You will learn
- Plan an answer with claim, evidence and reasoning.
- Write PEEL paragraphs.
- Use linking words and cautious language.
- Revise with a checklist.
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
- Start with a question and a claim.
- Support claims with evidence.
- Explain how the evidence supports the claim.
- Revise with a checklist.
Words to know
a statement that something is true that you must support
the explanation that links evidence to a claim
a sentence that tells the main point of a paragraph
a short ending that answers the question
1. Discover: The market question
Ms Smith asks: “Why do prices rise when many people want the same mango?” She models an answer. “Point: Prices rise when demand is greater than supply. Evidence: in our pretend market, ten buyers wanted five mangoes and the price rose from 3 to 7 tokens. Explain: sellers could ask more because buyers competed. Link: so, high demand with limited supply leads to higher prices.” Pupils spot linking words like because, so, however, and cautious words like tends to. They revise a weak paragraph using a checklist.
Think: Which part of PEEL do you find hardest to write?
2. Understand: Evidence-based writing
Idea 1: Plan first
Start with the question. Make a claim that answers it. Gather evidence: facts, data, quotes and examples from sources. Use reasoning to show how the evidence supports the claim. Decide the order of points.
Idea 2: Write with PEEL
Each paragraph starts with a topic sentence (Point), adds Evidence, Explains how it supports the claim and Links back to the question. Use linking words (because, therefore, however, for example) and cautious words (suggests, may, tends to). End the piece with a short conclusion answering the question.
Idea 3: Revise
Check: Does every claim have evidence? Are sources named? Is the reasoning clear? Are facts accurate? Is the language fair, with no unsupported words like always or everyone? Does the conclusion answer the question? Read aloud and fix errors.
3. Worked examples
Example 1 (I show you): Define
Claim.
- Think.
- Say.
- Check.
Answer: Statement to be supported.
Example 2 (We do it together): Define
Reasoning.
- Think.
- Say.
- Check.
Answer: Explains the link.
Example 3 (You try): Name
A linking word.
Show the steps and answer
- Think.
- Say.
- Check.
Answer: Because.
Did you know?
Many secondary exam questions ask pupils to explain, compare or evaluate, which all need clear claims and evidence.
Why this matters
Clear writing shows your thinking and prepares you for secondary school.
4. Explore: Write and revise
Answer one question from a short list (for example, why do people migrate; how can a community protect a water source). Plan with a claim-evidence-reasoning table, write two PEEL paragraphs and a conclusion, then revise with the checklist.
- Plan.
- Write.
- Revise.
- Share.
Think about it: what did you notice?
What did you notice? Evidence makes ideas convincing.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- A claim is ___.
- Reasoning is ___.
- A topic sentence is ___.
- A conclusion is ___.
Guided practice
Question 1. What is a claim?
Statement to support.
Question 2. What is reasoning?
Explains the link.
Question 3. What is a topic sentence?
Main point.
Independent practice
Level 1: Start
- What is a claim?
- What is reasoning?
- What is a topic sentence?
- What is a conclusion?
- Name a linking word.
Level 2: Grow
- Why evidence?
- Why revise?
- Why cautious words?
Level 3: Stretch
- Plan the answer.
- Write PEEL.
- Revise.
Answers are in the answer key below. Try first, then check.
6. Apply: Social Studies in everyday life
Write a four-sentence PEEL paragraph answering a question of your choice.
Show a sample answer
Point, evidence, explain, link.
Another one. Read your paragraph to an adult and ask for one improvement.
Show a sample answer
Share.
7. Common mistakes
Fix: Clear and supported is better.
Fix: Evidence is needed.
8. Lesson summary and revision card
- I can plan an answer with claim, evidence and reasoning.
- I can write PEEL paragraphs.
- I can use linking words and cautious language.
- I can revise with a checklist.
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
- Start with a question and a claim.
- Support claims with evidence.
- Explain how the evidence supports the claim.
- Revise with a checklist.
11. Next lesson
Next lesson: Research presentations. 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 claim and reasoning. [2 marks]
- Write the four parts of PEEL. [3 marks]
- Explain how evidence supports a claim. [3 marks]
- Explain why revising matters. [2 marks]
Total: 10 marks.
Marking guide and model answers
- Claim [1]; reasoning [1]
- Four [3]
- Evidence [1]; link [1]; example [1]
- Reason [1]; example [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- What is a claim?
- What is reasoning?
- What is a topic sentence?
- What is a conclusion?
- Name a linking word.
- Why evidence?
- Why revise?
- Why cautious words?
- Plan the answer.
- Write PEEL.
Homework
Draw a PEEL plan.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. What is a claim? | Statement to support. | 1 |
| 2. What is reasoning? | Explains the link. | 1 |
| 3. What is a topic sentence? | Main point. | 1 |
| 4. What is a conclusion? | Short ending. | 1 |
| 5. Name a linking word. | Therefore. | 1 |
| 6. Why evidence? | Support claims. | 1 |
| 7. Why revise? | Improve. | 1 |
| 8. Why cautious words? | Fairness. | 1 |
| 9. Plan the answer. | Plan. | 1 |
| 10. Write PEEL. | Write. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Statement to support.; 2 Explains the link.; 3 Main point.; 4 Short ending.; 5 Therefore.. Level 2: 1 Support claims.; 2 Improve.; 3 Fairness.. Level 3: 1 Plan.; 2 Write.; 3 Revise..
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 Plan an answer with claim, evidence and reasoning | 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 Write PEEL paragraphs | 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 Use linking words and cautious language | 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 with a checklist | 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: “A long answer is always better.” Clear and supported is better.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Make a writing checklist.
- 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 writes and revises PEEL paragraphs. Please read their writing and ask about their evidence. You do not need to be an expert to help.
- Ask about evidence.
- Praise clear reasoning.
- Encourage revision.
- 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: plan an answer with claim, evidence and reasoning; write PEEL paragraphs; use linking words and cautious language; revise with a checklist.
Prerequisite knowledge. Grade 6 ideas: historical, geographical, civic and economic review, plus media literacy and source checking.
Materials. Planning tables, checklists. 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. Prepare planning tables.
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). Tell the market question story.
Explanation (10 min). Teach evidence-based writing.
Guided activity (10 min). Write and revise.
Independent activity (10 min). Discuss.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. How do we write a clear, evidence-based answer?
Teacher explanation notes. Start with a picture, story, map or local example. Then talk about what was seen, then draw and write. Always ask “how do you know?” and invite more than one view. Treat every family, culture and community with respect, and never ask learners to share private information.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use pictures, maps, real objects and short sentences, and let learners work with a partner. Let learners point, show, act or draw instead of writing. Extension. Ask learners to find a new example from their own community and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “A long answer is always better.” Clear and supported is better.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-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. Make a writing checklist. Enrichment. Find one new example near your home or school, draw or write about it and explain it to someone. 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: NCSS standards and C3 Framework, Cambridge Primary Humanities and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Social Studies curriculum, Grade 6 Unit 12, topic 7; NCSS C3 Framework, developing questions, applying disciplinary tools, evaluating sources, communicating conclusions and taking informed action; Cambridge Lower Secondary Humanities, enquiry skills; IB Primary Years Programme, sharing the planet and how we express ourselves. These sources informed the lesson.