COMMON CORE Standards

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1 Language Arts 6 COMMON CORE Standards Plus S N O S S E L SAMPLE COMMON CORE Standards Plus LANGUAGE ARTS GRADE 6 ts, n e m Plus COMMON CORE Standards s s e s s A, 2 8 Lessons sson e L e c n a m r o f and 1 Per f g A & D c lu d e s : in m a r g o r te p ents, T h e c o m p le 34 Assessm s, 136 Lesson Lessons, e c n a m r o f r 12 Pe Projects d e t a r g e t a n d 3 In? Language Arts rds Plus Available in GRADE 6 of Educators andardsplus.org Fax: ay North, Suite 509 amonga, CA COMMON CORE Standards Plus PAPER & DIGITAL formats

2 What is Common Core Standards Plus? Three Types of Lessons: (Available in Print and Interactive Digital Format) Daily Lessons and Weekly Assessments (Evaluations): (15-20 minutes daily) There are 34 weeks of daily lessons and assessments (evaluations) written directly to the standards. A week of instruction is comprised of four lessons and a corresponding assessment. The daily lessons are written to DOK Levels 1 and 2. Daily Lessons & Weekly Assessments Performance Lessons: (3-5 days 30 minutes each day) After one or more weeks of daily lessons written to a particular standard or topic, you will find a Performance Lesson. Performance Lessons are written to DOK Level 3. These lessons require that students apply what they have learned and use reasoning, planning, evidence, and a higher level of thinking than the daily lessons. Many standards are assessed at this level of rigor on state assessments. Performance Lessons Integrated Projects: (Multiple class sessions over several days or weeks) Three Integrated Projects are located immediately after the supporting daily lessons, assessments, and performance lessons. Integrated Projects require that students plan, synthesize information, produce high-quality products, and present their findings. Integrated Projects are written to DOK level 4. Integrated Projects 2

3 Sample Lessons Included in this Booklet Strand Lesson Number Lesson Focus Standard(s) Addressed 1 Structure of an Argument Writing (Writing Standards: W.6.1 3) 2 Thesis Statement and Evidence 3 Introductory Paragraph 4 Transition Words and Phrases E1 Evaluation Argument Essay 5 First Body Paragraph 6 Second Body Paragraph 7 Third Body Paragraph 8 Concluding Paragraph W.6.1: Write arguments to support claims with clear reasons and relevant evidence. W.6.1 E2 P8 Evaluation Argument Essay Performance Lesson #8 Writing Argument Kids at the Mall (W.6.1) See the lesson index for the entire program on pages Learn more about our Digital Lessons at: 3

4 St. Ed. Pg. 153 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: Structure of an Argument Lesson: #1 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Lesson Objective: Students will identify the structure of an argument and write the topic and pros/cons of an argument. Introduction: Arguments are a part of everyday life. We argue, or try to persuade, others all the time, but sometimes depending on our purpose, we may want to provide a written argument. Sample Daily Lesson- Teacher Lesson Plan Instruction: Today we will review and practice how to identify the structure of an argument, which includes the topic and the reasons and evidence to support the argument. Look at the definitions at the top of your page. The way an argument is organized is important because it helps the author validate, or prove, their claim. Notice the structure. We begin with a topic and a claim, which we support with logical reasoning, examples, and research or facts. In the first paragraph of an argument essay, we identify the topic and state a claim. A claim tells the reader what the argument intends to prove or show. The thesis statement of an argument essay states the claim. The writer might next include a hook. Remember, a hook is a way to spark the interest of the reader. The body paragraphs of an argument essay build the case for the claim. Evidence, logical reasoning, facts, and research may be presented in these paragraphs. It is important to group like information in each paragraph to provide the reader with well-connected ideas that support the claim. The argument essay ends with a closing statement. The final paragraph should sum up the claim and the support for the claim. The final statement should leave a lasting impression with the reader that is compelling. Guided Practice: Today, we will review how to choose a claim related to a topic. Since the author s goal is to convince the audience of a particular point of view, the argument must be clear and well-supported. Let s look at the example together. The topic is Requiring School Uniforms and the question is should they be required? There are pros and cons to the issue of Requiring School Uniforms. We can argue either side of the issue, so first we will determine the pros and cons of the issue. A pro, or argument for, Requiring School Uniforms is: Does not distinguish between students who have expensive clothing and those who do not. A con, or an argument against, Requiring School Uniforms is: Students want to be able to express their individuality. There are pros and cons to the argument, so we need to identify at least three more points on each side of the argument. Once we have the pros and cons, we can decide which side of the argument we want to take. We will write an argument on the topic of vending machines at school. The issue is should vending machines be allowed at school or not? We will complete the Pros and Cons chart on the question today, and tomorrow we will select a point of view for the argument and begin to write the essay. Independent Practice: Review the directions with students. If students need additional assistance, continue with Guided Practice to complete the vending machines Pros and Cons chart. *Use lined paper if additional space is needed. Review: Provide students with an opportunity to share their pros and cons with a group or the class in order to thoroughly consider both sides before making their claim. Closure: Today, we reviewed and practiced how to identify the structure of an argument and write the topic and pros/cons of an argument. Turn to your partner and share which side of the argument you think you will argue and why. Answers: Chart: Answers will vary, but the students should list arguments for and against having vending machines at school. 4

