles.familylobby.com/287-an-argument-againsttelevision-for-children.htm

Name____________________
1. Claim:__________________________________________________________

Reasoning:

Evidence:
1.

2.
Name____________________
1. Claim:__________________________________________________________

Reasoning:

Evidence:
1.

2.

An Argument Against Television For Children by Seth Mullins

Studies have shown that in the past few decades, a significant
number of American children spent more time in front of a television
set than in a classroom. Many of them were free to watch without
supervision; in fact, nearly a quarter had sets in their own rooms.
Much has been studies and written about the effects of violent TV
shows on the minds of young children. But what has not been
scrutinized, as thoroughly, is the impact that even more innocuous
programming can have upon the ways that they think and feel. The
problem in these cases is not the content but rather the medium itself,
which demands that they be passive while bombarded with imagery
that they can neither respond to nor be given time to think about and
assimilate. Essentially, the television set confronts them with another
reality one that is not responsive to them. It is a world they cannot
enter, and where their action and initiative make no difference.
Young children learn primarily through imitation and repetition.
This is why routines and rhythm are so important in their early lives.
They learn to trust their environment when it responds to them in
consistent ways. Television programs confront them with images and
sounds that bear no relationship to that environment.
There are, no doubt, many television programs available
especially if one has cable that are educational in nature. Even the
majority of these, however, are more appropriate for kids in their teen
years. Many studies made on child cognitive development suggest that
too much stress laid upon the intellect can have an adverse effect
upon their learning processes. For example, introducing them to
reading too early can make them feel indifferent towards it later
because theyd failed to connect with the joy of the activity. Children
learn naturally by interaction, by actively participating in their
environment. We can promote their development best by encouraging
hobbies that will engage all of their senses. Too much TV watching
conditions them to passivity i.e., to a state of mind where theyre
used to stimulus being served to them and choices being made for
them. This exacts a dear cost to their budding imaginations and sense
of initiative. Activities that draw upon the inner imagery of their minds
like drawing, painting, clay sculpting, handwork and (once they are in
grade school) reading will be much more beneficial for them both
mentally and emotionally. Artistic diversions teach children that what is
inside themselves can be brought forth into the world. Electronic media
puts them into a mode of passively waiting for the world to feed them
more stimuli.
Although it has been given the seal of approval by our culture at
large, television can dumb our children down by substituting its images
for their own inner ones and lulling their senses to sleep. The more
we can curb our kids TV watching time and replace it with active
and/or creative play the more their imaginations, reasoning abilities

and spontaneity will flourish.