EN8 Q2W6D3: Applying the Claim-Evidence-Reasoning (C-E-R) Framework

Day 3: Applying the Claim-Evidence-Reasoning (C-E-R) Framework

English 8 • Quarter 2 • Lesson 6 • Theme: Pastel Blue with doodles

🎯 Learning Goals

By the end of the lesson, students will be able to explain the C-E-R (Claim-Evidence-Reasoning) framework and its role in persuasive writing with at least 80% accuracy.

Students will be able to analyze sample arguments by identifying the claim, citing the evidence, and explaining the reasoning correctly in at least 3 out of 4 given cases.

Students will be able to apply the C-E-R framework by constructing a short persuasive paragraph on a given issue using one claim, one piece of evidence, and one reasoning.

🧩 Key Ideas & Terms

• Claim – a debatable statement or main point in an argument.
• Evidence – facts, data, or information that support the claim.
• Reasoning – explanation that connects the evidence to the claim, showing why it matters.

🔄 Prior Knowledge Activity (Day 3)

Task: Recall what you learned in Day 2 about thesis statements. Answer these in your notebook:

1. What is a thesis statement?
2. Give one example of a strong thesis statement.
3. How can you tell if a thesis statement is weak?

Show Answer

- A thesis statement is the main claim of an essay, written in one clear, debatable, and specific sentence.

- Example of strong thesis: “Fast food should be banned in schools because it causes health problems, increases obesity, and reduces focus in class.”

- Weak thesis: Too broad (“Education is important”), too obvious (a fact), or not taking a clear stance.

📖 Explore the Lesson – Day 3: Applying the Claim-Evidence-Reasoning (C-E-R) Framework

1) What is C-E-R and why it matters

C-E-R is a simple structure you can use to make a strong argument.

• Claim - your main point or position about an issue.
• Evidence - facts, data, examples, or quotations that support your claim.
• Reasoning - the explanation that connects the evidence to the claim. It answers: How does this evidence prove my point?

C-E-R helps your reader follow your thinking and trust your conclusions. It is used in persuasive texts, opinion pieces, speeches, and research-based writing.

2) Claims vs facts vs topics

• Topic - the general subject. Example: School uniforms.
• Fact - something that can be verified. Example: Metro Manila experiences heavy traffic.
• Claim - a debatable statement about a topic. Example: Schools should require uniforms to promote equality.

Quick test for a claim: Could a reasonable person disagree with it? If yes, it is a claim.

Mini-check:

A. Social media causes distraction for many students.
B. The Philippines is in Southeast Asia.
C. Schools should improve anti-bullying programs.

• Identify which are claims and which is a fact.
• Answer: (hidden)

3) Evidence - what counts and how to choose well

Evidence should be accurate, relevant, and recent when possible. Common types:

1. Statistics and data - numbers from credible sources.
2. Expert testimony - statements from qualified professionals or institutions.
3. Textual evidence - quotations or paraphrases from articles, reports, or books.
4. Examples and cases - real situations that illustrate your point.
5. Observations - things that can be perceived and confirmed.

Quality check guide (A-C-C-P):

• Accuracy - is it correct and free of errors.
• Credibility - does it come from a trustworthy source.
• Currency - is it up to date for the topic.
• Purpose - is it objective and not misleading.

Common mistakes to avoid:

• Using opinions as if they were evidence.
• Choosing unrelated facts that do not support the claim.
• Using evidence with no source.
• Relying on only one kind of evidence when more are available.

4) Reasoning - the bridge that makes your point clear

Reasoning explains why your evidence supports your claim. It shows the logic.

Helpful patterns:

• Cause and effect - because X happened, Y is likely.
• Comparison or analogy - this is like that, so the same idea applies.
• Principle or rule - based on a rule or definition, this must be true.
• Generalization - many examples point to a bigger idea.

Signal words for reasoning: therefore, because, this shows that, so, as a result, which means, consequently.

Mini-check:
Claim: Schools should have longer library hours.
Evidence: Many students do not have a quiet space to study at home.
Write one sentence of reasoning that links the evidence to the claim.

- Answer: (hidden)

5) Graphic organizer you can draw in your notebook

Make three labeled boxes in a row.

• Box 1: Claim - write your debatable sentence.
• Box 2: Evidence - list 1 to 3 facts or quotations that support the claim.
• Box 3: Reasoning - explain in 2 to 3 sentences how the evidence proves the claim.