5 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: Structure of an Argument Lesson: #1 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Argument: Establish a claim and use logical reasoning, facts, and examples to prove the claim. Structure: Topic Claim Support Thesis Statement Making a Claim Introductory (Paragraph 1) Hook Body (Paragraphs 2, 3, 4) Reasons and Evidence Conclusion (Paragraph 5) Strong Closing Statement Example: Choosing a Topic: School Uniforms Pros and Cons of the Topic Issue to be Argued: Requiring School Uniforms Pros (Arguments For) Cons (Arguments Against) Does not distinguish between students Students want to be able to express their who have expensive clothing and those individuality. who do not. School uniforms are expensive. School uniforms are less expensive than regular clothing Directions: Complete the Pros and Cons chart. Issue to be Argued: Allowing Vending Machines at School Pros (Arguments For) Cons (Arguments Against) Sample Daily Lesson - Student Response Page 5

6 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: Thesis Statement and Evidence Lesson: #2 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Lesson Objective: Students will identify and will write the claim (thesis statement), title, and reasons that support the claim. St. Ed. Pg. 154 Introduction: A topic or issue usually has at least two different possible claims or positions. Some complicated issues can be argued from several different claims or positions. It is important to have strong reasons to support the claim or position. Sample Daily Lesson- Teacher Lesson Plan Instruction: Yesterday, we reviewed and practiced how to identify the structure of an argument, the topic, and the pros and cons of an argument. Look at the top of your page. We have reviewed this structure, and today we will begin writing an argument. We begin with a thesis statement that tells the reader what the argument will show or prove. The thesis statement is a strong sentence that makes the writer s position clear. Once the author has identified the topic, he or she selects a position and lists the three strongest reasons that support the position. The author always uses the strongest reasons to develop the argument in order to convince the reader to agree. Today, we will focus on writing the claim and the strongest reasons that support the claim. Guided Practice: Today, we will write a thesis statement for a claim and three reasons that support the claim. Remember, the structure of the argument is critical because it sets the framework for the entire argument. Let s look at the example together. The thesis statement is the claim stated in a complete sentence. The argument is developed from that thesis statement or claim. In the example, the thesis statement is: In America s schools, students should not be forced to wear uniforms. To prepare to write the argument, we write three strong reasons to support the claim. We will begin to develop an argument on the topic of vending machines on campus. The question is: should vending machines be allowed at school or not? Yesterday, we completed the Pros and Cons chart on this issue, and today we will use that information to determine three strong reasons, facts, or evidence to support the claim. Independent Practice: Review the directions with students. Prior to completing the chart, review the Pros/Cons chart from yesterday. If students need additional assistance, continue with Guided Practice to complete the chart or assign students to work with a partner. *Use lined paper if additional space is needed. Review: Have students share their three reasons with a group or the class and discuss the possible reasons to support the argument with students. Closure: Today, we reviewed and practiced how to write the claim (thesis statement) and reasons that support the claim. Turn to your partner and share your thesis statements. Answers: Answers will vary. Students must select allow or don t allow vending machines at school, and write a thesis statement and three reasons, facts, or pieces of evidence that support the thesis statement. 6

7 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: Thesis Statement and Evidence Lesson: #2 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Argument: Establish a claim and use logical reasoning, facts, and examples to prove the claim. Structure: o Topic Claim Support Thesis Statement Making a Claim and Reasons o Introductory (Paragraph 1) Hook o Body (Paragraphs 2, 3, 4) Reasons and Evidence o Conclusion (Paragraph 5) Strong Closing Statement Example: Thesis Statement Making a Claim and Reasons Clearly Stated Thesis: o Complete sentence that states what you intend to show or prove Reasons that Support Claim o May be logical reasoning, facts based on research, or examples Thesis Statement: In America s schools, students should not be forced to wear uniforms. Reasons to Support Claim Middle school students are trying to establish their identity. Not everyone can afford to purchase school uniforms. School uniforms do not lessen discipline problems. Directions: Complete the chart. Use the information from your Pros/Cons chart to identify the three strongest reasons that support your claim. Choose your claim: Thesis Statement: Topic: Vending Machines Allow or Do not allow vending machines at school Sample Daily Lesson - Student Response Page Three reasons, facts, or evidence that support your claim. Strong 1. Stronger 2. Strongest 3. 7

