You will learn
- Define argument.
- Identify parts.
- Distinguish argument from quarrel.
- Recognise audience and purpose.
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
- Find the claim.
- Find the reasons.
- Find the evidence.
- Identify audience and purpose.
Words to know
a claim supported by reasons and evidence to persuade
the position the writer wants accepted
the people the writer wants to convince
what the writer wants to achieve
1. Discover: A letter to the principal
Ayo writes: “Dear Principal, our school should open the library at lunchtime. Reading helps pupils learn and relax. In a class survey, 28 of 32 pupils said they would visit. Opening the library will help everyone.”
The claim: open the library at lunchtime. The reasons: reading helps pupils learn and relax. Evidence: the survey result. The audience is the principal and the purpose is to persuade. This is a written argument, not a quarrel.
Think: Who is the writer trying to persuade, and how?
2. Understand: Argument as reasoned persuasion
Idea 1: Argument
An argument is a claim supported by reasons and evidence.
Idea 2: Audience and purpose
Know your audience and purpose: whom you persuade and why.
Idea 3: Not a quarrel
A written argument is calm and reasoned, not shouting.
3. Worked examples
Example 1 (I show you): Claim
What is the claim?
- Open the library.
Answer: open the library at lunchtime
Example 2 (We do it together): Evidence
What is the evidence?
- Survey.
Answer: 28 of 32 pupils said they would visit
Example 3 (You try): Audience
Who is the audience?
Show the steps and answer
- Principal.
Answer: the principal
Did you know?
Strong arguments use calm reasoning, even about strong feelings.
Why this matters
Understanding arguments prepares you to write and judge them.
4. Explore: Argument parts
Label an argument.
- Read a short argument.
- Underline the claim.
- Mark reasons and evidence.
- Name audience and purpose.
Think about it: what did you notice?
You can analyse an argument.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The claim is ___.
- A reason is ___.
- The evidence is ___.
- The audience is ___.
Guided practice
Question 1. A claim with reasons and evidence is an ___.
argument
Question 2. The position to be accepted is the ___.
claim
Question 3. The people to be convinced are the ___.
audience
Independent practice
Level 1: Start
- A claim with reasons and evidence is an ___.
- The position to be accepted is the ___.
- The people to be convinced are the ___.
- What the writer wants to achieve is the ___.
- 28 of 32 pupils would ___ the library.
Level 2: Grow
- When should the library open?
- What does reading help pupils do?
- Who is the letter to?
Level 3: Stretch
- Is an argument a quarrel?
- Does an argument need evidence?
- Is the purpose to persuade?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Identify the claim, reasons and evidence in a short argument.
Show a sample answer
an analysis
Another one. Listen for a claim in a family conversation and name its reason.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can define argument.
- I can identify parts.
- I can distinguish argument from quarrel.
- I can recognise audience and purpose.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Find the claim.
- Find the reasons.
- Find the evidence.
- Identify audience and purpose.
11. Next lesson
Next lesson: Developing claims. 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.
- Define argument. [1 mark]
- Identify the claim and evidence in the library letter. [2 marks]
- What is an audience? [1 mark]
- What is the purpose of the letter? [1 mark]
- Explain how an argument differs from a quarrel. [3 marks]
Total: 8 marks.
Marking guide and model answers
- a claim supported by reasons and evidence to persuade [1]
- open the library at lunchtime [1]; 28 of 32 pupils would visit [1]
- the people the writer wants to convince [1]
- to persuade the principal [1]
- argument uses reasons [1]; uses evidence [1]; stays calm and aims to persuade [1]
Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- A claim with reasons and evidence is an ___.
- The position to be accepted is the ___.
- The people to be convinced are the ___.
- What the writer wants to achieve is the ___.
- 28 of 32 pupils would ___ the library.
- When should the library open?
- What does reading help pupils do?
- Who is the letter to?
- Is an argument a quarrel?
- Does an argument need evidence?
Homework
Listen for a claim in a family conversation and name its reason.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. A claim with reasons and evidence is an ___. | argument | 1 |
| 2. The position to be accepted is the ___. | claim | 1 |
| 3. The people to be convinced are the ___. | audience | 1 |
| 4. What the writer wants to achieve is the ___. | purpose | 1 |
| 5. 28 of 32 pupils would ___ the library. | visit | 1 |
| 6. When should the library open? | at lunchtime | 1 |
| 7. What does reading help pupils do? | learn and relax | 1 |
| 8. Who is the letter to? | the principal | 1 |
| 9. Is an argument a quarrel? | no | 1 |
| 10. Does an argument need evidence? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 argument; 2 claim; 3 audience; 4 purpose; 5 visit. Level 2: 1 at lunchtime; 2 learn and relax; 3 the principal. Level 3: 1 no; 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 Define 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 |
| O2 Identify parts | 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 Distinguish argument from quarrel | 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 Recognise audience and purpose | 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
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- 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: define argument; identify parts; distinguish argument from quarrel; recognise audience and purpose.
Prerequisite knowledge. Revision and editing.
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 8-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 » Writing; Grade 6 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core W.6.1 (write arguments to support claims with clear reasons and relevant evidence); Cambridge Primary English Stage 6 (persuasive writing). These sources informed the lesson.