HPAI · Finished editorial example
A complete 45-minute lesson pack
Suggested starting point for learners aged roughly 11–14 who can read the passage. Adapt the reading demand and support to your class. No certified curriculum alignment is claimed.
Objective and resources
Identify a claim, select supporting evidence and explain one limitation. Use a printed passage, board and pens. No pupil devices.
The school garden team says adding a covered seating area would help more pupils use the garden. During four lunchtime observations, the team counted 18, 21, 16 and 20 visitors on dry days. It counted five visitors on one rainy day. These observations cover different days and do not prove that rain caused the difference. The proposed shelter has not yet been built, and the budget has not been approved.
| Time | Phase | Teacher action | Learner action | Evidence |
|---|---|---|---|---|
| 0–5 | Opening; include handing out the source | Display “a shelter would help” and “five visitors on a rainy day”. Ask which is a claim and which is an observation. | Read, choose and explain to a partner. | Listen for claim/observation confusion. |
| 5–13 | Explicit model | Read the garden passage. Think aloud: proposal = claim; counts = observations; rainy vs dry is a clue, not proof. | Underline the claim; quote one count. | Ask one learner why the count does not prove the shelter works. |
| 13–23 | Paired practice; include pair transition | Give the sorting statements from worksheet A. Ask pairs to defend one choice. | Sort claim, evidence and budget information; explain choices. | Check that budget is not treated as visitor evidence. |
| 23–35 | Independent practice | Ask: state the claim, quote an observation, explain a limitation. Offer sentence starters when needed. | Write three linked sentences. | Collect a sample; use the three-part marking guide below. |
| 35–40 | Review | Discuss “the shelter increased visits”. Ask what the source actually says. | Correct that statement: shelter not built; effect untested. | Check corrections retain uncertainty. |
| 40–45 | Exit ticket; include collection | Use the three prompts below. Collect each response before dismissal. | Answer individually without partner help. | Sort responses by claim / evidence / limitation gaps. |
Teacher model
“The team claims a covered area would help more pupils use the garden. Five visitors were observed on one rainy day, compared with higher counts on four dry days. This may support investigating shelter, but different days could differ for other reasons, and a shelter has not been tested.”
Independent task and exit ticket
- State the team’s claim in your own words.
- Quote one observation and explain how it relates to the claim.
- Name one reason the evidence does not prove that a shelter will increase visits.
Marking guide
One check each: claim about proposed covered seating; accurate observed count linked to it; valid limit (different days, few observations or no shelter trial). Accept equivalent supported wording. A quotation alone does not earn the explanation check.
Support and follow-up
Offer “The team claims… One observation is… This does not prove…”. For extension, ask what additional evidence would help. If the exit ticket misses the claim, reteach claim vs observation. If it misses the limitation, model the difference between a clue and proof.
Print this page for the complete plan. All six time blocks total 45 minutes; adjust after teaching.