8 St. Ed. Pg. 155 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: Introductory Paragraph Lesson: #3 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Lesson Objective: Students will write an introductory paragraph that includes a hook, background information, context, and claim. Introduction: The author uses the introductory paragraph to pull their audience into the argument. The writer must provide something engaging at the beginning of their argument, so the reader will continue to read the rest of the argument. Sample Daily Lesson- Teacher Lesson Plan Instruction: Yesterday, we reviewed and practiced how to write the claim and reasons to support the claim. After the author has established the claim and reasons that support it, the next step is to write an introductory paragraph. The introductory paragraph is one of the most critical paragraphs in the argument because it introduces the argument to the reader. Early in the introductory paragraph, the writer uses a hook to engage the reader. The hook is a striking statement, a question, or a startling fact that catches the reader s attention. The writer will also include background information and context to support the argument. Today, we will focus on writing an introductory paragraph that includes a hook, background information, context, and claim. Guided Practice: Let s begin reviewing the thesis statement and reasons that support the claim related to the school uniform issue. One of the most important elements of the structure of an argument is the introduction, because a strong introduction sets the stage for the rest of the argument. Now, let s look at the example together. In the example, the first sentence is the hook: Imagine opening your closet to find something to wear to school, and all you can find are navy pants and white shirts. The hook immediately plants a visual image in the mind of the reader, who imagines his or her own closet. The author continues with: Doesn t that sound like a nightmare? The reader makes a connection to how he or she might feel about a closet full of navy and white clothes. The author has done a good job of creating a hook that immediately grabs the attention of the reader. The author continues to build the introduction with the background information, context, and concludes with the claim. (Use the same process to discuss the background information, context, and claim with students. Sentences are labeled in the example paragraph.) We will begin to develop an argument on the topic of vending machines on campus. The question is: Should vending machines be allowed at school or not? Yesterday, we determined the three strongest reasons to support the argument, and today we will write the introductory paragraph. Independent Practice: Review directions with students. Remind students that they may write either one or two sentences for each piece. If students need additional assistance, continue with Guided Practice to complete the chart or assign students to work with a partner. *Students will need lined paper to write the argument. Review: Have students share their introductory paragraphs with partners prior to reviewing with students. Closure: Today, we practiced writing an introductory paragraph that includes a hook, background information, context, and claim. Turn to your new partner and share your hook. Answers: Answers will vary. 1. A striking statement, question, or startling fact to hook the reader. 2. Background information that supports having or not having vending machines at school. 3. Context that shows why they are or are not a good idea. 4. Thesis statement from lesson 2. 8

9 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: Introductory Paragraph Lesson: #3 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Argument: Establish a claim and use logical reasoning, facts, and examples to prove the claim. Structure: o Topic Issue Pros and Cons o Thesis Statement Making a Claim and Reasons Introduction (Paragraph 1) Hook o Body (Paragraphs 2, 3, 4) reasons and evidence o Conclusion (Paragraph 5) Strong Closing Statement (Paragraph 5) Example: Introduction (Paragraph ) Hook o Hook (1-2 Sentences) Startling Situation or Interesting Question o Background Information (1-2 Sentences) o Context (1-2 Sentences) o Claim (Thesis Statement) Hook Imagine opening your closet to find something to wear to school, and all you can find are navy pants and white shirts. Does that sound like a nightmare? Background Well, for many public school students in America, it is a reality! Context Every day students all across America, students are in schools that require them to wear a uniform. Claim/Thesis Statement In America s schools, students should not be forced to wear uniforms. Directions: Complete the chart. Use the information from previous lessons to complete the thesis statement and claim. Refer to the Pros/Cons chart for support with the background information and context for the issue. Thesis Statement: Topic: Vending Machines Introductory Paragraph Fill in information in the space provided. Hook 1. Sample Daily Lesson - Student Response Page Background Information 2. Context 3. Claim 4. 9

