How do we write an effective paragraph using CREW?
In this lesson, practice writing effective paragraphs that feature a claim, a reason, supporting evidence, and a warrant (according to the “CREW” model).
What makes an effective claim?
- Learn about what a claim is
- Determine what makes a strong claim
- Practice writing strong claims
How are reasons and evidence distinct, yet connected?
- Learn about what reasons and evidence are
- Determine what makes an effective reason
- Determine what makes strong evidence
- Practice generating reasons to support a claim
- Practice finding and using evidence to support a reason
How do reasons and evidence support a claim?
- Learn about what a warrant is
- Determine what makes a strong warrant
- Practice writing strong warrants
- Recognize and correct errors in CREW paragraph writing
Discipline: English
Grade level: 9-12
Summative Performance Task
Description: The students will write a CREW paragraph about water quality (or another assigned topic)
Assessment method(s): Writing
Assessment criteria:
- Is the student’s claim arguable and one-sided?
- Did the student avoid using first person?
- Is the student’s writing clear and specific?
- Did the student avoid using unrealistic and exaggerated language?
- Did the student use intentional word choice?
- Is the student’s warrants relevant to the claims?
- Does the student’s warrant adequately connect the claim to the corresponding reason and evidence?
Taking Informed Action
Description: The students will create posters and/or infographics featuring the CREW paragraphs they wrote for their summative performance task. They will share their posters with an audience of other students, teachers, parents, and/or community members.
Assessment method(s): Poster/infographic
Assessment criteria:
- Does the student’s poster display considerable time and effort?
- Did the student present their paragraph in a clear and creative way?
- Did the student use appropriate and eye-catching images to enhance their paragraph?
Types of activities featured in this lesson plan...
C3 and Nebraska English Language Arts Standards
- Reading Informational Texts LA.10.RI.6 Compare and contrast the development of different arguments on the same topic, evaluating the effectiveness and validity of the claims.
- Vocabulary LA.10.V.1 Integrate grade-level academic vocabulary appropriately for a variety of tasks and purposes.
- Writing LA.10.W.2 Use a recursive writing process to develop, strengthen, and produce writing appropriate to the audience, purpose, and discipline.
- Writing LA.10.W.4 Write arguments that develop a perspective with supporting reasons and evidence, organized as appropriate to the task, purpose, and audience.
- Speaking and Listening LA.10.SL.1 Initiate and participate in structured discussions and collaborations about grade-level topics and texts.
- D4.1.9-12 Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
- D4.3.9-12 Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary).
Interdisciplinary Connections
Give your students a more integrated educational experience
Overlapping standards and skills
- Science: When students learn about writing strong claims and reasons during this lesson, you may pause to point out the parallels between writing a CREW paragraph and writing a scientific hypothesis. Later, when you talk about using evidence to support reasons in a CREW paragraph, you may also discuss the use of scientific evidence to support a scientific conclusion (either confirming or rejecting the hypothesis). In other words, the process of writing a CREW paragraph is similar to that of writing a lab report. Learning how to write strong paragraphs will help your students write strong lab reports, and vice versa.
- Science/civics: Depending on whether or not your students are completing the Solution Plan Project, and which class(es) they are completing it in, they may use a science or civics topic for their summative CREW paragraph. Otherwise, the students can borrow content from any of their other classes. In this way, you may be able to grade the students’ paragraphs according to multiple sets of academic standards.
- Art: For their taking informed action activity, the students will create posters or infographics that feature their CREW paragraphs. Consider collaborating with an art teacher for this activity.
Relevant lessons from other disciplines
Civics Lesson: How does Nebraska’s current legislation address the issue of statewide water quality?
Science Lesson: Why is water important?