Courseversity

Comparing arguments

Primary EducationGrade 6English & Language ArtsCV-PRI-G06-ELA-U04-L0845–60 min

You will learn

  • Identify each claim.
  • Compare reasons.
  • Compare evidence.
  • Judge the stronger argument.

Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.

Student lesson

The lesson in 60 seconds

  1. State each claim.
  2. List reasons and evidence.
  3. Compare quality.
  4. Judge and justify.

Words to know

argument
a claim supported by reasons and evidence
counterclaim
an opposing claim
strength
how convincing an argument is
justify
to give reasons for a judgement

1. Discover: Phones at school?

Writer A: Phones should be banned at school. Reasons: they distract students; a trial class scored 12% higher without phones. Writer B: Phones should be allowed for learning. Reasons: they give quick access to information; students can use them to practise languages.

The writers present counterclaims. A has stronger evidence: a measurable result. B’s reasons are sensible but lack data. A’s strength is higher, but B could improve with evidence. We justify using reasons.

Think: Which argument is more convincing and why?

2. Understand: Weighing two sides

Idea 1: Compare

Compare each argument’s claim, reasons and evidence.

Idea 2: Strength

Strength depends on evidence, relevance and fairness.

Idea 3: Justify

Justify your judgement with reasons.

Remember: Compare arguments by claim, reasons and evidence, then justify which is stronger.

3. Worked examples

Example 1 (I show you): Claims

What do A and B claim?

  1. Opposite.

Answer: A: ban phones; B: allow phones for learning

Example 2 (We do it together): Evidence

Who has stronger evidence?

  1. A.

Answer: A, with 12% higher scores

Example 3 (You try): Improve

How could B improve?

Show the steps and answer
  1. Data.

Answer: add evidence such as data or results

Did you know?

Debaters often prepare both sides before they decide their own view.

Why this matters

Comparing arguments helps you form reasoned opinions.

4. Explore: Side by side

Compare two arguments.

  1. Pick an issue.
  2. List each claim.
  3. Compare evidence.
  4. Justify the stronger.
Think about it: what did you notice?

You can compare arguments.

5. Practise

Say it in a sentence

Use these starters when you talk about the lesson. Say them out loud.

  • Writer A claims ___.
  • Writer B claims ___.
  • The stronger evidence is ___.
  • I judge ___ stronger because ___.

Guided practice

Question 1. A claim supported by reasons is an ___.

argument

Question 2. An opposing claim is a ___.

counterclaim

Question 3. How convincing it is is its ___.

strength

Independent practice

Level 1: Start

  1. A claim supported by reasons is an ___.
  2. An opposing claim is a ___.
  3. How convincing it is is its ___.
  4. To give reasons for a judgement is to ___.
  5. The trial class scored ___ higher.

Level 2: Grow

  1. What does A say phones do?
  2. What does B say phones give?
  3. What does B lack?

Level 3: Stretch

  1. Are A and B opposite?
  2. Does evidence add strength?
  3. Must you justify a judgement?

Answers are in the answer key below. Try first, then check.

6. Apply: English in everyday life

Compare two short arguments and justify which is stronger.

Show a sample answer

a comparison

Another one. Listen to two sides of a family debate and judge which was stronger, with reasons.

Show a sample answer

a completed task

7. Common mistakes

Mistake: Rushing without checking.
Fix: Slow down and check your work.
Another mistake: Skipping the worked example.
Fix: Study the example first, then try.

8. Lesson summary and revision card

I can…

  • I can identify each claim.
  • I can compare reasons.
  • I can compare evidence.
  • I can judge the stronger argument.

9. Check and master

Answer all 14 questions. You will see feedback after each one.

1. An argument is a claim with ___ and evidence.

2. A counterclaim is an ___ claim.

3. Strength is how ___ an argument is.

4. To justify is to give ___.

5. Writer A claims phones should be ___.

6. Writer B claims phones should be ___.

7. A’s stronger evidence is ___.

8. B’s weakness is ___.

9. What should you compare?

10. A good judgement is ___.

11. What can strengthen B?

12. Why compare arguments?

Challenge 1. Which is a counterclaim to “Homework should be banned”?

Challenge 2. Which justifies a judgement?

Your result appears here after you answer every question.

10. Key takeaways

  • State each claim.
  • List reasons and evidence.
  • Compare quality.
  • Judge and justify.

11. Next lesson

Next lesson: Synthesising information. Keep going with the next idea in this course.