10 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: Transition Words and Phrases Lesson: #4 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Lesson Objective: Students will use transition words and phrases. St. Ed. Pg. 156 Introduction: An author selects a topic, thesis statement, and reasons that support the claim, but then the author needs to connect the ideas to make a clear, coherent argument. Transition words and phrases help the reader follow the author s argument. Sample Daily Lesson- Teacher Lesson Plan Instruction: Yesterday, we practiced writing the introductory paragraph for an argument. We will write the body paragraphs and the conclusion in next week s lessons, but we need to practice connecting ideas before we begin that work. We use transition words and phrases to connect ideas in our writing. Transition words and phrases can introduce ideas, show how ideas are connected, or let the reader know that the writing is coming to its ending. The ability to effectively use transition words and phrases takes practice, but it is an important skill for any writer. Today, we will focus on using transition words and phrases, so we can incorporate them into our argument. Look at the chart at the top of your page. It shows transition words and phrases that can be used for three different purposes: to introduce, to connect ideas, and to conclude. Review the chart together. Remind students that this is a short list, and they may know other transition words and phrases that they would like to use in their writing. Guided Practice: Today, we will write sentences that use transition words and phrases to introduce, to connect ideas, and to conclude. Let s look at the Example A together. In Example A the sentence: To begin with students need to learn to express their individuality, uses the transition phrase to begin with to introduce the first reason to support the claim. In Example B the sentence: In addition to the lack of individuality, it is expensive to buy uniforms for school, connects this idea with the previous ideas. The transition phrases helps the reader know what the author intends to do in this paragraph. In Example C the sentence: For these reasons school uniforms should not be required of students, uses the concluding phrase: For these reasons at the beginning of the sentence that sums up the entire argument. The concluding phrase should be part of a powerful ending sentence if it is summing up the entire argument. Remember, the ability to effectively use transition words and phrases is important for arguments, but using them takes time and practice. Good writers know and use a variety of transition and concluding words and phrases. Independent Practice: Review the directions with students. If students need additional assistance, assign students to work with a partner to write the sentences with transition and concluding words and phrases. Review: Prior to reviewing student responses, have students share one of their sentences and the transition or concluding word or phrase with a partner or a group. Closure: Today, we reviewed and practiced how to write and use transition and concluding words and phrases. Turn to your partner and share a different sentence and the transition word or phrase. Answers: Answers will vary These two sentences use introductory words or phrases These two sentences use connecting words or phrases These two sentences use concluding words or phrases. 10

11 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: Transition Words and Phrases Lesson: #4 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Transition Words and Phrases To introduce To connect ideas To conclude First It is clear that To begin with For the purpose of With this intention Instead of Rather than Similarly Consequently Furthermore Another On the other hand Additionally In addition to Clearly Besides Although In conclusion As you can see To summarize As a result Therefore Obviously For these reasons As I said Finally Example A: To begin with students need to learn to express their individuality. Example B: In addition to the lack of individuality, it is expensive to buy uniforms for school. Example C: For these reasons school uniforms should not be required of students. Directions: Write two sentences using each of the three types of transition words or phrases: Transition Words and Phrases to introduce: Transition Words and Phrases to connect ideas: 3. Sample Daily Lesson - Student Response Page 4. Transition Words and Phrases to conclude:

12 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: Argument Essay Evaluation: #1 The weekly evaluation may be used in the following ways: As a formative assessment of the students progress. As an additional opportunity to reinforce the vocabulary, concepts, and knowledge presented during the week of instruction. St. Ed. Pg. 157 Standard: W.6.1 Write arguments to support claims with clear reasons and relevant evidence. Procedure: Read the directions aloud and ensure that students understand how to respond to each item. Sample Assessment - Teacher Lesson Plan If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently. If you are using it to reinforce the week s instruction, determine the items that will be completed as guided practice, and those that will be completed as independent practice. Review: Review the correct answers with students as soon as they are finished. Answers: 1. (W.6.1) Answers will vary, but the students should list pros (arguments for) and cons (arguments against) for the issue of requiring PE at school. 2. (W.6.1) Answers will vary, but students should write a thesis statement stating a claim about the issue of requiring PE at school. 3. (W.6.1) Answers will vary, but students should include the ideas that transition words and phrases help the reader follow the argument through introductions, connections, and conclusions. 12

13 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: Argument Essay Evaluation: #1 Argument: Establishes a claim and uses logical reasoning, examples, and research to prove the claim. Structure: Topic Issue Pros and Cons o Thesis Statement Making a Claim o Introduction (Paragraph 1) Hook o Body (Paragraphs 2, 3, 4) Reasons and Evidence o Conclusion (Paragraph 5) Strong Closing Statement Topic: PE Issue: Should we or should we not require PE at school. Directions: Complete the Pros and Cons chart with at least three reasons in each box. 1. Issue to be Argued: Should PE be required at school? Pros (Arguments For) Cons (Arguments Against) 2. Based on the Pros and Cons in the chart, chose a side and write a possible claim (thesis statement). Sample Assessment - Student Response Page 3. What is the purpose of transition words and phrases in an essay? 13

