Courseversity

Lesson

Argumentative paragraphs

Primary EducationGrade 6English & Language ArtsCV-PRI-G06-ELA-U08-L0745–60 min

You will learn

  • Write a claim sentence.
  • Add evidence.
  • Explain the link.
  • Link back to the thesis.

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. Claim sentence.
  2. Evidence.
  3. Explain.
  4. Link back.

Words to know

claim sentence
a sentence stating the paragraph’s point in support of the thesis
evidence
facts or examples supporting the point
commentary
your explanation of how evidence proves the point
link back
a sentence returning to the thesis

1. Discover: A model argument paragraph

A longer lunch break would improve concentration. (claim sentence) A survey of 100 pupils found that 70 felt tired by the afternoon. (evidence) This shows that a short break leaves many pupils unable to focus on later lessons. (commentary) Therefore, a longer break supports the school’s goal of better learning. (link back)

Every sentence works for the point.

Think: What does the commentary add?

2. Understand: Building a persuasive paragraph

Idea 1: Parts

A claim sentence, evidence, commentary and a link back.

Idea 2: Commentary

Commentary explains how evidence proves the point.

Idea 3: Link back

Return to the thesis with therefore or thus.

Remember: Write argument paragraphs with a claim sentence, evidence, commentary and a link back to the thesis.

3. Worked examples

Example 1 (I show you): Claim

What is the claim sentence?

  1. Concentration.

Answer: a longer lunch break would improve concentration

Example 2 (We do it together): Evidence

What is the evidence?

  1. Survey.

Answer: 70 of 100 pupils felt tired by the afternoon

Example 3 (You try): Link

How does it link back?

Show the steps and answer
  1. Therefore.

Answer: therefore, a longer break supports the school’s goal of better learning

Did you know?

Commentary is where your own thinking shines.

Why this matters

Strong paragraphs make each reason convincing.

4. Explore: Paragraph build

Write an argument paragraph.

  1. Write a claim sentence.
  2. Add evidence.
  3. Add commentary.
  4. Link back.
Think about it: what did you notice?

You can write an argument paragraph.

5. Practise

Say it in a sentence

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

  • One reason is ___.
  • For example, ___.
  • This shows ___.
  • Therefore ___.

Guided practice

Question 1. A sentence stating the point is a ___ sentence.

claim

Question 2. Facts or examples are ___.

evidence

Question 3. Your explanation of the evidence is ___.

commentary

Independent practice

Level 1: Start

  1. A sentence stating the point is a ___ sentence.
  2. Facts or examples are ___.
  3. Your explanation of the evidence is ___.
  4. Returning to the thesis is a ___ back.
  5. 70 of 100 felt ___.

Level 2: Grow

  1. How many pupils were surveyed?
  2. What does a short break leave pupils unable to do?
  3. What word links back?

Level 3: Stretch

  1. Should each paragraph have commentary?
  2. Should it link back?
  3. Is evidence alone enough?

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

6. Apply: English in everyday life

Write one argument paragraph with all four parts.

Show a sample answer

a paragraph

Another one. Read your argument paragraph to a family member and ask which sentence is strongest.

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 sentence.
  • I can add evidence.
  • I can explain the link.
  • I can link back to the thesis.

9. Check and master

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

1. A claim sentence states the paragraph’s ___.

2. Evidence is facts or ___.

3. Commentary ___ the evidence.

4. A link back returns to the ___.

5. The claim sentence is ___.

6. The evidence is ___.

7. The commentary is ___.

8. The link back begins with ___.

9. What follows evidence?

10. Evidence without explanation is ___.

11. What should every sentence do?

12. Why write full paragraphs?

Challenge 1. Which is commentary?

Challenge 2. Which is a link back?

Your result appears here after you answer every question.

10. Key takeaways

  • Claim sentence.
  • Evidence.
  • Explain.
  • Link back.

11. Next lesson

Next lesson: Introductory argument essays. 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. Name the four parts of an argument paragraph. [4 marks]
  2. What is commentary? [1 mark]
  3. Write a claim sentence about homework. [1 mark]
  4. Why link back to the thesis? [2 marks]
  5. Explain how to write an argument paragraph. [3 marks]

Total: 11 marks.

Marking guide and model answers
  1. claim sentence [1]; evidence [1]; commentary [1]; link back [1]
  2. your explanation of how evidence proves the point [1]
  3. a clear point such as homework should be limited [1]
  4. shows how the paragraph supports the argument [1]; keeps focus [1]
  5. state the claim [1]; give evidence and explain it [1]; link back to the thesis [1]

Score guide: 10 to 11 = secure. 7 to 9 = nearly there, revise the parts you missed. Under 7 = work through the lesson again with a grown-up.

Printable worksheet

  1. A sentence stating the point is a ___ sentence.
  2. Facts or examples are ___.
  3. Your explanation of the evidence is ___.
  4. Returning to the thesis is a ___ back.
  5. 70 of 100 felt ___.
  6. How many pupils were surveyed?
  7. What does a short break leave pupils unable to do?
  8. What word links back?
  9. Should each paragraph have commentary?
  10. Should it link back?

Homework

Read your argument paragraph to a family member and ask which sentence is strongest.

Answer key and marking scheme

Question Expected response Marks
1. A sentence stating the point is a ___ sentence. claim 1
2. Facts or examples are ___. evidence 1
3. Your explanation of the evidence is ___. commentary 1
4. Returning to the thesis is a ___ back. link 1
5. 70 of 100 felt ___. tired 1
6. How many pupils were surveyed? 100 1
7. What does a short break leave pupils unable to do? focus on later lessons 1
8. What word links back? therefore 1
9. Should each paragraph have commentary? yes 1
10. Should it link back? yes 1
Total 10

Independent practice answers. Level 1: 1 claim; 2 evidence; 3 commentary; 4 link; 5 tired. Level 2: 1 100; 2 focus on later lessons; 3 therefore. Level 3: 1 yes; 2 yes; 3 no.

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 sentence 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 Add 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
O3 Explain the link 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 Link back to the thesis 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 sentence; add evidence; explain the link; link back to the thesis.

Prerequisite knowledge. Alternative viewpoints.

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 11-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.6.1b and W.6.4 (support claim(s) with clear reasons and relevant evidence; produce clear and coherent writing); Cambridge Primary English Stage 6 (persuasive paragraphs). These sources informed the lesson.

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