Exam practice

These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.

  1. What is an argument? [1 mark]
  2. What are A’s and B’s claims? [2 marks]
  3. Which has stronger evidence and why? [2 marks]
  4. What is a counterclaim? [1 mark]
  5. Explain how to compare arguments. [3 marks]

Total: 9 marks.

Marking guide and model answers
  1. a claim supported by reasons and evidence [1]
  2. A: ban phones [1]; B: allow phones for learning [1]
  3. A [1]; a measured 12% result [1]
  4. an opposing claim [1]
  5. state each claim [1]; compare reasons and evidence [1]; justify which is stronger [1]

Score guide: 8 to 9 = secure. 6 to 7 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.

Printable worksheet

  1. A claim supported by reasons is an ___.
  2. An opposing claim is a ___.
  3. How convincing it is is its ___.
  4. To give reasons for a judgement is to ___.
  5. The trial class scored ___ higher.
  6. What does A say phones do?
  7. What does B say phones give?
  8. What does B lack?
  9. Are A and B opposite?
  10. Does evidence add strength?

Homework

Listen to two sides of a family debate and judge which was stronger, with reasons.

Answer key and marking scheme

Question Expected response Marks
1. A claim supported by reasons is an ___. argument 1
2. An opposing claim is a ___. counterclaim 1
3. How convincing it is is its ___. strength 1
4. To give reasons for a judgement is to ___. justify 1
5. The trial class scored ___ higher. 12% 1
6. What does A say phones do? distract students 1
7. What does B say phones give? quick access to information 1
8. What does B lack? data or evidence 1
9. Are A and B opposite? yes 1
10. Does evidence add strength? yes 1
Total 10

Independent practice answers. Level 1: 1 argument; 2 counterclaim; 3 strength; 4 justify; 5 12%. Level 2: 1 distract students; 2 quick access to information; 3 data or evidence. Level 3: 1 yes; 2 yes; 3 yes.

Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.

Mastery and remediation

Objective Bronze (Developing) Silver (Proficient) Gold (Advanced)
O1 Identify each claim Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O2 Compare reasons Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O3 Compare evidence Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation
O4 Judge the stronger argument Shows this with help from an adult or a picture Does this independently and explains how they know Explains it clearly and uses it in a new situation

Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.

If a learner struggles

  1. Find the misconception: Rushing without checking. Slow down and check your work.
  2. Explain another way: use real objects, pictures or actions first, then words.
  3. Show a simpler example: Re-read the examples slowly and use the sentence frames.
  4. Guided practice: work through one example together and let the learner try the next one.
  5. Reassess: use the quiz again or the worksheet.
  6. Move on when the learner shows Silver-level evidence independently.

For parents and guardians

In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.

  • Listen while your child explains the idea.
  • Ask for one new example.
  • Praise effort and careful work.
  • Ask “how do you know?” after each answer, and listen.
  • Praise effort, not only right answers. Mistakes are how we learn.
  • Ten to fifteen minutes a day is better than one long session.

Teacher package

1–5. Objectives, prerequisites, materials, preparation, duration

Lesson objectives. Learners will: identify each claim; compare reasons; compare evidence; judge the stronger argument.

Prerequisite knowledge. Perspective and bias.

Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.

Preparation. Write the key words and examples on the board or on cards before the lesson.

Suggested duration. 45–60 minutes. It can be split into two shorter sessions.

6–9. Teaching procedure, explanation notes, guided and independent activities

Introduction (5 min). Introduce the idea with the opening example.

Explanation (10 min). Teach the key words.

Guided activity (10 min). Practise together.

Independent activity (10 min). Check understanding with the quiz.

Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.

Key questions. What is the key idea? Can I give my own example?

Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.

10–12. Differentiation, formative assessment, common misconceptions

Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.

Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.

Misconceptions. Rushing without checking. Slow down and check your work.

13–15. Assessment questions, answer keys, marking scheme

Use the quiz, the 9-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.

16–19. Remediation, enrichment, homework, teacher reflection

Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.

Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.

Sources and standards

This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.

Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 6 » Reading: Literature; Grade 6 » Reading: Informational Text. These pages list the standards that cover this topic area; read them alongside the lesson.

Research used to shape this lesson. Common Core RI.6.8 and RI.6.9 (compare one author’s presentation with another); Cambridge Primary English Stage 6 (comparing viewpoints). These sources informed the lesson.

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