Lesson Plan: Identifying Claims in Written Texts
Objective:
Students will be able to identify claims explicitly or implicitly made in a written text, including claims of
fact, claims of policy, and claims of value.
Code:
EN11/12RWS-IIIij-6, EN11/12RWS-IIIij-6.1, EN11/12RWS-IIIij-6.2, EN11/12RWS-IIIij-6.3
Grade Level:
11-12
Subject:
English Language Arts
(1) Review
Begin the lesson with a brief review of what claims are. Explain that a claim is a statement that asserts
something to be true. Discuss the three types of claims:
Claim of Fact: A statement that can be proven true or false.
Claim of Policy: A statement that advocates for a particular course of action.
Claim of Value: A statement that expresses a judgment about something.
(2) Motivation
Present students with a short, engaging video clip or a news article that contains various claims. Ask
students to listen or read carefully and think about the types of claims presented. Afterward, facilitate a
brief discussion about their initial thoughts and feelings regarding the claims made in the material.
(3) Activity
Claim Hunt Workshop:
Preparation: Provide each student with a selection of different written texts (articles, opinion pieces,
advertisements) that contain various claims. Ensure that each text has a mix of claims of fact, policy, and
value.
Instructions:
Divide students into small groups of 4-5.
Each group will receive a text and will read it together.
As a group, they will identify and underline the claims present in the text.
Next, they will categorize the claims into the three types (fact, policy, value) on a large sheet of paper.
After categorizing, groups will prepare a short presentation (3-5 minutes) to share their findings with the
class.
Engagement: Encourage creativity in their presentations by allowing them to create posters or digital
slides to illustrate their points.
(4) Analysis
After the presentations, hold a class discussion to analyze the claims identified by each group. Discuss
the effectiveness of each claim and how the type of claim influences the reader's perception. Ask guiding
questions:
How did the type of claim affect your understanding of the text?
Were there any implicit claims? How did you identify them?
(5) Abstraction
Ask students to reflect on the significance of recognizing claims in texts. Lead a discussion on how
understanding claims can influence their critical thinking and decision-making in everyday life, especially
regarding media consumption.
(6) Application
Present students with a real-life scenario:
A local government is proposing a new policy to ban plastic bags in stores. Ask students to identify claims
that could be made in support of or against this policy.
Have students write a brief paragraph outlining a claim of fact, a claim of policy, and a claim of value
related to this scenario.
(7) Assessment
Questions:
Multiple Choice: Which of the following is a claim of fact?
a) "Plastic bags are harmful to the environment."
b) "We should ban plastic bags."
c) "Banning plastic bags is a good idea."
Answer: a) "Plastic bags are harmful to the environment."
True/False: A claim of policy suggests a course of action.
Answer: True
Fill-in-the-blank: A claim that expresses a judgment is called a ___________.
Answer: Claim of value
Multiple Choice: Which statement is an example of a claim of policy?
a) "The earth is round."
b) "We need to reduce our carbon footprint."
c) "Chocolate is better than vanilla."
Answer: b) "We need to reduce our carbon footprint."
True/False: All claims can be proven true or false.
Answer: False
(8) Assignment
For homework, assign students to find an editorial or opinion piece online. They should:
Identify at least three claims made in the article.
Categorize each claim as a claim of fact, policy, or value.
Write a short reflection on how these claims affect their understanding of the topic discussed in the
article.
Additional Resources
5 Questions and Answers
What is a claim of fact?
A statement that can be proven true or false.
How can claims of policy influence public opinion?
They advocate for specific actions and can sway decision-making.
What role do claims of value play in arguments?
They express judgments and can evoke emotional responses.
Why is it important to identify claims in texts?
It enhances critical thinking and media literacy.
Can a claim be implicit? Give an example.
Yes, an implicit claim may be suggested rather than stated directly, such as implying that "renewable
energy is essential for a sustainable future" without explicitly stating it.
3 Interactive Activities
Debate Club: Organize a classroom debate where students defend or oppose a claim related to a current
event. They must use evidence to support their claims.
Claim Relay Race: Create a relay race where students must match claims to their categories (fact, policy,
value) as quickly as possible. Use cards with claims on one side and categories on the other.
Claim Chart: Use a large chart paper where students can write down claims they encounter in their daily
lives (social media, conversations, etc.). They can categorize them as a class over time.
