Courseversity

Lesson

Developing claims

Primary EducationGrade 6English & Language ArtsCV-PRI-G06-ELA-U08-L0245–60 min

You will learn

  • Write a claim.
  • Make it arguable.
  • Make it specific.
  • Revise a weak claim.

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. Choose an issue.
  2. Take a position.
  3. Make it specific.
  4. Check it is arguable.

Words to know

arguable
able to be debated by reasonable people
specific
clear and precise
position
your stance on an issue
thesis statement
a claim stated in one sentence

1. Discover: Weak to strong claims

Dayo drafts: “School uniforms.” That is only a topic. “School uniforms exist.” That is a fact, not arguable. “Uniforms are bad.” That is vague. His stronger thesis statement: “Schools should keep uniforms because they reduce distraction and promote equality.”

It takes a position, it is arguable and it is specific.

Think: Why is the last claim stronger?

2. Understand: A claim worth arguing

Idea 1: Arguable

A claim must be arguable: people could disagree.

Idea 2: Specific

Make it specific with reasons or conditions.

Idea 3: Thesis statement

State your position in one clear thesis statement.

Remember: A strong claim takes a position, is arguable and specific, and is stated in a thesis sentence.

3. Worked examples

Example 1 (I show you): Topic

Which is only a topic?

  1. School uniforms.

Answer: school uniforms

Example 2 (We do it together): Fact

Which is a fact?

  1. Uniforms exist.

Answer: school uniforms exist

Example 3 (You try): Strong

Which is strongest?

Show the steps and answer
  1. Keep uniforms because…

Answer: schools should keep uniforms because they reduce distraction and promote equality

Did you know?

A thesis statement is often the last sentence of the introduction.

Why this matters

A strong claim gives your argument direction.

4. Explore: Claim builder

Strengthen claims.

  1. Choose an issue.
  2. Write a topic.
  3. Take a position.
  4. Add a reason to be specific.
Think about it: what did you notice?

You can write a claim.

5. Practise

Say it in a sentence

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

  • My topic is ___.
  • My claim is that ___.
  • It is arguable because ___.
  • It is specific because ___.

Guided practice

Question 1. Something that can be debated is ___.

arguable

Question 2. Clear and precise is ___.

specific

Question 3. Your stance on an issue is your ___.

position

Independent practice

Level 1: Start

  1. Something that can be debated is ___.
  2. Clear and precise is ___.
  3. Your stance on an issue is your ___.
  4. A claim in one sentence is a ___ statement.
  5. Uniforms promote ___.

Level 2: Grow

  1. Which claim is vague?
  2. What two reasons are given?
  3. Is uniforms exist arguable?

Level 3: Stretch

  1. Can a fact be a claim?
  2. Must a claim take a position?
  3. Should a claim be specific?

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

6. Apply: English in everyday life

Turn a topic into a strong arguable claim.

Show a sample answer

a claim

Another one. State a claim to a family member and ask if it is arguable.

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 write a claim.
  • I can make it arguable.
  • I can make it specific.
  • I can revise a weak claim.

9. Check and master

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

1. An arguable claim can be ___.

2. A specific claim is clear and ___.

3. A position is your ___ on an issue.

4. A thesis statement is a claim in one ___.

5. School uniforms is a ___.

6. Uniforms exist is a ___.

7. Uniforms are bad is ___.

8. Which is a strong claim?

9. What should a claim do?

10. Where is a thesis often placed?

11. What can make it specific?

12. Why write a strong claim?

Challenge 1. Which is arguable?

Challenge 2. Which is a fact?

Your result appears here after you answer every question.

10. Key takeaways

  • Choose an issue.
  • Take a position.
  • Make it specific.
  • Check it is arguable.

11. Next lesson

Next lesson: Supporting reasons. 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. Define arguable. [1 mark]
  2. Why is Uniforms exist not a claim? [2 marks]
  3. Improve: Uniforms are bad. [2 marks]
  4. What is a thesis statement? [1 mark]
  5. Explain how to write a strong claim. [3 marks]

Total: 9 marks.

Marking guide and model answers
  1. able to be debated by reasonable people [1]
  2. it is a fact [1]; nobody can argue against it [1]
  3. take a clear position [1]; add a specific reason [1]
  4. a claim stated in one sentence [1]
  5. choose an issue and take a position [1]; make it arguable [1]; make it specific [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. Something that can be debated is ___.
  2. Clear and precise is ___.
  3. Your stance on an issue is your ___.
  4. A claim in one sentence is a ___ statement.
  5. Uniforms promote ___.
  6. Which claim is vague?
  7. What two reasons are given?
  8. Is uniforms exist arguable?
  9. Can a fact be a claim?
  10. Must a claim take a position?

Homework

State a claim to a family member and ask if it is arguable.

Answer key and marking scheme

Question Expected response Marks
1. Something that can be debated is ___. arguable 1
2. Clear and precise is ___. specific 1
3. Your stance on an issue is your ___. position 1
4. A claim in one sentence is a ___ statement. thesis 1
5. Uniforms promote ___. equality 1
6. Which claim is vague? Uniforms are bad. 1
7. What two reasons are given? less distraction and more equality 1
8. Is uniforms exist arguable? no 1
9. Can a fact be a claim? no 1
10. Must a claim take a position? yes 1
Total 10

Independent practice answers. Level 1: 1 arguable; 2 specific; 3 position; 4 thesis; 5 equality. Level 2: 1 Uniforms are bad.; 2 less distraction and more equality; 3 no. 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 Write a 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 Make it arguable 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 Make it specific 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 Revise a weak 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

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: write a claim; make it arguable; make it specific; revise a weak claim.

Prerequisite knowledge. Understanding arguments.

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 » 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.6.1a (introduce claim(s) and organize the reasons and evidence clearly); Cambridge Primary English Stage 6 (persuasive claims). These sources informed the lesson.

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