CCSS.ELA-Literacy.WHST.9-10.1a

ELAGrades 9–10Text Types and Purposes

The Standard

Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

Common Core State Standards for English Language Arts

What This Standard Means

Students need to open an argument with a clear, specific position, not a vague opinion. They also need to name other possible positions fairly, then set up the piece so readers can see how the claim, counterclaim, reasons, and evidence connect.

Mastery looks like an introduction that tells the reader what is being argued and what disagreement exists. The body follows a logical path, not a list of random points. Students often get stuck by making claims too broad, ignoring the other side, or dropping evidence without explaining how it supports the reason.

Ways to Teach It

Give students mixed sentence strips from an argument, then have them sort claim, counterclaim, reason, and evidence into a logical order.
Ask students to write two opening paragraphs on school start times, one with only a claim and one that also names the opposing view.
Use a three-minute exit ticket asking students to label the claim and counterclaim in a short model introduction.
Have students examine a product review response, identifying how the writer handles complaints while still defending the product.

What This Unlocks

Mastery here sets students up for these next.

CCSS.ELA-Literacy.WHST.11-12.1a
Students extend precise claims and counterclaim organization to add knowledgeable claims, significance, and more logical sequencing.

Related Standards

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