Standard: 6.W.1 – Write arguments to support claims with clear reasons and relevant evidence.
Grade level: Grade 6
Subject: English Language Arts
Domain: Writing
Teacher Overview
This standard focuses on students’ ability to write arguments that support claims with clear reasons and relevant evidence. It is crucial for developing critical thinking and persuasive communication skills, which are essential for academic success and active citizenship. Before tackling this standard, ensure students can construct coherent sentences and paragraphs, and identify main ideas and supporting details in texts.
After mastering this standard, students will be able to evaluate the credibility of sources, refine their arguments for greater clarity and persuasiveness, and engage in peer review to enhance their writing.
Common Misconception 1
A common misconception is that any opinion can be an argument without evidence. This is incorrect because arguments require support to be convincing and credible.
Intervention 1
Provide examples of opinion statements and evidence-based arguments. Engage students in activities where they practice distinguishing between the two.
Common Misconception 2
Another misconception is that all evidence is equally valid. This is not true, as the credibility of evidence depends on its source and relevance.
Intervention 2
Teach students how to evaluate sources for credibility by analyzing author qualifications, publication context, and the evidence’s relevance to the argument.
Prerequisite Knowledge
Students should have a basic understanding of constructing sentences and paragraphs, as well as familiarity with identifying main ideas and supporting details in texts.
Subsequent Knowledge
Students will develop skills in evaluating sources for credibility, refining their arguments for clarity and persuasiveness, and engaging in peer review to improve their writing.
Instructional Activities
- Debate a current event topic in class
- Write a persuasive essay on a chosen topic
- Create a multimedia presentation supporting a scientific hypothesis
- Peer review classmates’ argumentative essays
- Analyze and discuss editorials from newspapers