Add a final line: So what - why this matters to people, community, or country.

6) Guided analysis example 1 - anti-bullying

Short passage:
Bullying affects students' emotional well-being and academic performance. National Center for Educational Statistics (2019) reported that one out of every five students experience bullying. Schools should adopt stronger anti-bullying programs, including awareness campaigns and peer support systems, to keep students safe and help them learn better.

Identify C-E-R:

• Claim: _______________________________
• Evidence: ____________________________
• Reasoning: ___________________________
• Answer: (hidden)

Why this works:

• The claim is debatable and specific.
• The evidence is a statistic from a named source.
• The reasoning explains safety and learning benefits.

Sentence frames to help slow learners:

• My claim is that __________ because __________.
• The evidence shows __________.
• This means __________, so __________.

7) Guided analysis example 2 - single-use plastics

Short passage:
Plastic pollution harms marine ecosystems. The Philippines has been identified as a top contributor of ocean plastic waste (Ocean Conservancy and McKinsey Center, 2015). The country should implement stricter regulations on single-use plastics to protect wildlife and promote responsible consumer behavior.

Identify C-E-R:

• Claim: _______________________________
• Evidence: ____________________________
• Reasoning: ___________________________
• Answer: (hidden)

Why this works:

• Clear problem stated.
• Evidence comes from a recognized report.
• Reasoning connects regulation to protection and behavior change.

8) Step-by-step routine for building a C-E-R paragraph

1. Pick a topic you care about.
2. Write one clear claim that someone could disagree with.
3. Find at least one strong piece of evidence from a credible source.
4. Explain the connection - write 2 to 3 sentences of reasoning using signal words.
5. Conclude with impact - why your claim matters.

Model paragraph:
Schools should schedule regular digital literacy sessions for students. Research shows that training in fact-checking reduces the spread of misinformation among young people. Because students who can verify sources are less likely to share false posts, digital literacy helps protect the school community from confusion and harm. This matters because informed students make safer, smarter choices online.

Label it:

• Claim - first sentence.
• Evidence - second sentence.
• Reasoning - third sentence.
• Impact - last sentence.

Mini-task: Underline the evidence and circle the signal words in the model paragraph.

- Answer: (hidden)

9) C-E-R practice set - short items

Identify Claim, Evidence, and Reasoning for each.

A. Schools should offer mindfulness activities. Studies show mindfulness can reduce student stress. Therefore, short daily breathing exercises can improve focus.

- C, E, R: (hidden)

B. Cities must plant more trees. Trees absorb carbon dioxide. This helps reduce air pollution for residents.

- C, E, R: (hidden)

C. Students should read at least one book per month. Reading builds vocabulary and imagination. With richer vocabulary, students write and speak more clearly.

- C, E, R: (hidden)

D. Public Wi-Fi should be provided in learning hubs. Internet access allows students to finish assignments faster. This increases productivity and supports equal access.

- C, E, R: (hidden)

E. Schools should limit the number of major exams per week. Too many exams increase stress. Lower stress allows deeper learning and better health.

- C, E, R: (hidden)

10) Check evidence quality

Use the A-C-C-P test. For each evidence line, judge if it is strong or weak and explain why.

1. “A famous vlogger said uniforms are boring.”
2. “National Center for Educational Statistics (2019) reports that one in five students are bullied.”
3. “My cousin felt healthier after eating vegetables last week.”

- Judgments and reasons: (hidden)

11) Build your own C-E-R on one issue

Choose one topic: bullying prevention, single-use plastics, public transport improvement, digital literacy.

• Write 1 claim.
• Add 1 piece of evidence with a source.
• Write 2 to 3 sentences of reasoning using signal words.

Sentence starters:

• Claim: I believe that __________.
• Evidence: According to __________, __________.
• Reasoning: Because __________, this shows __________, therefore __________.

12) Common mistakes and quick fixes

• Mistake: Evidence does not match the claim.
  Fix: Replace it with data that directly supports your point.
• Mistake: No reasoning.
  Fix: Add a clear because or therefore sentence.
• Mistake: Claim is a fact.
  Fix: Rewrite it to be debatable and specific.
• Mistake: Weak or unknown source.
  Fix: Use credible sources like universities, government reports, or recognized research groups.

