English Language Arts9-12+
The Impact of Social Media on Sleep: Claim, Evidence, Reasoning
By Elizabeth S.
A reading-and-writing practice set for 9th graders built around an informational text on how screen use and social media affect teen sleep. Students read the passage, identify claims and supporting evidence, and practice explaining how that evidence supports a conclusion, building the claim-evidence-reasoning skills needed for strong argumentative writing.
Customize for your classroom
Teacher Guide & Tips
- Use this as a 45-minute block: about 15 minutes for a close read with students annotating claims and evidence, then 30 minutes for a written CER response to a prompt such as 'Should schools limit phone use at night?'
- Discussion question: Which piece of evidence in the passage do you find most convincing, and why does it support the claim rather than just describe the topic?
- Scaffold for struggling readers: Provide a CER sentence frame ("My claim is ___. The text supports this with ___. This shows that ___ because ___.") and a highlighter key to mark claims in one color and evidence in another.
- Extension for advanced students: Ask them to identify a counterclaim in the passage or in outside research and write a paragraph rebutting it using their own reasoning.
- Estimated time: 45 minutes total, including reading, annotation, and a brief written response.
English Language Arts9-12+
The Impact of Social Media on Sleep: Claim, Evidence, Reasoning
By Elizabeth S.
A reading-and-writing practice set for 9th graders built around an informational text on how screen use and social media affect teen sleep. Students read the passage, identify claims and supporting evidence, and practice explaining how that evidence supports a conclusion, building the claim-evidence-reasoning skills needed for strong argumentative writing.
Customize for your classroom
Teacher Guide & Tips
- Use this as a 45-minute block: about 15 minutes for a close read with students annotating claims and evidence, then 30 minutes for a written CER response to a prompt such as 'Should schools limit phone use at night?'
- Discussion question: Which piece of evidence in the passage do you find most convincing, and why does it support the claim rather than just describe the topic?
- Scaffold for struggling readers: Provide a CER sentence frame ("My claim is ___. The text supports this with ___. This shows that ___ because ___.") and a highlighter key to mark claims in one color and evidence in another.
- Extension for advanced students: Ask them to identify a counterclaim in the passage or in outside research and write a paragraph rebutting it using their own reasoning.
- Estimated time: 45 minutes total, including reading, annotation, and a brief written response.