14 St. Ed. Pg. 159 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: First Body Paragraph Lesson: #5 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Lesson Objective: Students will write the first body paragraph of the argument that includes a strong reason (Reason 1) and three pieces of evidence, facts, or examples. Introduction: In an argument, the author must support their claim with relevant evidence. When the author builds a strong foundation for the claim, the reader is more likely to agree with the author s argument or point of view. Sample Daily Lesson- Teacher Lesson Plan Instruction: We have practiced writing an introductory paragraph that includes a hook, background information, context, and a claim. While the introductory paragraph is one of the most critical paragraphs in the argument, the body paragraphs are also important for building a strong case for the argument. The author needs to provide strong evidence that supports the reasons. Today, we will focus on writing the first body paragraph that includes Reason 1 and three pieces of evidence, facts, or examples that support the reason. You may look back at lesson 2 to determine the first reason you will write about. Your first body paragraph will be just about that reason. You will write evidence, facts, or examples to show the relevance of the reason to show or prove your claim. Guided Practice: Today, we will write the first body paragraph including the topic/transition sentence, evidence, and concluding sentence. The body paragraphs are the heart of the argument. They provide the evidence to support the author s claim. Now, let s look at the example together. In the example, the first sentence is the topic/transition sentence: First of all, students should not wear uniforms because they take away a student s sense of individuality. The topic/transition sentence clearly states the first main point (Reason 1). The author continues with the three pieces of evidence that support the topic sentence. The second sentence is: Students begin to find their fashion style by making individual choices about what to wear, and is the first piece of evidence to support the topic sentence. Sentences 3 and 4 also support the topic sentence. The last sentence is the concluding sentence: Therefore, it is important for students to have choices about what they wear to school, and the author uses a word, Therefore, which is used to conclude or summarize all the ideas in the paragraph. The structure of the body paragraph is used on all body paragraphs to be certain the overall argument is clear and includes relevant evidence. Independent Practice: Review the directions with students. If students need additional assistance, continue with Guided Practice to complete the chart or assign students to work with a partner. *Students will need lined paper to write the argument. Review: Have students share their introductory paragraphs with partners prior to reviewing with as a class. Closure: Today, we practiced writing the first body paragraph that includes the topic/transition sentence, evidence, and concluding sentence. Turn to your partner and share your topic/transition sentence. Answers: Answers will vary. 1. Topic transition sentence that includes an introductory transition word or phrase Sentences that provide facts, evidence, or examples to support the reason in the first sentence. 5. Concluding sentence for the paragraph that restates or summarizes the reason explored in the paragraph. 14

15 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: First Body Paragraph Lesson: #5 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Argument: Establish a claim and use logical reasoning, facts, and examples to prove the claim. Structure: Topic Issue Pros and Cons Thesis Statement Making a Claim and Reasons Introduction (Paragraph 1) Hook Body (Paragraphs 2, 3, 4) Reasons and Evidence Conclusion Strong Closing Statement (Paragraph 5) Example: First Body (Paragraph 2) Reasons and Evidence o Reason 1 o Topic/Transition Sentence o Three (3) Pieces of Evidence Support, Examples, Facts o Concluding Sentence for this reason Topic/Transition Sentence First of all, students should not wear uniforms because they take away a student s sense of individuality. Evidence 1 Students begin to find their fashion style by making individual choices about what to wear. Evidence 2 When students are limited to navy pants and white shirts, students are not able to wear colors and styles that express their personal style. Evidence 3 Students need the opportunity to make their own choices, so they can learn how to make good decisions. Concluding Sentence Therefore, it is important for students to have choices about what they wear to school. Directions: Complete the chart using the reasons written in lesson 2. Thesis Statement: Topic/ Transition Sentence Topic: Vending Machines 1. Sample Daily Lesson - Student Response Page Evidence 1 Evidence 2 Evidence 3 Concluding Sentence

16 St. Ed. Pg. 160 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: Second Body Paragraph Lesson: #6 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Lesson Objective: Students will write the second body paragraph of the argument that includes the stronger reason (Reason 2); three pieces of evidence, facts, or examples; and a conclusion. Introduction: Writers can organize their reasons from strong to strongest or from strongest to strong, it depends on their purpose. Some writers prefer to end with their strongest reason, so the argument builds to a climax. An experienced writer will use the sequence that works best for the argument. Sample Daily Lesson- Teacher Lesson Plan Instruction: Yesterday, we practiced writing the first body paragraph, three pieces of evidence, and a conclusion. The second body paragraph will continue to build evidence for the writer s claim. It is important to have a sequence for building the evidence that makes sense to the reader and articulates the reasons that the writer chose that position in the argument. Today, we will focus on writing the second body paragraph that includes Reason 2, three pieces of evidence that support the reason, and the conclusion. Guided Practice: Today, we will write the second body paragraph including the topic sentence, evidence, and concluding sentence. Remember, the body paragraphs are the heart of the argument and provide the evidence to support the writer s claim. Let s look at the example together. In the example, the first sentence is the topic/transition sentence: Furthermore, school uniforms do not save families money. The topic sentence clearly states the second main point (Reason 2). The writer continues with the three pieces of evidence that support the topic/transition sentence. The second sentence is: First, families are not able to take advantage of clothing sales, because uniforms can only be purchased at certain stores, and is the first piece of evidence to support the topic sentence. Sentences 3 and 4 also support the topic/transition sentence. The last sentence is the concluding sentence: Clearly, school uniforms do not save families money when we examine the evidence, if anything they cost families more money, and the writer uses a word, Clearly, which is used to conclude or summarize all the ideas in the paragraph. The writer maintains the structure of the body paragraph and concluding with a sentence that ties all the ideas together for the audience. Independent Practice: Review the directions with students. Remind students to include transition and conclusion words and phrases. *Students will need lined paper to write the argument. Review: Provide an opportunity for students to discuss their concluding sentences and discuss how it connects the topic sentence and the evidence. Closure: Today, we practiced writing the second body paragraph that includes the topic/transition sentence, evidence, and concluding sentence. Answers: Answers will vary. 1. Topic transition sentence that includes an introductory transition word or phrase Sentences that provide facts, evidence, or examples to support the reason in the first sentence. 5. Concluding sentence for the paragraph that restates or summarizes the reason explored in the paragraph. 16