13) Self checklist before you submit

• My claim is clear and debatable.
• My evidence is accurate, credible, current, and on topic.
• My reasoning directly explains how the evidence proves the claim.
• I used signal words to guide the reader.
• I ended with why this matters.

14) Exit ticket - one minute

Write one sentence each for: claim, evidence, and reasoning on the topic of responsible social media use.

- Suggested answers: (hidden)

📚 References

• Regents of the University of Minnesota (2024) - Argument - defines claim and evidence and the role of reasoning in argument.
• Urban, J. and Boyd, N. (2023) - Claim, Evidence and Reasoning Writing Strategy - steps and classroom examples.
• Purdue OWL (2024) - Tips and Examples for Writing Thesis Statements - connects central claim to structure.
• Purdue OWL (2024) - Establishing Arguments - guidance on using support and logic in persuasive writing.
• Ocean Conservancy and McKinsey Center (2015) - Stemming the Tide - context on plastic pollution and policy responses.
• National Center for Educational Statistics (2019) - bullying prevalence statistic cited in school contexts.

💡 Example in Action – Day 3: Applying the C-E-R Framework

📝 Example 1: School Lunches

Claim: Schools should provide healthier lunch options.

Evidence: A study by the Department of Education (2020) shows that students with balanced meals perform better in academics.

Reasoning: Since healthy meals improve focus and energy, offering nutritious lunches helps students learn effectively.

Mini-Task 1:
Topic: Homework load
Write one Claim, one Evidence, and one Reasoning.

Show Answer

Claim: Teachers should reduce the amount of homework.

Evidence: Research by Stanford University (2014) found that too much homework causes stress.

Reasoning: Stress reduces learning efficiency, so less homework means healthier, more focused students.

📝 Example 2: Public Transportation

Claim: The government should improve public transportation.

Evidence: The Japan International Cooperation Agency (2018) reported that Metro Manila traffic costs the economy ₱3.5 billion daily.

Reasoning: By upgrading transportation, the country saves money, reduces congestion, and improves productivity.

Mini-Task 2:
Topic: Plastic use
Write one Claim, one Evidence, and one Reasoning.

Show Answer

Claim: The Philippines should reduce single-use plastics.

Evidence: Ocean Conservancy (2015) identified the Philippines as one of the top contributors to ocean plastic waste.

Reasoning: Reducing plastic prevents marine pollution, protects wildlife, and promotes sustainable practices.

📝 Example 3: Digital Literacy

Claim: Schools should teach digital literacy.

Evidence: UNESCO (2021) stated that digital literacy reduces misinformation and builds critical thinking skills.

Reasoning: If students know how to fact-check, they can avoid spreading false information, making them responsible digital citizens.

Mini-Task 3:
Topic: Gadget use in class
Write one Claim, one Evidence, and one Reasoning.

Show Answer

Claim: Schools should limit gadget use during class hours.

Evidence: Studies show that excessive gadget use leads to distraction and lower test scores.

Reasoning: Limiting gadgets allows students to focus better and improve learning outcomes.

📝 Example 4: Exercise for Teenagers

Claim: Teenagers should exercise regularly.

Evidence: The World Health Organization (2020) recommends at least 60 minutes of daily activity to reduce health risks.

Reasoning: Exercise strengthens the body, lowers stress, and builds discipline, which benefits overall well-being.

Mini-Task 4:
Topic: Reading habits
Write one Claim, one Evidence, and one Reasoning.

Show Answer

Claim: Students should read at least one book per month.

Evidence: Research shows reading expands vocabulary and improves comprehension skills.

Reasoning: With stronger vocabulary and comprehension, students perform better in writing and discussions.

📝 Example 5: Online Learning

Claim: Online learning should remain an option for students.

Evidence: During the COVID-19 pandemic, schools that used online learning ensured education continued despite closures.

Reasoning: Keeping online classes as an option allows flexible learning during emergencies and for remote learners.

Mini-Task 5:
Topic: School uniforms
Write one Claim, one Evidence, and one Reasoning.

Show Answer

Claim: Schools should require uniforms.

Evidence: Research shows uniforms reduce peer pressure and promote equality.

Reasoning: With less pressure to compete in fashion, students can focus more on academics.

📝 Try It Out – Day 3: Applying the C-E-R Framework

Directions: For each topic, write one Claim, one Evidence, and one Reasoning.

