Bare assertion
“Our school should plant more trees.”
Problem: no reason or evidence.
Learning intention and success criteria
We are learning to move beyond bare assertions by using relevant reasons, evidence, different viewpoints and authoritative sources.
- I can tell facts from opinions.
- I can spot evaluative or loaded wording.
- I can choose support that actually proves or explains a claim.
- I can decide when a claim is too broad for its evidence.
- I can acknowledge another reasonable viewpoint.
- I can explain why one source is more authoritative for a particular question.
Board model: claim → reason → evidence
Stronger claim
“Our school should plant more trees because they would provide shade near the playground.”
Why stronger: the reason directly supports the proposal.
Teacher question: What would count as evidence? Possible answers include a shade audit, temperature observations or student-use data.
Mini-lesson: fact or opinion?
Fact
“The museum opened in 1985.”
Can be checked against records.
Opinion
“The museum has the best exhibits.”
“Best” is an evaluation; reasonable people may disagree.
Important: a sentence about history, science or geography is not automatically a fact. Check whether the actual statement is verifiable.
Mini-lesson: relevant evidence
Claim: “The park needs more shade.”
Related but weak
“The park has three benches.”
It is about the park, but it does not support the shade claim.
Direct support
“Families avoid the park at midday because there are no shaded areas.”
This directly links lack of shade to park use.
Use the test: Does this detail answer ‘Why should I believe the claim?’
Mini-lesson: claim strength
Write these on the board: some · many · most · all and sometimes · often · always.
If a survey includes 12 students, “12 students in this survey…” may be justified. “All students agree…” is not. Students should make the size and certainty of their claim match the evidence.
Mini-lesson: authoritative sources
Ask: Who would you trust for rainfall data?
Official weather bureau
Relevant expertise, measured data and identifiable responsibility.
Classmate’s guess
May be sincere, but it is not a measured or authoritative source for rainfall records.
Authority is question-specific. A source can be authoritative for one topic and not another.
Mini-lesson: differing viewpoints
Dismissive
“Anyone who disagrees is wrong.”
Balanced
“Some people prefer cars, but frequent and reliable buses can reduce traffic.”
Sentence frame: Some people think ___ because ___. However, ___.
Quick checks
- Fact or opinion: “The Southern Ocean is the most beautiful ocean.” Opinion.
- Which is more formal: “heaps good” or “very positive”? Very positive.
- Why is “obviously” risky in an argument? It can replace reasoning with certainty.
- Which is stronger for bushfire safety: emergency services or an anonymous post? Emergency services.
- What is wrong with “One student improved, so homework always works”? The claim is broader than the evidence.
Common misconceptions to correct
- “If it sounds confident, it must be a fact.”
- “Any detail about the topic is evidence.”
- “One example proves everyone.”
- “The strongest adjective makes the strongest argument.”
- “An authoritative source is just a famous source.”
- “Acknowledging another viewpoint means agreeing with it.”
Exit ticket
Rewrite this bare assertion in two sentences: “School gardens are the best.”
Student response must include: (1) a narrowed claim with a relevant reason or evidence, and (2) a respectful acknowledgement of a different possible view.