17 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: Second Body Paragraph Lesson: #6 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Argument: Establish a claim and use logical reasoning, facts, and examples to prove the claim. Structure: Topic Issue Pros and Cons Thesis Statement Making a Claim and Reasons Introduction (Paragraph 1) Hook Body (Paragraphs 2, 3, 4) Reasons and Evidence Conclusion Strong Closing Statement (Paragraph 5) Example: Second Body (Paragraph 3) Reasons and Evidence o Reason 2 o Topic/Transition Sentence o Three (3) Pieces of Evidence Support, Examples, Facts, Reasons o Concluding Sentence Topic/Transition Sentence Furthermore, school uniforms do not save families money. Evidence 1 First, families are not able to take advantage of clothing sales, because uniforms can only be purchased at certain stores. Evidence 2 Actually, it costs more when schools require uniforms because students still need regular clothing when they are not in school which families have to buy. Evidence 3 Finally, uniforms wear out faster because they are worn frequently so they have to be replace more often. Concluding Sentence Clearly, school uniforms do not save families money when we examine the evidence, if anything they cost families more money. Directions: Complete the chart using the second reason written in lesson 2 to complete the second body paragraph. Thesis Statement: Topic/ Transition Sentence Topic: Vending Machines 1. Sample Daily Lesson - Student Response Page Evidence 1 Evidence 2 Evidence 3 Concluding Sentence

18 St. Ed. Pg. 161 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: Third Body Paragraph Lesson: #7 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Lesson Objective: Students will write the third body paragraph of the argument that includes the stronger reason (Reason 3), three pieces of evidence, and a conclusion. Introduction: The writer s purpose in an argument essay is to convince the audience that the claim is true. A writer evaluates their argument as he or she writes and makes adjustments to ensure that he or she is writing a strong, well-supported argument. Instruction: Yesterday, we practiced writing the second body paragraph, three pieces of evidence, and conclusion. The third body paragraph is the last piece of evidence for the writer s claim. The writer wants to be certain that the third paragraph is strong because it will lead the audience into the concluding paragraph. Today, we will focus on writing the third body paragraph that includes Reason 3, three pieces of evidence, and the conclusion. Sample Daily Lesson- Teacher Lesson Plan Guided Practice: Today, we will write the third body paragraph including the topic/transition sentence, evidence, and concluding sentence. Remember, the body paragraphs are the heart of the argument and provide the evidence to support the writer s claim. Now, let s look at the example together. In the example, the first sentence is the topic/transition sentence: Finally, uniforms do not increase safety at school. The topic/transition sentence clearly states the third main point (Reason 3). The writer then includes three pieces of evidence that support the topic/transition sentence. The second sentence is: First, most schools already have clothing policies in place that discourage gang related or other inappropriate clothing, and is the first piece of evidence to support the topic/transition sentence. Sentences 3 and 4 also support the topic sentence. The last sentence is the concluding sentence: As you can see, schools themselves validate this point because if all it took to increase school safety would be to require school uniforms wouldn t every school have a uniform policy?, and the writer the phrase, As you can see, which is used to connect all the ideas in the paragraph. The writer s concluding sentence ends with a question that provides the audience with something to think about. Independent Practice: Review the directions with students. Remind students to include transition and conclusion words and phrases. *Students will need lined paper to write the argument. Review: Provide an opportunity for students to discuss their concluding sentences and discuss how it connects the topic sentence and the evidence. Closure: Today, we practiced writing the third body paragraph that includes the topic/transition sentence, evidence, and concluding sentence. Answers: Answers will vary. 1. Topic transition sentence that includes an introductory transition word or phrase Sentences that provide facts, evidence, or examples to support the reason in the first sentence. 5. Concluding sentence for the paragraph that restates or summarizes the reason explored in the paragraph. 18