1. Topic: Social media and teenagers
   Show Answer

   Claim: Teenagers should limit social media use.

   Evidence: Studies show heavy social media use reduces sleep and increases anxiety.

   Reasoning: With less social media, students can rest better and focus on schoolwork.

2. Topic: Recycling in schools
   Show Answer

   Claim: Schools should implement recycling programs.

   Evidence: Recycling reduces school waste by up to 40% (Environmental Protection Agency, 2020).

   Reasoning: Less waste keeps the environment clean and teaches students responsibility.

3. Topic: School sports
   Show Answer

   Claim: Every student should join at least one sports activity.

   Evidence: Research shows sports improve teamwork and physical health.

   Reasoning: Students who play sports stay healthier and learn cooperation skills.

4. Topic: Internet access for students
   Show Answer

   Claim: The government should provide free Wi-Fi in public schools.

   Evidence: Many students lack internet at home, limiting their learning opportunities.

   Reasoning: Free Wi-Fi ensures equal access to information and learning resources.

5. Topic: Fast food and health
   Show Answer

   Claim: Schools should limit fast food nearby.

   Evidence: Research links fast food consumption to obesity in teenagers.

   Reasoning: Limiting fast food promotes healthier eating habits and prevents disease.

6. Topic: Environmental protection
   Show Answer

   Claim: Cities should plant more trees.

   Evidence: Trees absorb carbon dioxide and reduce air pollution.

   Reasoning: Cleaner air improves public health and combats climate change.

7. Topic: Reading books
   Show Answer

   Claim: Students should read daily.

   Evidence: Reading strengthens memory and builds vocabulary.

   Reasoning: With better memory and vocabulary, students perform well in writing and exams.

8. Topic: School uniforms
   Show Answer

   Claim: Students should wear school uniforms.

   Evidence: Uniforms reduce peer pressure related to clothing.

   Reasoning: This promotes equality among students and reduces bullying.

9. Topic: Online classes
   Show Answer

   Claim: Online classes should remain as an option.

   Evidence: Online platforms allowed learning to continue during the pandemic.

   Reasoning: This flexibility helps students learn during emergencies and remote situations.

10. Topic: Bullying prevention
    Show Answer

    Claim: Schools should have stricter anti-bullying rules.

    Evidence: NCES (2019) found that 1 in 5 students experience bullying.

    Reasoning: Stricter rules protect students’ safety and improve learning environments.

✅ Check Yourself – Day 3: Applying the Claim-Evidence-Reasoning (C-E-R) Framework

Directions: Answer the following items.

Multiple Choice (1–5)

1. Which of the following best describes a Claim?
   a) A fact that cannot be argued
   b) A debatable statement that expresses an opinion or position
   c) An example that illustrates a point
   d) A quotation from a book
   Show Answer

   b) A debatable statement that expresses an opinion or position

2. Which of the following is the strongest Evidence?
   a) “I think uniforms are boring.”
   b) “Many students dislike wearing uniforms.”
   c) “A 2019 study by the Department of Education shows uniforms promote equality.”
   d) “My friend said uniforms are unfair.”
   Show Answer

   c) “A 2019 study by the Department of Education shows uniforms promote equality.”

3. Which part of the C-E-R framework explains why the evidence supports the claim?
   a) Claim
   b) Evidence
   c) Reasoning
   d) Topic
   Show Answer

   c) Reasoning

4. Which of these is NOT a characteristic of strong evidence?
   a) Accurate
   b) Credible
   c) Current
   d) Personal opinion
   Show Answer

   d) Personal opinion

5. Which is the best example of a full C-E-R?
   a) Claim: Students should read daily. Evidence: Books are fun. Reasoning: Reading is good.
   b) Claim: Students should wear uniforms. Evidence: Uniforms promote equality. Reasoning: This reduces peer pressure.
   c) Claim: Students must eat breakfast. Evidence: My classmate likes eating. Reasoning: Food is important.
   d) Claim: Pollution is bad. Evidence: Air is dirty. Reasoning: That’s why it’s harmful.
   Show Answer

   b) Claim: Students should wear uniforms. Evidence: Uniforms promote equality. Reasoning: This reduces peer pressure.

True or False (6–10)

6. A claim must always be a proven fact.
   Show Answer

   False – a claim must be debatable.