19 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: Third Body Paragraph Lesson: #7 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Argument: Establish a claim and use logical reasoning, facts, and examples to prove the claim. Structure: Topic Issue Pros and Cons Thesis Statement Making a Claim and Reasons Introduction (Paragraph 1) Hook Body (Paragraphs 2, 3, 4) Reasons and Evidence Conclusion Strong Closing Statement (Paragraph 5) Example: Third Body (Paragraph 4) Reasons and Evidence o Reason 3 (Chart B) o Topic/Transition Sentence o Three (3) Pieces of Evidence Support, Examples, Facts, Reasons o Concluding Sentence Topic/Transition Sentence Finally, uniforms do not increase safety at school. Evidence 1 First, most schools already have clothing policies in place that discourage gang related or other inappropriate clothing, Evidence 2 In fact, it might make schools less safe because students who might be easily identified by their clothing, easily blend in when all students wear a uniform. Evidence 3 Lastly, a uniform does not prevent student from breaking school rules, all schools whether they have uniforms or not, have discipline issues. Concluding Sentence As you can see, schools themselves validate this point because if all it took to increase school safety would be to require school uniforms wouldn t every school have a uniform policy? Directions: Complete the chart using the second reason written in lesson 2 to complete the third body paragraph. Thesis Statement: Topic/ Transition Sentence Topic: Vending Machines 1. Sample Daily Lesson - Student Response Page Evidence 1 Evidence 2 Evidence 3 Concluding Sentence

20 St. Ed. Pg. 162 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: Concluding Paragraph Lesson: #8 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Lesson Objective: Students will write the conclusion of the argument that restates the thesis, summarizes the three main points, and includes a final statement. Introduction: The concluding paragraph of an argument essay is the author s last opportunity to provide the reader with reasons to accept the claim. The author wants to conclude with a summary of the argument and a powerful clincher which might be a fascinating question or a stimulating idea. Sample Daily Lesson- Teacher Lesson Plan Instruction: Yesterday, we practiced writing the third body paragraph, three pieces of evidence, and conclusion. Today, we will focus on the conclusion to the argument. The author s goal is to leave the reader thinking by providing the reader with an interesting question or memorable final sentence to end the argument. Take a few minutes to reread what you have written in lessons 3, 5, 6, and 7. These are your introductory and body paragraph ideas. Your conclusion will be the opportunity to make one more effort to convince the reader of your claim. When you have finished writing the conclusion, consider a title that relates to the claim and will grab the attention of the reader. While the title is the first thing the reader sees, it is the last thing you write because you want to be sure that it relates to what you wrote. Guided Practice: Today, we will write the concluding paragraph that includes a restatement of the thesis, a summary or the main ideas, and a strong closing statement. Remember, the concluding paragraph is the author s last opportunity to capture the reader s attention in a way that compels him or her to agree with the thesis. Let s look at the example together. In the example, the first sentence is the restatement of the thesis: America is the land of the free and students should not be forced to wear a uniform to school. The sentence clearly restates the thesis of the argument. Next, the writer includes a one sentence summary of each of the three reasons (main points). The second sentence is: One of the worst things we can do to students is to take away their individuality by pushing them all into the same mold, and is a summary of the first reason used to support the thesis. Sentences 3 and 4 summarize Reason 2 and Reason 3. The last sentence is the final statement: We live in a country that prides itself on individual freedom of choice and expression, why would we take the very thing that we fought so hard to achieve away from our own children? The author s final statement is intended to be thought provoking. An author always wants to end the argument with the strongest possible statement to support the thesis. Once you have written your conclusion, write a title that will have an immediate impact on the reader. Independent Practice: Review the directions with students. Review: After a few minutes, review together. Provide an opportunity for students to discuss their final statements and explain why they chose them as final statements. Closure: Today, we practiced writing the concluding paragraph that includes a restatement of the thesis, a summary or the main ideas, and a strong closing statement. Turn to a partner and share the title of your argument. Answers: Answers will vary. 1. Restate the claim Restatement of the three reasons to support the claim. 5. A final statement to leave the audience thinking. 6. A title for the argument 20

21 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: Concluding Paragraph Lesson: #8 Writing Standard: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Argument: Establish a claim and use logical reasoning, facts, and examples to prove the claim. Structure: Topic Issue Pros and Cons Thesis Statement Making a Claim and Reasons Introduction (Paragraph 1) Hook Body (Paragraphs 2, 3, 4) Reasons and Evidence Conclusion Strong Closing Statement (Paragraph 5) Example: Conclusion Strong Closing Statement (Paragraph 5) o Restatement of the Thesis Statement o Summary of Three Reasons (Main Points) o Final Sentence Powerful Statement Leave the Audience Thinking! Restatement America is the land of the free and students should not be forced to wear a uniform to school. Reason 1 One of the worst things we can do to students is to take away their individuality Reason 2 by pushing them all into the same mold. In addition, families do not save money when schools require uniforms, instead families spend twice as much money because they need two totally separate sets of clothing. Reason 3 Finally, all schools have safety concerns and problems regardless of whether they require school uniforms or not. Final Statement We live in a country that prides itself on individual freedom of choice and expression, why would we take the very thing that we fought so hard to achieve away from our own children? Possible Title: Don t Restrict Our Freedom of Expression! Directions: Complete the chart. Restatement of Thesis Reason 1: Summary Topic: Vending Machines Sample Daily Lesson - Student Response Page Reason 2: Summary Reason 3: Summary Final Statement Possible Title