7. Evidence can include statistics, expert testimony, and real-life examples.
   Show Answer

   True

8. Reasoning is unnecessary if the evidence is strong enough.
   Show Answer

   False – reasoning is always needed to connect evidence to the claim.

9. A topic and a claim mean the same thing.
   Show Answer

   False – a topic is general, while a claim is a debatable statement about the topic.

10. A well-written C-E-R paragraph helps make arguments clearer and stronger.
    Show Answer

    True

Short Answer (11–15)

11. Write a claim about fast food consumption.
    Show Answer

    Claim: Fast food should be limited for teenagers because it harms their health.

12. Provide one evidence to support the claim: “Students should exercise regularly.”
    Show Answer

    Evidence: WHO (2020) recommends 60 minutes of daily activity to reduce health risks.

13. Write a sentence of reasoning for this evidence: “Students with balanced meals perform better academically.”
    Show Answer

    Reasoning: Because nutritious meals provide energy and focus, students can learn and perform better in class.

14. Identify the error in this C-E-R:
    Claim: “Students should read daily.”
    Evidence: “My friend enjoys reading.”
    Reasoning: “Books are fun.”
    Show Answer

    Error: The evidence is weak (personal opinion, not credible).

15. Write a complete C-E-R about bullying prevention in schools.
    Show Answer

    Claim: Schools should have stronger anti-bullying programs.
    Evidence: NCES (2019) reported that 1 in 5 students are bullied.
    Reasoning: Stricter programs protect students’ safety and improve academic performance.

🚀 Go Further – Day 3: Applying the Claim-Evidence-Reasoning (C-E-R) Framework

Directions: Choose the activity as assigned by your teacher.

Activity 1: Spot the Missing Piece

Read this passage and identify which part (Claim, Evidence, or Reasoning) is missing:

“Schools should provide free Wi-Fi access. ____________________. This will ensure equal opportunities for students to learn.”

Show Answer

Missing Part: Evidence – needs a fact or data to support the claim.

Activity 2: Revise and Strengthen

Your teacher will give you 3 weak arguments. Rewrite each into a strong C-E-R by adding credible evidence and proper reasoning.

Show Answer

Example Weak: “Fast food is bad.”

Revised: Claim: Fast food should be limited in schools. Evidence: A 2021 health study shows fast food consumption increases obesity among teenagers. Reasoning: Because fast food leads to obesity, banning it protects student health.

Activity 3: Debate Practice

In pairs, prepare a short C-E-R argument on one of these topics:

• School uniforms
• Online learning
• Climate change
• Curfew for teenagers

Present your claim, one piece of evidence, and reasoning to the class.

Show Answer

Sample: Claim: Schools should require uniforms. Evidence: Research shows uniforms reduce peer pressure. Reasoning: With less pressure, students focus more on academics.

Activity 4: C-E-R Sort

Your teacher will provide slips of paper with Claims, Evidence, and Reasoning mixed up. Work in groups to sort them into correct sets.

Show Answer

Example Set:

- Claim: Schools should have more PE classes.
- Evidence: WHO (2020) recommends 60 minutes of daily exercise.
- Reasoning: Extra PE ensures students meet the recommended exercise for health.

Activity 5: Write Your Own C-E-R

Choose one topic and write a full C-E-R paragraph:

• Plastic ban
• School sports
• Digital literacy
• Social media use
• Bullying prevention

Show Answer

Sample: Claim: Social media should be limited for students. Evidence: Studies show heavy social media use reduces sleep and increases anxiety. Reasoning: Because lack of sleep harms focus and health, limiting social media protects student well-being.

🔗 My Reflection – Day 3: Applying the Claim-Evidence-Reasoning (C-E-R) Framework

3–5 Sentences Reflection

Instruction: Write 3–5 sentences in your notebook. Reflect on what you learned today.

Prompt:
“Today, I practiced using the C-E-R framework. I learned that ___________________. I realized that ___________________. I now understand that ___________________.”

Checklist Reflection

Instruction: Check the boxes in your notebook to reflect on your learning.

• [ ] I can explain what C-E-R means.
• [ ] I can identify the Claim, Evidence, and Reasoning in an argument.
• [ ] I can evaluate if evidence is strong or weak.
• [ ] I can write my own C-E-R paragraph.
• [ ] I can explain why reasoning is important in making an argument convincing.