22 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: Argument Essay Evaluation: #2 The weekly evaluation may be used in the following ways: As a formative assessment of the students progress. As an additional opportunity to reinforce the vocabulary, concepts, and knowledge presented during the week of instruction. St. Ed. Pg. 163 Standard: W.6.1 Write arguments to support claims with clear reasons and relevant evidence. Procedure: Read the directions aloud and ensure that students understand how to respond to each item. Sample Assessment - Teacher Lesson Plan If you are using the weekly evaluation as a formative assessment, have the students complete the evaluation independently. If you are using it to reinforce the week s instruction, determine the items that will be completed as guided practice, and those that will be completed as independent practice. Review: Review the correct answers with students as soon as they are finished. Answers: Answers will vary. 1. (W.6.1) You list pros and cons to decide which side you want to argue. 2. (W.6.1) Assigning homework on Fridays is an unfair practice. 3. (W.6.1) The hook is intended to engage the reader and make him or her want to keep reading to the end. 4. (W.6.1) Include how hard students work all week, the need for family time, the need to relax and distress. 5. (W.6.1) You write the title at the end, so it reflects what you have written in the argument. 22

23 Common Core Standards Plus Language Arts Grade 6 Strand: Writing Argument Focus: Argument Essay Evaluation: #2 Argument: Establishes a claim and uses logical reasoning, examples, and research to prove the claim. Structure: Topic Issue Pros and Cons Thesis Statement Making a Claim Introduction (Paragraph 1) Hook Body (Paragraphs 2, 3, 4) Reasons and Evidence Conclusion (Paragraph 5) Strong Closing Statement Directions: Answer each question with a complete sentence. 1. What is the purpose for listing pros and cons about an issue? 2. What is a possible thesis statement for the claim, There should be no homework on Fridays. 3. What is the purpose of writing a hook? 4. What sort of information might you include if you were arguing that there should be no homework on Fridays? Sample Assessment - Student Response Page 5. When do you write the title for an argument? Why do you write it at that time? 23

24 Teacher Lesson Plan Page 1 of 2 St. Ed. Pgs Common Core Standards Plus Language Arts Grade 6 Performance Lesson #8 Strand: Writing Argument Standard Reference: W.6.1: Write arguments to support claims with clear reasons and relevant evidence. Required Student Materials: Student Pages: St. Ed. Pgs (Worksheets), St. Ed. Pg. 168 (Rubric) Lined paper Lesson Objective: The students will work individually to write an argument. The students will include the pros and cons of the argument, three supporting reasons, their position, evidence, and a concluding statement. Sample Performance Lesson - Teacher Lesson Plan Overview: Students review all the elements of argument writing addressed in the Common Core Standards Plus Writing Lessons 1-8, E1-E2. Students will: Write a clear introduction that states a claim. Support their claims with clear reasons and relevant evidence, use credible sources, and demonstrate a clear understanding of the topic. Use a variety of words, phrases, and clauses to clarify the relationships between claim and reasons. Establish and maintain a formal style. Provide a well-developed concluding statement or section that follows the argument. Guided Practice: Review all the elements of an argument writing piece. Review the argument writing prompt. Review transition and concluding words and phrases; remind students to use them in the paper. Review the criteria for a 4 point rubric score. Brainstorm ideas for topic. With guidance, students will complete a graphic organizer to develop their arguments. Review how to: Identify pros and cons of the argument. List the three most important reasons to support the argument. Write the claim and the thesis statement. Write three reasons in support of the argument. Write three pieces of evidence for each stated reason. Include transition and concluding words, phrases, and clauses to clarify relationships. Write a well-developed concluding statement or section that follows the argument. Before beginning to write their arguments, students will trade their graphic organizers with a partner. They will review their partner s graphic organizers and share any suggestions on how to clarify the ideas and/or improve the structure. 24

25 St. Ed. Pgs Teacher Lesson Plan Page 2 of 2 Common Core Standards Plus Language Arts Grade 6 Performance Lesson #8 Strand: Writing Argument Independent Practice: (Required Student Materials: St. Ed. Pgs ) Have the students: Use the completed graphic organizers to organize and write their arguments. Write 5 paragraphs: 1st Paragraph Introduction, hook, background, context, and claim or thesis statement. 2nd-4th Paragraphs A paragraph for each reason with supporting evidence. Last Paragraph Concluding statement or section that clearly follows the argument. Review & Evaluation: (Required Student Materials: St. Ed. Pg. 168) Option 1: Students read their arguments to a partner before making any additions or revisions. Then students trade papers and partners use the rubric to score the arguments. Students then use the peer scores to edit their papers. Option 2: Teacher selects examples of student work (unidentified) and displays them on the overhead to discuss strengths and weaknesses. Option 3: Teacher collects and scores with the writing rubric. Sample Performance Lesoon - Teacher Lesson Plan 25